scholarly journals On the Verbalization of Space and Direction Concepts

2020 ◽  
Vol 42 (1) ◽  
pp. 5-15
Author(s):  
Michail L. Kotin
Keyword(s):  
Language Acquisition ◽  
Theoretical Background ◽  
Special Consideration ◽  
Place And Space ◽  
Prepositional Phrases ◽  
Irregular Verbs

SummaryThe paper deals with selected problems of the verbalization of the concepts “place”, “space” and “direction”, with a special consideration of their successive development in language and in language acquisition. The theoretical background are assumptions concerning the genesis of the concept of place and movement. Some of them claim that movement and direction precede the conceptualization of place and space. However, numerous linguistic phenomena seem to prove the opposite hypothesis, namely that the concept of place and, thus, its verbalization by means of stative verbs, local adverbs and prepositional phrases is original, whereas the concepts of movement, especially of controlled, caused movement denoted by transitive, regular verbs is derived from the concept of locum encoded by irregular verbs.

Relationships between parental input frequencies and children's language acquisition: a reanalysis of Brown's data

1980 ◽  
Vol 7 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Ernst L. Moerk
Keyword(s):  
Language Acquisition ◽  
The Other ◽  
Significant Variable ◽  
Input Frequency ◽  
Short Term ◽  
Prepositional Phrases ◽  
Parent Child Interactions ◽  
Parental Input ◽  
Short Term Effects ◽  
Parent Child

ABSTRACTTo evaluate Brown's assertion that frequency of input is not a significant variable in language acquisition, some of Brown's data were reanalysed. The data pertaining to Adam, Eve, Sarah and their parents were predominantly obtained from Brown's (1973) book and were supplemented from the transcripts. Parental input frequency and the children's age at mastery were highly related for each of the three triads. Then Sarah's input and rate of language acquisition were compared with that of the other two children. The correlation between Sarah's relative input deprivation and her relative linguistic delay was 0·66. Finally, an analysis of Eve's acquisition of specific prepositional phrases involving the preposition in were made. Again it was found that frequency of input was highly related to frequency of production. Detailed analyses of parent-child interactions provided evidence also for short-term effects of input frequency.

scholarly journals Fazy przetwarzania informacji językowych w nauce obcojęzycznego słownictwa

Neofilolog ◽  
2012 ◽  
pp. 81-93
Author(s):  
Agnieszka Kubiczek
Keyword(s):  
Information Processing ◽  
Language Acquisition ◽  
Foreign Language ◽  
Vocabulary Learning ◽  
Theoretical Background ◽  
Natural Processes ◽  
Input Processing ◽  
Starting Point

In the article I am presenting the course of the process of learning vocabulary activated while teaching a foreign language. The paper takes the models of information processing and input processing as a starting point to describe the phases of vocabulary learning and to implicate the teaching procedures based on the insights in the natural processes of language acquisition. It provides theoretical background referring to the concept of instructed learning understood as the possibility of steering learners’ perception and processing of lexical structures by the teacher, and also examples on how to use this knowledge in the classroom.

scholarly journals Pedagogical grammar as the framework of tefl research. Part 8. Foreign language syntax acquisition: wh-questions

2020 ◽  
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Lexical Retrieval ◽  
Foreign Language Acquisition ◽  
Mixed Use ◽  
Wh Questions ◽  
The Difference ◽  
Irregular Verbs ◽  
High Degree ◽  
Experimental Data Analysis

