Acquisition of Tense and Aspect in Second Language and Foreign Language Learning: Learner Narratives in ESL and FFL

1996 ◽  
Vol 52 (2) ◽  
pp. 308-330 ◽  
Author(s):  
Kathleen Bardovi-Harlig ◽  
Anna Bergström
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Tense And Aspect

scholarly journals Christopher Brumfit Award 2014

2015 ◽  
Vol 48 (4) ◽  
pp. 433-433
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2014 Christopher Brumfit thesis award is Dr Hilde van Zeeland. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

Adult And Child Learning Second Language Differences

2021 ◽  
Vol 03 (01) ◽  
pp. 38-44
Author(s):  
Dilrabo Babakulova ◽  
◽  
◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Differences ◽  
Short Period ◽  
Child Learning

Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.

scholarly journals Christopher Brumfit Ph.D./Ed.D. Thesis Award 2011

2012 ◽  
Vol 45 (4) ◽  
pp. 407-408
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that there were two tied winners of the 2011 Christopher Brumfit thesis award: Dr Cecilia Guanfang Zhao and Dr Catherine van Beuningen. Both theses were selected by an external panel of judges on the basis of their significance to the field of second language acquisition, second or foreign language learning and teaching, as well as their originality, creativity and quality of presentation.

To postpone or not to postpone? Examining access policy on early foreign language learning from second language acquisition and language planning and policy perspectives

2017 ◽  
Vol 8 (4) ◽  
pp. 419-439 ◽  
Author(s):  
Mochamad Subhan Zein
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Collaborative Work ◽  
Language Planning ◽  
Foreign Language Learning ◽  
Language Planning And Policy ◽  
Policy Interpretation

AbstractThis paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to start instruction, this paper demonstrates that such research may not offer much to language policymaking. The paper argues that the use of a more pragmatic approach in the transdisciplinarity of SLA and LPP emphasizing research into the benefits of instruction for children should be the underpinning SLA-based rationale for early foreign language learning policies. The paper contends that collaborative work between policymakers and researchers working in LPP and/or SLA domains in an SLA-LPP consortium could help address the problems occurring in the micro-context of policy interpretation and enactment with a primary focus on input enhancement rather than postponement.

scholarly journals Peculiarities of Teaching Bilingual Children

2021 ◽  
Vol 13 (2) ◽  
pp. 337-345
Author(s):  
Marina A. Pastushkova ◽  
Oxana V. Savateeva
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Personal Development ◽  
Foreign Language Learning ◽  
Bilingual Children ◽  
Learning Approaches ◽  
Learning Content ◽  
Approach To Teaching ◽  
Practical Recommendations

The article is focused on the problem of teaching bilingual children. To solve this issue, the authors use the vast experience in addressing it in the Russian and British pedagogical thought in the late 20th and early 21st centuries. The authors believe that the comparison of diverse approaches makes it possible to use the ideas of various researchers for resolving the current issues of teaching bilinguals. Besides, the authors of the article try to present the key recommendations and learning approaches for teaching a second language to preschool children. The article stresses the importance of foreign language learning. The authors consider that it is very important to pay attention to the peculiarities of mastering foreign languages and the influence of the bilingual environment on the mental, speech, and personal development of the child. The article further analyses the main approaches to language learning and gives practical recommendations to bilingual children’s parents for teaching a second language. Finally, the article touches upon the problem of learning content. In the authors’ opinion, the latter should be as close as possible to children's understanding. It should be noted that early learning of a foreign language has many advantages in the modern multicultural world. More and more parents want to raise their children as bilinguals, to allow them to communicate in several languages. The authors hope that the recommendations given in the article will help parents of bilingual children and teachers find their approach to teaching a child a second language.

The Role of Social-emotional skills among kindergarteners in Foreign Language Learning

2015 ◽  
Vol 1 (4) ◽  
pp. 364
Author(s):  
Chalak Ghafoor Raouf ◽  
Ranjdar Hama Sharif
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Social Emotional ◽  
Emotional Skills ◽  
Young Learners

Nowadays, second language learning among young learners is considered to be one of the main subjects in the field of education around the world. A lot of researches dealt with this subject, and focused on the processes of second language learning among young learners. Researchers were trying to understand and diagnose young language learners’ strengths and weaknesses. They came up with some evidences which show that language aptitude, gender, age, creativity, and motivation are among the elements that make a young student be different from other students. Unlike the other researches, this paper investigated the role of social-emotional skills among young learners in second language learning. It examined the influences of these skills in the process of foreign language learning. For this study a kindergarten was chosen, and 20 children were randomly selected as representatives of the 60 children who applied for an English language course in this kindergarten. Thirteen of the selected children were male learners, while the rest were females, and the age of the participants were between 4-5 years old. At the beginning of the English course a group of socialworkers conducted a pretest to measure the young learners’ social and emotional skills, and after the English course a group of English language teachers conducted the second test to measure the learners’ language proficiency. After the data collection, the finding showed a significant relationship between social-emotional skills and foreign language learning. Those students who showed a high level of social-emotional skills were more active in learning the new language, and passed the test of English proficiency with high degrees, while those students who showed a low level of social-emotional skills couldn’t pass the English proficiency test or passed with low degrees.

