scholarly journals The Role of Linguistic Typology, Target Language Proficiency and Prototypes in Learning Aspectual Contrasts in Italian as Additional Language

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 184
Author(s):  
Francesco Vallerossa
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Target Language ◽  
Romance Languages ◽  
Inflectional Morphology ◽  
Lexical Aspect ◽  
Oral Retelling ◽  
Advanced Stages ◽  
Selection Of

The study examines how prototypes and typological relationships between the L1, the L2 and the target language (TL) interact with TL proficiency in learning Italian as additional language. Low-proficiency and high-proficiency undergraduate learners of Italian (N = 25) with Swedish as L1 performed an oral retelling story test, aiming to elicit the Italian aspectual contrast perfective-imperfective. Their tense selection was analyzed considering the predicates’ lexical aspect and the learners’ knowledge of a Romance L2, or lack thereof. The findings show that the typological proximity between the L2 and the TL exerts a differential role depending on TL proficiency. Initially, it is beneficial for accelerating the overall emergence of the imperfetto as an aspectual marker. However, the prototype factor and, more specifically, the predicates’ dynamicity influences the selection of past inflectional morphology. At more advanced stages, knowledge of a Romance language helps learners move beyond prototypical associations with the passato prossimo, but it does not seem to influence the use of the imperfetto among high-proficiency learners. These results are discussed in the light of research on the second and additional language learning of aspectual contrasts in Romance languages.

Perspective discursive et influence translinguistique

2012 ◽  
Vol 3 (2) ◽  
pp. 173-201 ◽  
Author(s):  
Sandra Benazzo ◽  
Cecilia Andorno ◽  
Grazia Interlandi ◽  
Cédric Patin
Keyword(s):  
Information Structure ◽  
Native Speakers ◽  
Target Language ◽  
Romance Languages ◽  
Information Unit ◽  
L2 Learners ◽  
Discourse Organization ◽  
Grammatical Structures ◽  
Selection Of

This paper aims to study perspective-taking in L2 discourse at the level of utterance information structure. Many studies have shown how principles of discourse organization partly reflect lexico-grammatical structures available in a given language, and how difficult it is to reorganize L1 discursive habits when acquiring an L2 in adulthood. In this study we compare how L2 learners of Romance languages (French, Italian), with either a Romance or a Germanic language as an L1, organize the information structure of utterances relating contrasting events. Native speakers of Germanic and Romance languages show systematic differences in the selection of the information unit — referential entities or predicate polarity — on which the contrast is highlighted (Dimroth et al. 2010) ; moreover, they differ in the lexical, prosodic and morpho-syntactic means used to achieve this goal. Our data show that L2 learners can adopt the target language perspective in the selection of the information unit to contrast, when the input offers clear evidence for it. However, their choice of linguistic means reveals both the influence of the L1 and the role of more general acquisitional principles, which are still active at the advanced level.

Root lexical features and inflectional marking of tense in Proto-Indo-European

2009 ◽  
Vol 45 (3) ◽  
pp. 505-532 ◽  
Author(s):  
ANNAMARIA BARTOLOTTA
Keyword(s):  
Historical Linguistics ◽  
Past Tense ◽  
Inflectional Morphology ◽  
Verbal System ◽  
Lexical Aspect ◽  
Lexical Feature ◽  
General Linguistic ◽  
Linguistic Approaches ◽  
Shed Light

This paper examines early inflectional morphology related to the tense-aspect system of Proto-Indo-European. It will be argued that historical linguistics can shed light on the long-standing debate over the emergence of tense-aspect morphology in language acquisition. The dispute over this issue is well-known; it has been pursued mostly by scholars following various general linguistic approaches, from typology to acquisition, but also by historical linguists and Indo-Europeanists, who have long debated about the precedence of aspect or tense from both a synchronic and a diachronic perspective. However, so far Indo-Europeanists have rarely confronted their results in a successful way with recent research in other fields such as acquisition or neurolinguistics. The aim of this paper is to put forward evidence from the reconstruction of the Proto-Indo-European verbal system concerning the prominent role of root lexical aspect features in the emergence of grammatical marking of tense in the proto-language. More precisely, by means of a comparison between the residual archaic verbal forms of theinjunctivein Vedic Sanskrit and the corresponding augmentless preterites in Homeric Greek, it will be argued that the [±telic] lexical feature of the inherited verbal root is responsible for a non-random distribution of past tense inflected forms in an earlier verbal paradigm.

