scholarly journals Language-Specific Effects in Cross-Language Research and Their Implications for Second Language Acquisition: A Theoretical Enquiry

2018 ◽  
Vol 10 (2) ◽  
pp. 7-20
Author(s):  
Enikő Pál
Keyword(s):  
Second Language ◽  
Speech Perception ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Mother Tongue ◽  
Empirical Studies ◽  
Specific Effects ◽  
Phonetic Learning ◽  
Cross Language ◽  
Speech Perception And Production

AbstractBoth in the theoretical framework of applied linguistics and empirical studies, second language acquisition is either examined within the universalist postulation of an innate language acquisition device or it is discussed in a pluralist manner featuring the great variety of language-specific influences. The present paper focuses on the latter issue, aiming to review some of the recent studies on the role of the mother tongue in second language speech perception and production. Our main interest is in phonetic learning. Thus, we shall particularly turn our attention to certain theoretical–empirical data regarding second language speech perception and production, such as the perceptual assimilation model, the native language magnet theory, and the articulatory setting theory.

THE ASPECT HYPOTHESIS AND THE ACQUISITION OF L2 PAST MORPHOLOGY IN THE LAST 20 YEARS

2020 ◽  
Vol 42 (5) ◽  
pp. 1137-1167
Author(s):  
Kathleen Bardovi-Harlig ◽  
Llorenç Comajoan-Colomé
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
State Of The Art ◽  
Coming Of Age ◽  
Empirical Studies ◽  
Future Research ◽  
Aspect Hypothesis ◽  
Tense And Aspect ◽  
The Third

AbstractTwenty years ago, a state-of-the-art review in SSLA marked the coming of age of the study of temporality in second language acquisition. This was followed by three monographs on tense and aspect the next year. This article presents a state-of-the-scholarship review of the last 20 years of research addressing the aspect hypothesis (AH) (Andersen, 1991, 2002; Andersen & Shirai, 1994, 1996), the most tested hypothesis in L2 temporality research. The first section of the article gives an overview of the AH and examines its central tenets, and then explores the results of empirical studies that test the hypothesis. The second section considers studies that have investigated four crucial variables in the acquisition of temporality and the testing of the AH. The third section discusses theoretically motivated areas of future research within the framework of the hypothesis.

Electrophysiological Approaches to Understanding Second Language Acquisition: A Field Reaching its Potential

2014 ◽  
Vol 34 ◽  
pp. 15-36 ◽  
Author(s):  
Kara Morgan-Short
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Studies ◽  
First Language ◽  
Event Related Potentials ◽  
Interdisciplinary Approaches ◽  
Electrophysiological Studies ◽  
Related Potentials ◽  
Implicit Training

The present article provides a review of results from electrophysiological studies of the neurocognition of second language. After a brief introduction to event-related potentials (ERPs), the article explores four sets of findings from recent second language (L2) ERP research. First, longitudinal L2 ERP research has demonstrated that L2 neurocognitive processing changes qualitatively with time. Second, research has shown that L2 learners can evidence nativelike ERP effects for L2 grammatical features that are present in their first language (L1) as well as for features that are unique to their L2 but may have more difficulty processing features that are present in their L1 but that are instantiated differently in their L2. Third, emerging research has revealed that individual differences in ERPs can be accounted for by linguistic and nonlinguistic factors. Finally, recent empirical studies have shown that explicit and implicit training contexts can lead to nativelike ERP effects at high levels of proficiency, but that implicit contexts may lead to the development of a fuller nativelike processing signature, at least for syntactic processing. With continued interdisciplinary approaches and sophisticated research designs, L2 ERP research is only beginning to reach its potential and promises to uniquely inform central questions of second language acquisition.

scholarly journals Usage-based Linguistics and Second Language Learning and Teaching

2021 ◽  
Vol 8 (8) ◽  
pp. 173-175
Author(s):  
Ying Zhou ◽  
◽  
Yu Wang ◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Empirical Studies ◽  
Research Area ◽  
Comprehensive Review ◽  
Related Research ◽  
Learning And Teaching

Research on usage-based linguistics on second language acquisition has been fruitful in the international arena, but it is still in its infancy in China. In order to promote related research in China, this paper presents a comprehensive review of this research area. First, an introduction to usage-based linguistics is presented, then a review of its empirical studies is provided and finally the implications of usage-based linguistics on second language learning and teaching are discussed.

LONGITUDINAL RESEARCH IN SECOND LANGUAGE ACQUISITION: RECENT TRENDS AND FUTURE DIRECTIONS

2005 ◽  
Vol 25 ◽  
pp. 26-45 ◽  
Author(s):  
Lourdes Ortega ◽  
Gina Iberri-Shea
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Longitudinal Research ◽  
Expert Knowledge ◽  
Mother Tongue ◽  
Future Directions ◽  
Complex Process ◽  
Challenges And Opportunities ◽  
Recent Trends

Both common sense and expert knowledge tell us that learning a language other than the mother tongue is a complex process that happens through and over time. Time, indeed, is a construct implicated in many of the problems that second language acquisition researchers investigate. The purpose of this chapter is to survey longitudinal SLA research published in the last three years and to offer a critical reflection of best current longitudinal practices and desirable directions for future longitudinal SLA research. We highlight recent trends in longitudinal SLA research, paying particular attention to broad design choices and foci of research organized around four trends in SLA longitudinal investigation, and we describe key exemplary studies under each trend. We close by reflecting on some of the challenges and opportunities that await these longitudinal research programs in the future.

scholarly journals YOUTUBE AS A MEDIUM FOR INDONESIAN TODDLERS’ SECOND LANGUAGE ACQUISITION (AN ANALYSIS THROUGH CHILDREN SONGS)

HUMANIKA ◽  
2020 ◽  
Vol 27 (2) ◽  
pp. 147-154
Author(s):  
Yashinta Farahsani ◽  
Ika Puspita Rini ◽  
Patria Handung Jaya
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Mother Tongue ◽  
Peak Time ◽  
Simple Sentence ◽  
School Students ◽  
Interview Method ◽  
The Media ◽  
The University

Language acquisition for children is started when they produce words on their own. Children’s language normally develop in line with their age. Usually they can produce sentence and speak their mother tongue language fluently at the age of three. In the same time, children are able to acquire other language which is called second language acquisition (SLA). In Indonesia, English has become second language that has become the main subject at school, from the elementary level to the university level. Toddlers are children at the range of age between 2-3 years. This is the peak time to acquire language, and at this age, children are able to create phrase or simple sentence. Since the technology has developed very rapidly, children also can get more facilities to learn language. One of the media to learn language is YouTube. Using interview method, the writers did interview to 21 respondents as the parents of pre-school students. There were four questions to answer and the answers were described based on the respondents’ opinion. The research results that children can start to learn English through YouTube by watching English songs. Their attraction in watching is followed by imitating the word, the way the characters sing, and also the manner. Parents become guide to improve the children’s process of English learning after they watched YouTube.

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