scholarly journals The Semantic Field Theoretical Approach in the teaching of English and its Grammatical Implication to Second Language Development

2021 ◽  
Vol 3 (3) ◽  
pp. 01-06
Author(s):  
Benard Angatia Mudogo
Keyword(s):  
Second Language ◽  
Language Development ◽  
English Language ◽  
First Language ◽  
Semantic Field ◽  
Teaching English ◽  
Second Language Development ◽  
Languages In Contact ◽  
L2 Development ◽  
Data Content

The Semantic Field Theory (SFT) has been widely used in teaching English as a second Language to preschool children in Kenya.  In the SFT approach, the grammars of two or more languages are in contact. The grammar of languages involved in the SFT approach may be similar or different. However, studies have indicated that where the grammar of two languages in contact differ, syntactic mismatches are likely to result. It was against this background that the investigation was undertaken to establish the potential syntactic mismatches between English and Lukabarasi when using the SMT approach and the possible grammatical implications to English language development lessons. Contrastive Analysis (CA) by Lado (1967) was used in the comparison of the structures of Lukabarasi and English in order to identify syntactic similarities and differences in The First Language (L1) and The Second Language (L2). A sample of 10 key informants teaching English as a second language in rural pre-schools were purposively sampled to help collect the songs. Two songs were purposively sampled for collecting the relevant data. Content analysis guided the data analysis to identify the parts of the songs that were relevant to the achievement of the research objective. The findings indicated that teachers used Lukabarasi songs during English development lessons to enhance vocabulary acquisition using the SFT approach. Further, rules of the two languages were not observed and finally, there were syntactic mismatches during the teaching of English lessons. The findings revealed that extensive use the SMT approach and failure to follow rules of languages during L2 lessons may affect second language development. The findings recommend use of SFT approach when necessary in teaching English and adherence to rules of the two languages during English lessons to reduce negative transfer and to enhance L2 development.

scholarly journals A case study of the L2 development of Mohammad – An Iraqi child who is an immigrant in Australia – considering psychological and social factors that affect the development of his L2

2018 ◽  
Vol 10 (2) ◽  
pp. 1005-1007
Author(s):  
Amal Alasmari
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Social Factors ◽  
English Language ◽  
Matter Content ◽  
Learning Theories ◽  
Background Information ◽  
Second Language Development ◽  
L2 Development ◽  
Based Instruction

This paper examines the factors that influence the second language development of Mohammed, an Iraqi child who came to Australia as a refugee one year ago. The factors that affect the linguistic development of the target which will be considered in this paper are: similarities and differences between the first language L1 and the second language L2, psychological factors, and social factors. The paper will provide sufficient background information on the learner and draw on a number of language learning theories in the discussion of each factor. The examination of the various factors revealed that the most suitable approach in teaching is content-based instruction in which the target can learn the subject matter content and at the same time develop proficiency in English language. He must also be highly encouraged to speak L2 in and outside school to achieve suitable level of fluency.

scholarly journals Age and Second Language Development: A Critical Study

2015 ◽  
Vol 3 (3) ◽  
pp. 319-326
Author(s):  
Md. Amir Hossain
Keyword(s):  
Second Language ◽  
Language Development ◽  
Critical Period ◽  
Brain Volume ◽  
Age Of Acquisition ◽  
Critical Study ◽  
Aging Brain ◽  
Second Language Development ◽  
L2 Development ◽  
The Brain

This paper focuses on the critical analysis of theoretical and the basic empirical findings dealing with the question of Age and Second Language Development (L2D). Both behavioral and brain-based results are shown in the contexts of background and terminology, age of acquisition, critical period hypothesis, age effects, native attainment, evidence of non-nativelikeness, age and nativelikenss in the brain-based results, the aging brain, cognitive considerations, affective considerations, brain volume, and dopamine mechanism among children and adults. Suggesting beyond the classical judgments of “deficient” L2 development, we comment on the complimentary issues of learner potential in post-adolescent L2D.

The Comparative Study of First and Second Language Development

1990 ◽  
Vol 12 (2) ◽  
pp. 135-153 ◽  
Author(s):  
Harald Clahsen
Keyword(s):  
Second Language ◽  
Universal Grammar ◽  
First Language ◽  
L2 Acquisition ◽  
Second Language Development ◽  
L2 Development ◽  
The Comparative Study ◽  
L1 And L2 ◽  
Relationship Of ◽  
The Relationship

This article discusses the relationship of first language (L1) and second language (L2) acquisition. First, different approaches to comparing L1 and L2 development are summarized. Then, I argue for a particular version of the fundamental difference hypothesis. Finally, I illustrate the hypothesis with some evidence from the acquisition of German syntax. It is claimed that the Universal Grammar (UG) approach provides a theoretical framework to explain differences between L1 and (adult) L2 development. In particular I argue that the observed L1/L2 differences can be accounted for by assuming that adult L2 learners cannot use principles of UG as a learning device in the same way as L1 learners use them.