scholarly journals Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

2017 ◽  
Vol 5 (2) ◽  
pp. 25-39
Author(s):  
Liaquat A. Channa ◽  
Daniel Gilhooly ◽  
Charles A. Lynn ◽  
Syed A. Manan ◽  
Niaz Hussain Soomro
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Sociocultural Theory ◽  
Review Paper ◽  
First Language ◽  
Language Education ◽  
Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

scholarly journals Improving English Language Proficiency of Graduate Students by Online Learning Apps available on Smartphone

2019 ◽  
Vol IV (III) ◽  
pp. 535-543
Author(s):  
Shahida Naz ◽  
Mamuna Ghani ◽  
Shahid Nawaz
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
English Language Skills

The field of digital literacy is developing rapidly; consequently, the interest of researchers has also shifted now. The current research study was to explore the role of online learning Apps available on smartphones in improving graduate students' English language proficiency. Quantitative and qualitative research methods were used in this study. Data were collected through a questionnaire that had close-ended and open-ended questions. Questionnaires were distributed among 480 graduate-level students studying in 6 universities of Punjab, Pakistan. Data were analyzed by using Statistical Package for Social Sciences (SPSS 22.0) to find out results in the form of Percentage, Mean Score, Standard Deviation by applying the Independent Sample T-Test. The results of the study demonstrated the potential of Mobile Assisted Language Learning (MALL) as an anticipatory approach to improving English language skills. Results showed that students were pleased to use smartphones to improve their English language proficiency. They responded positively about the role of smartphones in improving English language skills. On the basis of findings, the researcher concluded that smartphone plays an important role in improving students' English language proficiency.

scholarly journals How Will the Use of Technology in Translation and Testing Affect Language Learning?

2014 ◽  
Vol 8 (1) ◽  
pp. 22 ◽  
Author(s):  
David Michael Bourne
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Educational Institutions ◽  
Human Element ◽  
Use Of Technology ◽  
The One ◽  
Impact Of Technology ◽  
Age Range ◽  
The Impact

Technology has an ever increasing impact on how we work and live. Article adressed the issue of the impact of technology in two key areas of language learning. On the one side learners increasingly used technology to translate. Given this trend, was there any real need to learn a language. On the other side, educational institutions increasingly used technology to rate language proficiency. Given this trend, would the work of the teacher become less and less important. The survey was conducted by using quantitative method. The respondents’ age range was 18-25. There were 53 respondents, 35% were male and 65% were female. The instrument was a questionaire having 9 questions describing the students’ reliance on computer in translation. It can be concluded that learners of English indicate that they accept and welcome the role of technology in language learning, but there is a doubt that the role and participation of humans in the learning process will be completely replaced. The human element remains an important ingredient. (EE)

Learner Autonomy as Discourse: The Role of the Target Language

10.47908/9/1 ◽  
2013 ◽  
pp. 13-29
Author(s):  
David Little
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learner Autonomy ◽  
Language Learner ◽  
Theory And Practice ◽  
Target Language ◽  
Language Discourse ◽  
Development Of Language ◽  
Number Of Publications