The paper presents the results of the experimental data analysis concerning the said issue. Within a long observation period, the author researched three groups of subjects of various ages and backgrounds, using varied types of elicitation procedures (scrambled sentence technique, question reconstruction, oral interviews and translation). It was established that at the initial stage of foreign language acquisition (FLA), adults progress faster than children in the native language acquisition (NLA), which the author explains by their larger intellectual resources. In relation to wh-questions, the procedures common to both the NLA and FLA include the use of formulaic expressions, overgeneralization, archi-forms, and alternating forms (be instead of do, do / does / did instead of be, does instead of did, did instead of do, mixed use of several operators together), double auxiliary marking, double marking (mostly with irregular verbs in the Past Simple and considered a lexical retrieval error rather than reflecting any underlying grammar rule). Basing upon a high degree of the data resemblance in both the NLA and FLA, the author concludes that the wh-questions acquisition is a rule-governed procedure having a substantial degree of similarity in the said processes, irrespective of the fact, whether English is learned as a native or a foreign language. The difference between the NLA and FLA seems to be in the acquisition of there is / are structures. They have never been reported as a separate acquisition problem in the NLA. However, they seem to present a special difficulty in the FLA. It was found that such structures might be a problem even after the learners had mastered the do-inversion, which is considered the final stage in the NLA. In the FLA, however, the learners continued to use the first-stage structures even at the do-stage of wh-question acquisition. That might be explained by the learners’ intuitive unwillingness to accept there as the subject of the sentence, which results in their frequent omission of it during the wh-movement.

scholarly journals Lubya – en udraderet palæstinensisk landsby som erindringssted

2013 ◽  
Vol 76 (1) ◽  
pp. 46-60
Author(s):  
Bo Dahl Hermansen
Keyword(s):  
World Wide ◽  
Phenomenological Approach ◽  
Theoretical Background ◽  
The State ◽  
Place And Space ◽  
Palestinian Refugees ◽  
Counter Narrative ◽  
Military Forces ◽  
State Of Israel

This contribution discusses the demolished, Palestinian villageof Lubya as memory place. Lubya was attacked and occupied byIsraeli military forces in 1948 and its inhabitants had to abandon thevillage. Instead they became part of a world-wide Palestinian diaspora.In Edward Said’s terms, like other Palestinian refugees, they became“nowhere people”, who exploited memories about their village of originin order to construct an identity in the diaspora. This memory workis a problem as memories of individual villages become integrated inthe broader discourse of the Palestinian nakba (catastrophe). Thus, aforceful counter-narrative is emerging, which negates the dominant,Zionist master commemorative narrative on which the state of Israel isbased. The theoretical background of the contribution includes PierreNora’s notion of lieux de mémoire, Paul Connerton’s ideas about bodymemory, as well as a phenomenological approach to landscape, place,and space.

Der Zweitspracherwerb des deutschen Kasus in der Präpositionalphrase

2011 ◽  
Vol 39 (1) ◽  
Author(s):  
Katharina Turgay
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Primary School ◽  
School Children ◽  
First Language ◽  
Primary School Children ◽  
Case Assignment ◽  
Prepositional Phrases ◽  
Special Case

AbstractCase is one of the grammatical categories that pose great challenges to children acquiring German, both in first and second language acquisition. The paper examines the special case of the second language acquisition of case within prepositional phrases (PPs). A prototypical German PP consists of a preposition selecting a determiner phrase (DP) whose case is governed by the prepositional head. One problem is that the case assigned by a preposition and its semantics are not related to each other, while in the case of socalled two-way prepositions, the semantics of the PP and the case within the DP are closely connected. This conflict between arbitrariness and semantically driven case assignment could pose an additional obstacle for learners of German. I have conducted an experiment in which I examined how case within PPs is acquired by 56 primary school children whose first language is not German. My study shows that the children have great difficulties regarding the dative and that the accusative is used instead very often. This overgeneralization decreases with an increase in age.

scholarly journals Roll-Up is too complex for Romanian 5-year-olds: Evidence from recursive adjectives

2021 ◽  
Vol 6 (1) ◽  
pp. 133
Author(s):  
Adina Camelia Bleotu ◽  
Tom Roeper
Keyword(s):  
Language Acquisition ◽  
Current Paper ◽  
Prepositional Phrases ◽  
Complex Operation ◽  
Recursive Structures

