scholarly journals Role of Feedback and Negotiation in Interlanguage Development

2021 ◽  
Vol 3 (10) ◽  
pp. 07-13
Author(s):  
Shama-E Shahid
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Developmental Stages ◽  
Interlanguage Development ◽  
Negotiation For Meaning

A central theme in second language acquisition is Interlanguage, an idea grounded on the concept that the human brain activates an innate psychological structure in a second language learning process. It is a system that is constructed by second language learners. There is a distinct language system in second language learners’ utterances which is quite different from the native speakers (Selinker 1972, p. 209-241). Interlanguage varies under diverse contexts, e.g., one domain of IL can be different from another one in terms of fluency, accuracy, and complexity. However, interlanguage can cease developing or fossilize, in any of its developmental stages due to the complexities a learner faces in acquiring a second language.  According to Mitchell et al. (2013, p.60), under the platform of interaction, feedback, modified input, negotiation for meaning, and modified input come together to facilitate second language acquisition. It is evident from this point that Feedback and Negotiation are interrelated. This paper proposes to discuss these two subjects under the umbrella term interaction and argues the role of both of them on interlanguage development, concluding with an analysis of these techniques and the pedagogical implications.

scholarly journals Review and Evaluation on the Sociocultural Theory and Bottleneck Hypothesis

2020 ◽  
Vol 3 (4) ◽  
pp. 58
Author(s):  
Fan Xu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Sociocultural Theory ◽  
Second Language Learners ◽  
Specific Aspect ◽  
Language Teachers ◽  
Psychology Education

Over the past three decades, a growing number of different theories in second language acquisition field have come out in an effort to provide explanations as to how language learning takes place, to figure out what variables are effective for second language acquisition as well as to offer guidance to mass second language learners and language teachers. Because behind every teaching approach exists certain kind of theory of language acquisition and good theory in turn can help students master language skills in an effective and efficient way.Each theory is considered to have contributed to the field by highlighting a specific aspect of the language acquisition process. Second language acquisition theories are intrinsically related with various disciplines such as applied linguistics, psychology, education, sociolinguistics, neurology, etc. Considering the impossibility to elaborate all second language theories, I will focus on sociocultural theory and bottleneck hypothesis in second language acquisition. There is an overview which follows the introduction to the Sociocultural Theory and Bottleneck Hypothesis and its contribution to second language acquisition respectively, and then I will evaluate them to see their contributions to the SLA disciplinary development.

Dialogue in second language learning and teaching

2013 ◽  
Vol 3 (3) ◽  
pp. 388-402 ◽  
Author(s):  
Gergana Vitanova
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Language Teacher Education ◽  
Learning And Teaching ◽  
International Language

The paper contextualizes the concepts of dialogue and dialogism, as outlined by Bakhtin’s framework, in the fields of second language acquisition and applied linguistics. Specifically, it shows how dialogism could be applied to three distinct, but interconnected contexts: the context of immigrant second language learners, second and foreign language teacher education, and the increasingly important area of English as an international language. The paper argues that viewing language learners’ and their teachers’ identities as dialogic constructions and, particularly, the texts they produce as examples of active dialogic activities can help researchers and practitioners understand the active, agentive nature of the process of language acquisition better.

scholarly journals The Role of Local Communities and the Shift of L2 Learners’ Frame of Reference in Second Language Acquisition

2009 ◽  
Vol 3 ◽  
Author(s):  
Yi Huang ◽  
Yidan Zhu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Identity Development ◽  
Language Learning ◽  
Language Learners ◽  
Local Communities ◽  
Frame Of Reference ◽  
L2 Learners

This article explores the role of local communities and the shift of L2 learners’ “frame of reference” in students’ language learning and identity construction, both of which rarely receive sufficient attention in second language acquisition (SLA) research. Using interview data from studies of two language learners and sociocultural theories, the authors argue that local communities both help L2 learners to access to and develop their English but also hinder learners in constructing their social identities that in return affects language learning. Moreover, the shift of L2 learners’ frames of reference from native speakers to bilingual users influences students’ learning strategies and their view of themselves as second language learners. Thus, while researchers and educators focus on classroom activities, they need to pay equal attention to help learners access social practices and recognize the importance of L2 learners’ identity development.

