scholarly journals Analysis of Factors Affecting Second Language Acquisition

2017 ◽  
Vol 4 (3) ◽  
pp. 158-164
Author(s):  
Priya Adwani ◽  
Sanjay Shrivastava
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Mother Tongue ◽  
First Language ◽  
Factors Affecting ◽  
Entire Process ◽  
Five Factors

The purport of this paper is to provide an overview of five factors affecting second language acquisition (SLA). The factors include vocabulary, grammar, and interference of mother tongue (L1), self-efficacy and motivation. These factors are vital to research for the process of acquiring second language. Language is composed of vocabulary words which are synchronized by grammar affected by first language .Self efficacy is a consequential component of social cognitive and this entire process of second language acquisition is possible by the factor of motivation. Motivation is additionally a consequential contributor to language achievement in terms of linguistic outcomes.Study of these factors synthesize in the process of acquiring second language resulting with possible suggestions.Int. J. Soc. Sc. Manage. Vol. 4, Issue-3: 158-164

On the Mutual Effect of L1 and L2 in SLA: A Brief Look at Cook's Multi-competence

2016 ◽  
Vol 7 (2) ◽  
pp. 398 ◽  
Author(s):  
Mojtaba Teimourtash ◽  
Nima Shakouri
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
First Language ◽  
Mutual Effect ◽  
Foreign Language Teaching ◽  
L1 And L2

Considering the notion of multi-competence coined by Cook (1991) calls on the necessity to revisit the stance of first language in foreign language teaching.  The use of mother tongue in second language acquisition (SLA) is widely criticized by many practitioners, notably Krashen (1981). However, more recently Widdowson (2003) also called for an explicitly bilingual approach. The present paper, though arguing for the use of L1 in L2 context, did not ignore the fact that L2 can exert inevitable effects on L1.

Second Language Acquisition and Universal Grammar

1990 ◽  
Vol 12 (2) ◽  
pp. 121-133 ◽  
Author(s):  
Lydia White
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Potential Role ◽  
Mother Tongue ◽  
Universal Grammar ◽  
First Language ◽  
Generative Grammar ◽  
L2 Acquisition

In this article, the motivation for Universal Grammar (UG), as assumed in the principles and parameters framework of generative grammar (Chomsky, 1981a, 1981b), is discussed, particular attention being paid to thelogical problemof first language acquisition. The potential role of UG in second language (L2) acquisition is then considered. Three different positions are reviewed: (a) the claim that UG is not available to L2 learners; (b) the claim that UG is fully available; and (c) the claim that the L2 learner's access to UG is mediated by the mother tongue. This raises the issue of what kind of evidence can be used to decide between these three positions. Recent experimental research which argues for one or another of these positions by investigating the L2 status of the Subjacency Principle is reviewed, and the implications of this research are discussed.

Didaktisko spēļu izmantošana latviešu valodas gramatikas mācības pirmajos posmos

2020 ◽  
pp. 208-225
Author(s):  
Jūlija Kuzņecova ◽  
Olga Lezina
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Learning Styles ◽  
Mother Tongue ◽  
Educational Games ◽  
First Language ◽  
Modern World ◽  
Official Language

This article underlines the importance of learning grammatical rules of the Latvian language for Latvian as a second or foreign language. In fact, grammar is one of the four components of communicative competence: linguistic, sociolinguistic, discourse, and strategic competence. Aside from rules and tables, there are more effective and engaging ways to teach and learn grammar. One of them is through educational games. When language learners can apply grammar and use it in a fun way, there is a better chance that they will retain it all. They will be able to practice and internalize grammar phenomena extensively rather than just learning a collection of rules superficially. Not all games can be considered educational. It is important to recognize the purpose of a grammar game. The authors propose to consider several principles that can foster effective learning and improve student outcomes when teaching Latvian grammar to non-native speakers (both language minorities as well as foreigners): - consider the influence of students’ mother tongue, - offer wide selection of contemporary spoken grammar and vocabulary, - teach phases instead or separate words, - consider different learning styles to aid student learning (Auditory, Visual, and Kinesthetic Learning Styles), - utilize (or adopt) speech therapy methods. The authors present educational games for teaching such Latvian grammar phenomena as noun-adjective agreement, verb conjugation, use of prepositions, forming the comparative degree of adjectives, and more. Grammar games for learning English do not only motivate, they also promote the idea of competition, thus increasing learner attention, memory, as well as speaking, listening and cooperation skills. Games are beneficial for any age groups. They can be used with young learners who study Latvian as their first language, as well as Latvian as a second or foreign language students learning Latvian in preschools, schools and other educational institutions. The process of language acquisition starts in the first year of a child’s life and, in some cases, continues through their lifetime. The first language or native language, also known as a mother tongue, is the language children learn first from their parents. In the modern world, it is common that a person’s first language differs from the official language of their homeland. Under the circumstances, children must acquire two languages in the very first years of their lives. The representatives of ethnic minorities in Latvia study Latvian as a second language. This means that Latvian is not their first language; it is the official language of the state, the compulsory language to study. Latvian as a second language is being taught in minority-language schools across Latvia. It was traditionally believed that there is a prominent difference between second language acquisition and foreign language learning process. Therefore, different teaching principles and methods are applied. But in recent years, these fields have come closer together.

