Teachers' Beliefs about the Factors that Support Successful Second Language Acquisition of Elementary School Students

Language Acquisition ◽

School Students ◽

School Grades ◽

English Students

ABSTRAK: This study analyzes such interlanguage errors in five private English students with low school grades. That is why some of these students' interlingual errors are easy to spot. The use of English must take place during a private course in English. This can happen from teacher to student or from student to teacher, or it can occur when certain written activities are completed by students. This study found evidence that English was still used at the Interlanguage (IL) level because although they used English, some students still had interlingual errors, such as the use of To Be, prepositions and adjectives / nouns, etc. This study also finds a technique by which teachers solve the interlingual error problem by using Drill method, which allows them to repeat the use of To Be, adjectives, etc. Keywords: Second Language Acquisition, Interlingual Errors, Drill Method

Innatist and Interactionist Learning Approaches of Elementary School Students’ Language Acquisition

Jurnal Humaniora ◽

10.22146/jh.v31i1.33457 ◽

2019 ◽

Vol 31 (1) ◽

pp. 14

Author(s):

Petra Kristi Mulyani

Keyword(s):

Elementary School ◽

Second Language ◽

Language Acquisition ◽

Oral Language ◽

Educational Program ◽

Learning Approaches ◽

School Students ◽

Students First

Language acquisition starts in childhood. Oral language is the initial language to learn. Within it, lies norms to make language functional. Children start to function the language through communication. Communication provides an identity that shapes them into different settings. As language acquisition is unique and individual, experts have been studying to interpret it. There are at least three theorists of language acquisition. They are a behaviorist, innatist, and interactionist. Experts are debating on which theory provides the most appropriate approaches for the students. The discussion will compare innatist and interactionist approaches to the students’ first and second language acquisition. It describes how the educational program would be like when using innatist and interactionist learning approaches. There are also critiques on innatist and interactionist approaches. A suggestion is provided to strategically integrate both approaches to understand language acquisition process in both first and second language students.

Innatist and Interactionist Learning Approaches of Elementary School Students’ Language Acquisition

Jurnal Humaniora ◽

10.22146/jh.33457 ◽

2019 ◽

Vol 31 (1) ◽

pp. 14

Author(s):

Petra Kristi Mulyani

Keyword(s):

Elementary School ◽

Second Language ◽

Language Acquisition ◽

Oral Language ◽

Educational Program ◽

Learning Approaches ◽

School Students ◽

Students First

Language acquisition starts in childhood. Oral language is the initial language to learn. Within it, lies norms to make language functional. Children start to function the language through communication. Communication provides an identity that shapes them into different settings. As language acquisition is unique and individual, experts have been studying to interpret it. There are at least three theorists of language acquisition. They are a behaviorist, innatist, and interactionist. Experts are debating on which theory provides the most appropriate approaches for the students. The discussion will compare innatist and interactionist approaches to the students’ first and second language acquisition. It describes how the educational program would be like when using innatist and interactionist learning approaches. There are also critiques on innatist and interactionist approaches. A suggestion is provided to strategically integrate both approaches to understand language acquisition process in both first and second language students.

Universal Grammar in the classroom: the effects of formal instruction on second language acquisition

Interlanguage studies bulletin (Utrecht) ◽

10.1177/026765839100700206 ◽

1991 ◽

Vol 7 (2) ◽

pp. 162-180 ◽

Cited By ~ 6

Author(s):

Sascha W. Felix ◽

Wilfried Weigl

Keyword(s):

High School ◽

Second Language ◽

High School Students ◽

Language Acquisition ◽

Universal Grammar ◽

Learning Situation ◽

School Students ◽

Formal Instruction ◽

L2 Learners

One of the dominating issues in recent second language acquisition research has been the question of whether or not L2 learners have access to principles of Universal Grammar. It seems that currently there is fairly strong evidence both for and against UG-access by L2 learners. Consequently, the question arises what kinds of factors may potentially further or block UG-access and whether such factors can be related to certain properties of the learning environment. In this paper we wish to approach this question by looking at a somewhat extreme learning situation, namely the acquisition (or maybe non-acquisition) of English as a second language by 77 German high school students who learned and were exposed to English exclusively during classroom hours. These students were tested for their ability to correctly judge grammaticality contrasts in English that are standardly attributed to UG principles. The results suggest that - even under a most liberal interpretation - these students did not show any evidence of having UG-access. Rather, they utilized a number of strategies that (a) tied them very tightly to properties of German and (b) prevented them from making any generalizations that went beyond what had been explicitly taught in the classroom.