The Development of English as a Second Language With and Without Specific Language Impairment: Clinical Implications

2016 ◽  
Vol 59 (1) ◽  
pp. 171-182 ◽  
Author(s):  
Johanne Paradis
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Alternative Assessment ◽  
English Language ◽  
Maternal Education ◽  
First Language ◽  
Specific Language ◽  
L2 Development

Purpose The purpose of this research forum article is to provide an overview of typical and atypical development of English as a second language (L2) and to present strategies for clinical assessment with English language learners (ELLs). Method A review of studies examining the lexical, morphological, narrative, and verbal memory abilities of ELLs is organized around 3 topics: timeframe and characteristics of typical English L2 development, comparison of the English L2 development of children with and without specific language impairment (SLI), and strategies for more effective assessment with ELLs. Results ELLs take longer than 3 years to converge on monolingual norms and approach monolingual norms asynchronously across linguistic subdomains. Individual variation is predicted by age, first language, language learning aptitude, length of exposure to English in school, maternal education, and richness of the English environment outside school. ELLs with SLI acquire English more slowly than ELLs with typical development; their morphological and nonword repetition abilities differentiate them the most. Use of strategies such as parent questionnaires on first language development and ELL norm referencing can result in accurate discrimination of ELLs with SLI. Conclusions Variability in the language abilities of ELLs presents challenges for clinical practice. Increased knowledge of English language learning development with and without SLI together with evidence-based alternative assessment strategies can assist in overcoming these challenges.

scholarly journals English Development as a Second Language in Relation with TV Exposure

2018 ◽  
Vol 5 (1) ◽  
pp. 19
Author(s):  
Ni Made Ayu Widiastuti ◽  
Anak Agung Sagung Shanti Sari Dewi ◽  
Sang Ayu Isnu Maharani
Keyword(s):  
Second Language ◽  
Language Development ◽  
English Language ◽  
English Language Development ◽  
Television Program ◽  
Viewing Time ◽  
Television Programs ◽  
Tv Viewing ◽  
Second Language Development ◽  
Young Learner

The aims of this study are to know the role of young learner’s parents in choosing good and educating television program for their child, and to describe the effects of TV exposure in their child’s English language development. A five-year-old young learner who lives in Denpasar was observed in 2017. The data were collected by giving a questionnaire to the young learner’s parents in order to get the description of the effects of the television programs to her language development. As it is a following research of the previous research on English vocabulary acquisition, the results of the observation of the young learner and the interview with her parents that have already been done are used to support the analysis of this small research. The collected data were analysed descriptively based on approaches from Barr, et.al. (2010), Christakis (2009), and March (2004) about English language acquisition and language development of young children. The results show that the young learner’s parents have the important role in choosing good and educating television program for her. It can be seen from the choices of cartoon movies as one of the television programs that is educating as well as entertaining for a child in her age, the intensive accompaniment when she was watching the movies, the limitation of television watching time, and also the parents’ assistance in order to help her understand the stories and vocabulary meanings. It is true that good content, context, and the amount of daily TV viewing time as well as parental assistance will be beneficial for the young learner’s second language development in informal learning situation. The effectiveness of watching cartoon movies has led her to gain the positive second language development in her bilingual condition, although English code-switching in Indonesian sentences sometimes occur. Keywords: SLA, English, language development, TV exposure, cartoon movies

Patterns of second language development in French immersion

1992 ◽  
Vol 2 (2) ◽  
pp. 159-183 ◽  
Author(s):  
Birgit Harley
Keyword(s):  
Second Language ◽  
Language Development ◽  
Language Production ◽  
First Language ◽  
Cross Sectional Study ◽  
French Immersion ◽  
Cross Sectional ◽  
Second Language Development ◽  
English Speaking ◽  
Comparison Data

AbstractIn this cross-sectional study of the a acquisition of French by English-speaking immersion students in Ontario, Canada, patterns of second language development are examined with particular reference to verbs. The analysis focuses on second language production data from interviews with 36 early immersion students at three different gradr levels, along with comparison data from a group of late immersion students and two groups of native French speakers. The study documents the learners' well-developed ability to negotiate meaning in context and the continuing impact of the first language in various aspects of their verb use.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

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