In a number of publications (e.g., Little 2001, 2004, 2007) I have argued that the exercise and development of language learner autonomy depend on the operationalization of three interacting principles: learner involvement, learner reflection, and target language use. In this article I explore the theory and practice of language learner autonomy from the perspective of the third of these principles. I argue that the most successful language learning environments are those in which, from the beginning, the target language is the principal channel through which the learners’ agency flows: the communicative and metacognitive medium through which, individually and collaboratively, they plan, execute, monitor and evaluate their own learning. I describe in some detail the communicative and metacognitive dynamic that shapes target language discourse in the autonomy classroom at lower secondary level before suggesting ways of creating the same dynamic in other contexts of formal language learning. I conclude by briefly considering the implications of my argument for empirical research.

scholarly journals Competing priorities: Student perceptions of helps and hindrances to language acquisition during study abroad

2015 ◽  
Vol 26 (1) ◽  
pp. 83-106 ◽  
Author(s):  
Marcie J. Pyper ◽  
Cynthia Slagter
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Student Perceptions ◽  
Language Proficiency ◽  
Language Contact ◽  
Native Speakers ◽  
Target Language ◽  
Community Members ◽  
Before And After ◽  
Competing Priorities

Multiple studies have investigated the effect of language contact on language proficiency, testing the assumption that the study abroad context means greater contact with the target language (L2).  Other studies have examined the context of L2 interactions, considering host families, contact with community members, and interactions with non-native-speaking peers. While these studies are helpful, larger scales studies are needed to determine how students are interacting with native and non-native speakers during study abroad.  The current study examines student perceptions of helps and hindrances to L2 gain during semester-long study abroad of more than 100 students studying Spanish in Spain, Honduras, and Peru. Participants completed surveys patterned after the Language Contact Profile of Freed, Dewey, Segalowitz, and Halter (2004) and took the Versant Language Test before and after their study abroad experience. They also participated in a post-program interview which was subsequently transcribed, encoded and analyzed.  Results suggest that students experience competing priorities in decisions governing L1 vs L2 use and that student intentionality is key to successful language learning.

scholarly journals Photovoice: Exploring the Role of Teacher’s Question for University Students’ Fluency in Speaking Class

2018 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Nur Arifah Drajati
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Target Language ◽  
Language Fluency ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Efl Students ◽  
Speaking Skill

Abstract. Speaking skill is essential in language learning and teaching process because the goal of learning a foreign language is to be able to communicate using the target language. Fluency is one of the leading criteria that the students should accomplish in speaking skill. However, most of EFL students tend to be more nervous if they speak English, and this will impact their fluency. The objective of the research is to investigate how questioning gives an impact for students’ fluency in academic speaking class. The researchers used narrative inquiry to collect and process the data using Photovoice. The participants of this research were 12 university students. The finding shows that the use of questioning can develop students’ speaking fluency in academic speaking class. As the implication, teachers can give questions followed with feedback to enhance the students’ fluency. Keywords: fluency, speaking skill, questioning, photovoice.

Promoting multimodal practices in multilingual classes of Italian in Canada and in Italy

2020 ◽  
Vol 6 (3) ◽  
pp. 282-311
Author(s):  
Giuliana Salvato
Keyword(s):  
Qualitative Analysis ◽  
Language Learning ◽  
Learning Experience ◽  
Body Language ◽  
Target Language ◽  
Romance Languages ◽  
Multimodal Approach ◽  
Advanced Learners ◽  
Italian Language ◽  
Verbal Language

Abstract This paper offers a qualitative analysis of the responses that 28 advanced learners of Italian in Canada and Italy contributed to a questionnaire asking them to interpret the meanings and functions of six Italian gestures, alone and in combination with dialogues. Participants were also asked to comment on their perception of body language in their L1 and in Italian. The purpose of the exercise was to expand L2 pedagogy towards multimodality, while at the same time accounting for learners’ multilingualism. We found that participants appreciated a multimodal approach to their Italian language learning experience. We also found that knowledge of languages typologically related to Italian (i.e. Romance languages) was no guarantee that our groups of multilinguals would be facilitated in the interpretation of L2 gesture forms and meanings. Rather, the presence of verbal language in dialogues, the form of gesture, and familiarity with the nonverbal characteristics of interactions in the target language, helped participants succeed in this multimodal activity.

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