Closing in on Vocabulary Acquisition

2011 ◽  
pp. 195-210 ◽  
Author(s):  
Carly J. Born ◽  
Andrea Lisa Nixon ◽  
Christopher Tassava
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Learning Strategies ◽  
Vocabulary Acquisition ◽  
Foreign Language Learning ◽  
Building Blocks ◽  
Language Fluency ◽  
Technological Intervention

Vocabulary acquisition is one of the critical building blocks in acquiring foreign language fluency. While a number of studies have focused on effective vocabulary learning techniques for second language learners, several confounding factors complicate the practical application of this research in a classroom. For instance, faculty, pressed for time and results, frequently find it too cumbersome to explore new variations in their teaching and opt for standard methods of providing students with vocabulary lists which the student are expected to study on their own using their own methods. This tactic falters when the students are unaccustomed to second language learning and have not yet identified effective learning strategies suited to their own learning styles. This chapter will discuss one attempt to resolve this problem through the use of mobile devices as digital flashcards. This technological intervention may address the need to help students study vocabulary more effectively and do so in practical, sustainable ways that do not increase work loads for faculty, students, or academic technical support staff. Based on the results from a small-scale study, the authors make recommendations about this pedagogical approach and the technology used, aiming toward the goal of creating a pedagogically sound and scalable application of mobile devices in foreign language learning.

scholarly journals Maintaining and Supporting Seniors’ Wellbeing through Foreign Language Learning: Psycholinguistics of Second Language Acquisition in Older Age

2020 ◽  
Vol 17 (21) ◽  
pp. 8038
Author(s):  
Marcel Pikhart ◽  
Blanka Klimova
Keyword(s):  
Second Language ◽  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
Control Groups ◽  
Young Control ◽  
Experimental Group ◽  
Elderly Control

This study concerns aspects of positive psychology connected to foreign language learning (FLL) in an older healthy generation. The positive psychology perspective stresses the positive aspects of improved wellbeing in participants who engage in various activities, particularly mental and brain-training practices. Therefore, the aim of this study was to explore older people’s subjective feelings connected to their FLL as one of the crucial ways to improve their quality of life (QoL). The objective of the research was to determine the subjective satisfaction level of the participants of a second language (L2) acquisition course. The research sample (experimental group) consisted of 105 respondents who were Czech citizens and 55+ years old. Two control groups were set up. The first (young control) consisted of 102 young adults (university students), also Czech citizens, aged between 19 and 23 years. The second control group (elderly control) consisted of 102 subjects older than 55 years, similar in age to the experimental group. A standardized online questionnaire survey was the principal research method, identical both for the experimental and control groups. The findings clearly showed that language training significantly improved the subjective positive feelings and wellbeing of the older participants, regardless of their objective progress in FLL itself. These results stood in opposition to the young control group and were different from the elderly control group. The results revealed that FLL is an effective tool for enhancing the overall wellbeing of older people, which was shown in their expression of their feelings of happiness, satisfaction, and positive motivation to learn an L2. In addition, FLL objectively affected their mental health in a positive way and expanded their social networks. Moreover, FLL was a meaningful activity for them, despite the weak objective learning outcomes due to the decline of cognitive functions, helping them find their general purpose of life, as well as life motivation as expressed in the survey. These findings are crucial, as it has already been proven that wellbeing is directly connected with good health and longevity. Therefore, national governments and all stakeholders dealing with the present issue of the aging population should pay undivided attention to the enhancement of older people’s wellbeing by all possible intervention approaches, including FLL. There is limited research into the issue and the findings of this investigation could be an impetus for further research into the topic from the perspectives of cognitive science, psychology, and psycholinguistics.

The Influence of Working Memory on Second Language Learning

2016 ◽  
Vol 6 (9) ◽  
pp. 1819
Author(s):  
Yanan Guo
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Individual Differences ◽  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Great Influence ◽  
Foreign Language Learning ◽  
Learning Ability ◽  
The Individual

The learning ability of a foreign language means the tendency people present when studying a second language. It is already accepted abroad that the learning capacity of a foreign language is one of the factors to predict the individual differences of the language learning results. Working memory is the important concept of cognitive psychology, and has great influence on many aspects of language learning (vocabulary acquisition, language understanding, language performance, reading comprehension and so on). So working memory is regarded as the important element of learning ability of a foreign language. As to the research at home so far, the concentration has been purely on academic reasoning as well as the introduction to research abroad during a selected period. The author of the paper is, having experimented with the psychological research mode, trying to analyze the individual differences in the foreign language learning because of their working memory which affects their vocabulary acquisition.

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