scholarly journals LANGUAGE ACQUISITION OF DOWN SYNDROME CHILDREN IN THE DOWN SYNDROME VILLAGE PONOROGO : A PSYCHOLINGUISTICS OVERVIEW

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Sumarlam Sumarlam ◽  
Dwi Purnanto ◽  
Sri Pamungkas ◽  
Khoirul Hasyim ◽  
Angga Cahyaning Utami
Keyword(s):  
Down Syndrome ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Mother Tongue ◽  
First Language ◽  
Selective Mutism ◽  
First Language Acquisition ◽  
Object Based ◽  
Impaired Speech

<p>This study focused on language acquisition of down syndrome children in the down syndrome village Ponorogo, East Java, Indonesia. The down syndrome villages are Krebet sub-district of Jambon, Sidoharjo sub-district of Jambon, Karangpatihan sub-district of Sidoharjo, Pandak sub-district of Balong, and Dayakan sub-district Badegan.</p><p>            The purpose of this study were (1) to explain the first language acquisition, in both lexical and grammatical; (2) to explain the second language acquisition, both lexical and grammatical; (3) to explain the factors that affect language acquisition of down syndrome children in Ponorogo, East Java, Indonesia. The method used in this study include the data providing by interview and questionnaire; the data are analyzed descriptively by stages identifying, classifying, interpreting, and explicating.</p><p>            The results showed that the down syndrome children aged 7-15 years which were being the research object, mastering the first language (mother tongue) only, it is Javanese in the <em>ngoko </em>form (the Javanese language lowest level). They do not mastered Bahasa Indonesia as the second language as well. The first language acquisition of lexical mastery are in the unique forms, including the mention of an object by a unique form, e.g. knife called <em>pangot, </em>the mention of the object based on its sound (onomatopoeic), for example ‘<em>eong’ </em>to mention cat, elimination of beginning consonants and vowels, elimination of middle consonant, consonant replacements, and others. Down syndrome children did not acquire prefix and also the repetition, did not recognize compound words, the concepts which are mastered is the here and now, the things around him, and now, it is not the past and imagination. In addition, children with Down syndrome do echolalia (imitating others), autoecholalia (repeating his own words), verbal auditory agnosia or cogenital word deafness (phonological perception problem). Some informants also impaired speech or stuttering and selective mutism (not speaking to certain situations and places)</p><p>            The down syndrome children were studied experienced those cases above since their birth, although some of them had the problems because of high temperature when they were on 6 months, 1.5 years, and 2 years. Inbreeding, maternal age over 35 years, and malnutrition becomes a trigger of down syndrome. The factors that affect the first and second language acquisition are (1) the informant is rarely communicate; (2) the informant never be read bedtime stories before bed; (3) the informant had not been provided the singing before bed; (4) The lack of attention from the family toward education, especially language acquisition.</p><p> </p><strong>Key words      : language acquisition, down syndrome children, psycholinguistic </strong>

scholarly journals SECOND LANGUAGE ACQUISITION: KRASHEN’S MONITOR MODEL AND THE NATURAL APPROACH

2020 ◽  
Vol 6 (3) ◽  
pp. 87-99
Author(s):  
Hafizah Hajimia ◽  
◽  
Manvender Kaur Sarjit Singh ◽  
Saralah Devi Mariamdaran Chethiyar ◽  
◽  
...  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
First Language ◽  
Good Method ◽  
Language Teachers ◽  
Basic Knowledge ◽  
Natural Approach

The second language can be defined as any other language which is learned or acquired after their first language or their mother tongue. Learning or acquiring a second language can be a difficult task for anybody that wishes to speak or write in a language other than their first language. Teachers should have the basic knowledge of second language acquisition theories to provide a comprehensive teaching and learning environment to students. One of the most applied and well-accepted theories is Stephen’s Krashen’s theory of second language acquisition. The present study was carried out as an observation on students to address the importance of Krashen’s Monitor Model and the Natural Approach in the stages of second language development to ensure effective teaching of the second language. The findings show that the cause of the input factor should be taken into consideration when teaching a second language/foreign language. The findings also indicated that cooperative learning can be a good method for students to get comprehensible input from their classmates.

Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism—ERRATUM

2013 ◽  
Vol 34 (2) ◽  
pp. 417-417 ◽  
Author(s):  
HOLGER HOPP ◽  
MONIKA S. SCHMID
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Open Access ◽  
First Language ◽  
Age Of Acquisition ◽  
Foreign Accent ◽  
Language Attrition ◽  
First Language Attrition ◽  
The Impact

The open access copyright line contained within this page was not included in the original FirstView article or the print article contained within this issue. We sincerely regret these errors and any problems they may have caused.