The current paper examines Romanian 5-year-olds’ comprehension and production of recursive structures involving multiple adjectives such as florile mici mari ‘flowers-the small big’, i.e., “the big small flowers”. On the basis of an experiment we conducted on 20 Romanian 5-year-olds, we show that children have the tendency to reduce recursion to coordination, the default interpretation at this stage of language acquisition. Moreover, children avoid producing recursive structures, preferring simpler forms instead, while they produce coordinative structures to a much higher extent. Since children’s performance with recursive adjectives in Romanian seems to be worse than performance with recursive prepositional phrases (Bleotu 2020), we argue that this supports the idea that, unlike prepositional phrases, multiple adjectives in Romance are derived through the complex operation of Roll-Up (Cinque 1994, 2005, 2010).

scholarly journals The (near) absence of English in Flemish dinner table conversations

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Eline Zenner ◽  
Dorien Van De Mieroop
Keyword(s):  
Language Acquisition ◽  
Language Socialization ◽  
Low Frequency ◽  
Theoretical Background ◽  
Small Samples ◽  
Negative Evidence ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Dinner Table ◽  
Strong Position

AbstractThis paper studies the low frequency of English insertions in child-directed speech in eight Flemish families, which is striking considering the strong position of English in other domains in Flanders. Crossing usage-based approaches to language acquisition and language socialization research, we scrutinize our corpus of dinner table conversations that consist of over 25,000 utterances, complemented by sociolinguistic interviews with the caregivers of each family. After mining our corpus for English insertions, we present a quantitative exploration that reveals how less than 1% of the utterances per family contain English insertions. Assessing whether this result can be interpreted as parents’ attempts to socialize their children towards Dutch, and what this reveals about their language regards, we analyze selected fragments through multimodal discourse analysis. After discussing possible implications of these findings for the position of English in Flanders, we additionally discuss them against the theoretical background of developmental sociolinguistics, and against the methodological background of working with small samples and negative evidence in a usage-based approach (see e.g. negative entrenchment.

Concept-based instruction for applied L2 acquisition

2021 ◽  
Author(s):  
Julien Zakhia Doueihi ◽  
Thomas François
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Method ◽  
Theoretical Background ◽  
L2 Acquisition ◽  
Classroom Experiment ◽  
Growing Body ◽  
Based Instruction

Abstract This study’s objective is to present an overview of experimental applications of Concept-Based Instruction (CBI) for Second Language Acquisition. CBI aims to describe complex grammatical notions in a thorough manner in order to facilitate their acquisition. Even though CBI is still considered as a recent domain in language teaching, the growing body of research makes it timely to present a systematic review, which is currently lacking. In the present paper, we will first describe the theoretical background upon which CBI is grounded. Then, we will carry out an analysis of 29 CBI studies in which a classroom experiment was performed, with the objective of considering the strengths and limits of this teaching method.

Functional analysis in the study of second language acquisition

1994 ◽  
Vol 1 (2) ◽  
pp. 201-228
Author(s):  
Wolfgang U. Dressler ◽  
Katarzyna Dziubalska-Kolaczyk
Keyword(s):  
Functional Analysis ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Theoretical Background ◽  
Point Of View ◽  
Functional Explanation ◽  
Multiple Strategies ◽  
Functional Point ◽  
The One

Studies of second language acquisition (SLA) are often devoid of sufficient theoretical background. With this contribution we want to demonstrate the suitability of a theoretical functional approach to this area and especially to the analysis of the learner's perspective. The theoretical background is, on the one hand, functional explanation, and on the other, semiotically based "natural linguistics", with an emphasis on phonology and text linguistics. We will differentiate two types of functional explanation, both applicable to SLA (3.2) and deal with several problems of functional analysis which correspond to recurrent problems of SLA analysis (3.3), such as goal conflicts, competition of strategies (multiple strategies), multi-functionality, alternative explanations, and the vexing question as to what extent form follows function. Having established and illustrated (with SLA material) four types of functional deficiencies (3.4), we will deal with the learner's progress from a functional point of view as against the background of selected current views on SLA (4).

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