Teachers' beliefs about classroom practice : implications for the role of second language acquisition theory in teacher education

10.5353/th_b3194488 ◽

1998 ◽

Author(s):

Kevin Roderick Mackenzie

Keyword(s):

Teacher Education ◽

Second Language ◽

Second Language Acquisition Theory

Language Acquisition ◽

Classroom Practice ◽

Teachers Beliefs ◽

Role of Resilience in (De)Motivation and Second Language Proficiency: Cases of Korean Elementary School Students

Journal of Psycholinguistic Research ◽

10.1007/s10936-018-9609-0 ◽

2018 ◽

Vol 48 (2) ◽

pp. 371-389 ◽

Cited By ~ 4

Author(s):

Tae-Young Kim ◽

Youngmi Kim ◽

Ji-Young Kim

Keyword(s):

Elementary School ◽

Second Language ◽

Language Proficiency ◽

School Students ◽

Second Language Proficiency

The effect of extraversion on oral L2 proficiency

EUROSLA Yearbook ◽

10.1075/eurosla.6.13dae ◽

2006 ◽

Vol 6 ◽

pp. 213-236 ◽

Cited By ~ 11

Author(s):

Siska van Daele ◽

Alex Housen ◽

Michel Pierrard ◽

Luc De Bruyn

Keyword(s):

Second Language ◽

Language Acquisition ◽

Speech Production ◽

Potential Effect ◽

School Students ◽

Personality Variable ◽

Cross Sectional ◽

L2 Production ◽

Target Languages

This study investigates the commonly-held belief in the SLA community that second language acquisition is somehow influenced by the learner’s personality. It builds on previous research on the relation between one personality variable, extraversion, and second language acquisition but is innovative in three ways. First, it examines L2 learners’ speech production in two rather than one L2 and thus puts to the test the hypothesis that the effect of extraversion is stable across different target languages (Dewaele and Furnham 2000). Secondly, whereas most previous studies have investigated the effect of extraversion on fluency (e.g. Rossier 1976, Tapasak, Roodin and Vaught 1978, Busch 1982, Dewaele 1998) this study also looks at the potential effect of this variable on the linguistic accuracy and complexity of learners’ L2 speech production. Thirdly, whereas previous studies were mostly cross-sectional in design, this study adds a longitudinal perspective by considering to what extent the effect of the extraversion–introversion dimension on the fluency, complexity and accuracy of learners’ L2 production remains stable over time. Participants were 25 Dutch-speaking secondary school students learning both English and French as foreign languages in Flanders, Belgium.

Effects of Early and Delayed Second Language Acquisition: English Composition Skills of Spanish-Speaking Junior High School Students

TESOL Quarterly ◽

10.2307/3586752 ◽

1981 ◽

Vol 15 (3) ◽

pp. 263 ◽

Cited By ~ 6

Author(s):

M. Roger Ferris ◽

Robert L. Politzer

Keyword(s):

High School ◽

Second Language ◽

High School Students ◽

Language Acquisition ◽

Junior High School ◽

Junior High School Students ◽

English Composition ◽

School Students ◽

Spanish Speaking

THE INTERDEPENDANCE BETWEEN ATTRIBUTIONS AND SECOND LANGUAGE ATTAINMENTS IN SECONDARY SCHOOL STUDENTS

Journal of Education Culture and Society ◽

10.15503/jecs20171.109.124 ◽

2017 ◽

Vol 8 (1) ◽

pp. 109-124

Author(s):

Bogusława Gosiewska-Turek

Keyword(s):

Second Language ◽

Language Acquisition ◽

Secondary School ◽

Language Learning ◽

Attribution Theory ◽

Secondary School Students ◽

School Students ◽

Affective Factors ◽

Adolescent Students

Affective factors are undoubtedly considered to be vital in second language acquisition. Among these factors attribution theory is of primary significance, as it affects learners’ final achievement. It indicates that people attribute various causes in their lives to their success and failure. With the employment of attribution theory, this study examines Polish secondary school adolescent students’ attributions for success and failure in second language learning. The main purpose of the study is to investigate, whether Polish secondary school students’ attributions have an impact on their achievements in second language acquisition. In order to conduct the study, the researcher administered attribution questionnaires to the students and an achievement sheet to the teacher to fill in with students’ semester grades in English. Then the data obtained from the questionnaires and the achievement sheet were correlated. The results show that successful students are more likely to attribute their success to internal facets such as ability and effort and unsuccessful learners attribute their lack of success to external factors, among which task difficulty or luck could be enumerated.