Awareness and Second Language Acquisition

1992 ◽  
Vol 13 ◽  
pp. 206-226 ◽  
Author(s):  
Richard Schmidt
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Universal Grammar ◽  
Interactional Context ◽  
Active Research ◽  
Context Of Learning

One very active research tradition in the field of second language acquisition (SLA) attempts to establish causal relationships between environmental factors and learning. These include the type and quantity of input, instruction and feedback, and the interactional context of learning (Larsen-Freeman and Long 1991). A second very influential line of research and theory in SLA that came to fruition during the 1980s investigates the possible role of universal grammar (UG) in SLA (Eubank 1991b, White 1989). In the Chomskyan tradition, UG refers not to properties of language as the external object of learning but to innate properties of mind that direct the course of primary language acquisition. One question asked within this tradition has been whether or not second language learners still “have access” to UG, but it is assumed that UG principles are not accessible to learner awareness for any kind of conscious analysis of input. It is possible that SLA is the result of UG (a deep internal factor) acting upon input (an external factor), as proposed by White (1989), but what seems to be left out of such an account is the role of the learner's conscious mental processes.

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

Do second language learners acquire restrictive relative clauses on the basis of relational or configurational information? The acquisition of French subject, direct object and genitive restrictive relative clauses by second language learners

1989 ◽  
Vol 5 (2) ◽  
pp. 156-188 ◽  
Author(s):  
Roger Hawkins
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Relative Clauses ◽  
Second Language Learners ◽  
Linguistic Knowledge ◽  
Linear Ordering ◽  
Restrictive Relative Clauses ◽  
The Way

Much of the work on the second language acquisition of restrictive relative clauses has made reference to the similarities between learners' order of diffi culty and Keenan and Comrie's (1977) typologically determined noun phrase accessibility hierarchy for relativisation (AH). There has been little considera tion, however, of whether this 'theory of markedness' (for that is the implica tion of citing the AH in the context of second language learning) actually determines the way that second language learners develop rules for restrictive relative clauses. The present study examines the way that learners of L2 French construct rules for French relativiser morphology from this perspective. It is found that there is no evidence to support the view that learners make use of a theory of markedness like the AH in constructing such rules. Rather, learners appear to construct rules on the basis of the linear ordering of the constituents of restrictive relative clauses in surface configurations. From the evidence it is suggested that 'markedness' in the development of L2 restrictive relative clauses is not a feature of the grammatical component of learners' linguistic knowledge, but is a feature of their L2 processing capacity.

World Englishes, Second Language Acquisition, and Language Contact

2015 ◽  
Author(s):  
Rajend Mesthrie
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Contact ◽  
Second Language Learners ◽  
World Englishes ◽  
Target Language ◽  
Political Dimension ◽  
Second Languages

Although areas of potential overlap between the fields of Second Language Acquisition (SLA) and World Englishes (WE) may seem obvious, they developed historically in isolation from each other. SLA had a psycholinguistic emphasis, studying the ways in which individuals progressed towards acquisition of a target language. WE studies initially developed a sociolinguistic focus, describing varieties that arose as second languages in former British colonies. This chapter explores the way in which each field could benefit from the other. The SLA emphasis on routes of development, overgeneralization, universals of SLA, and transfer in the interlanguage has relevance to characterizing sub-varieties of WEs. Conversely, the socio-political dimension of early WE studies and the notion of macro- or group acquisition fills a gap in SLA studies which sometimes failed to acknowledge that the goal of second language learners was to become bilingual in ways that were socially meaningful within their societies.

Metonymic inferencing and second language acquisition

AILA Review ◽  
2010 ◽  
Vol 23 ◽  
pp. 134-155 ◽  
Author(s):  
Antonio Barcelona
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Comprehension ◽  
Second Language Learners ◽  
Linguistic Research ◽  
Cognitive Linguistic ◽  
Lexical Polysemy

The article is a reflection on the various areas of cognitive linguistic research on metonymy that are of potential relevance for SLA. Three of them are particularly relevant: (1) research on metonymy-guided inferencing; (2) research on metonymy-based lexical polysemy, and (3) research on metonymy-based grammatical constructions. Of the three main areas with which the paper is mainly concerned, area (1) is particularly relevant for research on second language comprehension, especially in utterance and discourse types heavily relying on the inferential work of the comprehender; area (2) has already proved to be very useful for research on the inferencing strategies followed by second language learners in their comprehension of new lexical senses in context; and area (3) should be helpful for research on the acquisition of grammatical constructions by these learners.

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