Long-distance wh-movement and long-distance wh-movement avoidance in L2 English: Evidence from French and Bulgarian speakers

2014 ◽  
Vol 31 (2) ◽  
pp. 179-210 ◽  
Author(s):  
Nikolay Slavkov
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Processing Load ◽  
Long Distance ◽  
Canadian French ◽  
Equivalent Length ◽  
Show Evidence ◽  
L1 Acquisition

This article investigates spoken productions of complex questions with long-distance wh-movement in the L2 English of speakers whose first language is (Canadian) French or Bulgarian. Long-distance wh-movement is of interest as it can be argued that it poses difficulty in acquisition due to its syntactic complexity and related high processing load. Adopting the derivational complexity hypothesis, which has so far been applied to long-distance (LD) wh-movement in L1 acquisition and child second language acquisition, I argue that adult L2 learners also show evidence that questions with LD wh-movement are often replaced by alternative utterances with lower derivational complexity. I propose that such utterances, which are sometimes of equivalent length and with similar meaning to the targeted LD wh-structures, are avoidance strategies used by the learners as an intermediate acquisition resource. That is, such strategies are used as an escape-hatch from the derivational complexity of LD wh-movement. Overall, the results of this research indicate that the link between the number and complexity of derivational steps in a given structure is a fruitful area with strong potential in the second language acquisition field.

Raadsels van tweedetaalverwerving

2012 ◽  
Vol 1 (1) ◽  
pp. 150-159
Author(s):  
Jan H. Hulstijn
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Scientific Inquiry ◽  
Multidisciplinary Approach ◽  
First Language ◽  
Fast Acquisition ◽  
Developmental Sequences

This paper predicts that the study of second language acquisition, as a young discipline of scientific inquiry in its own right, faces a bright future, but only if its scholarly community critically re-examines some notions and assumptions that have too long been taken for granted. First, it is time to reconsider familiar dichotomies, such as second versus foreign language and natural versus instructed language learning. Furthermore, it is worth checking whether and to what extent the puzzling phenomena to be explained by language acquisition theories do really exist (such as uniformity and success and fast acquisition rates in first language acquisition and universal developmental sequences in second language acquisition). The paper furthermore pleas for a multidisciplinary approach to the explanation of the fundamental puzzles of first and second language acquisition and bilingualism, including bridging the divide between psycholinguistic and socio-cultural theories.

Natural Phonology and Second Language Acquisition

1996 ◽  
Vol 55 ◽  
pp. 9-21
Author(s):  
Niclas Abrahamsson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
First Language Acquisition ◽  
Original Theory ◽  
Preliminary Model ◽  
Language Research ◽  
Promising Application ◽  
Phonetic Value

This paper looks at whether Natural Phonology can be directly applied to second language acquisition. First, the original theory, as presented by Stampe and Donegan in the 1970s, is outlined. Secondly, its application to first language acquisition is presented, as this is highly crucial for the following discussion on the naturalness of second language phonology. Thirdly, an attempt is made to establish a preliminary model of the application to second language speech. Findings indicate that Natural Phonology is able to, if not resolve, then at least shed some light on a controversial issue in second language research, namely the distinction between interference and development. With the dichotomy of processes vs. rules offered by Natural Phonology, and hence the interpretation of deviations in second language research as the result of failure of suppression and limitation of processes (instead of as the result of interference from LI phonological rules), the interference/ development distinction collapses. In addition, a principle of closest phonetic value' is postulated in order to explain substitutional variation across learners with differing LI backgrounds. Although highly promising, application of Natural Phonology to second language issues also raises inherent problems in the original theory that need to be resolved. Instead of the notions of innateness and latency of processes proposed by Stampean Natural Phonology, in this paper, suggestions are made concerning the brain's early programming of processes in the form of a model which covers both first and second language acquisition.

scholarly journals Second Language Acquisition as a Discipline: A Historical Perspective

2019 ◽  
Vol 2 ◽  
pp. 55-64
Author(s):  
Nabaraj Neupane
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
First Language ◽  
Developmental Phase ◽  
History Of ◽  
Diachronic Study ◽  
Background Phase ◽  
Separate Discipline

Second language acquisition (SLA) generates and tests the theories concerning the acquisition of languages other than first language (L1) in different contexts. Even if SLA is a nascent discipline, its history is remarkable and helpful to seek the answers to the questions that researchers are raising in the field of second language or foreign language. Based on this context, this article aims to recount the history of the burgeoning discipline that heavily draws from numerous disciplines like linguistics, psychology, sociolinguistics, psycholinguistics, and so on. To achieve the objective, document analysis method has been used. The analysis and interpretation of the available documents exhibit that the traces of SLA were observed in the studies that address the issue of language transfer. Specifically, the diachronic study proves that the development of the discipline has undergone three evolving phases like background, formative, and developmental. The background phase caters for behaviourism, contrastive analysis hypothesis, and the attacks on the fundamental premises of behaviourism. The formative phase deals with Chomsky’s revolutionary steps, error analysis, interlanguane theory, morpheme order studies, and the Krashen’s monitor model that opened up the avenues for further studies of SLA. The developmental phase recounts various studies that have consolidated SLA as a separate discipline.

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