scholarly journals TEORI LINGUISTIK DAN PSIKOLOGI DALAM PEMBELAJARAN BAHASA

2018 ◽  
Vol 16 (1) ◽  
pp. 100-118
Author(s):  
Saepudin Saepudin
Keyword(s):  
United States ◽  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Point Of View ◽  
Ferdinand De Saussure ◽  
Noam Chomsky ◽  
Generative Theory ◽  
Psychological Theories ◽  
Scientific Principles

This article discusses several language theories and psychological theories thatinfluence the educator's point of view in teaching languages both mother tongueand second language learners. Among the linguistic theories described arestructuralism theories pioneered by Ferdinand de Saussure in Europe; the firstfigure to do a study of language with scientific principles and codified so that it canbe analyzed using systematic and clear methods. Other figures in this genre areLeonardo Bloomfield, Edward Saphier, Charles Hokait and Charles Fries. Second,the transformational generative theory pioneered by Noam Chomsky, who wasborn in 1928 in Pennsylvania, United States. Psychological theories discussed arethe theories of behaviorism, nativism, cognitivism, functional, constructivism,humanism and cybernetics

Second-language learners and taboo words in American English

English Today ◽  
1996 ◽  
Vol 12 (3) ◽  
pp. 44-49 ◽  
Author(s):  
Norma A. Register
Keyword(s):  
United States ◽  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
American English ◽  
The United States ◽  
Taboo Words

A review of the problems learners of English can have with actual and borderline taboo usages in the United States

scholarly journals A Cognitive Linguistic Study of the English Preposition 'in'

2019 ◽  
pp. 37
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
University Students ◽  
Language Learners ◽  
Second Language Learners ◽  
Positive Change ◽  
Point Of View ◽  
Cognitive Linguistic ◽  
Post Test ◽  
Second Year

The present study aims at analyzing the polysemy of the English preposition in from the cognitive linguistic (CL) point of view using Evans' and Tyler's approach (2003). The perplexity faced by Iraqi second language learners (L2) due to the multi-usages of this preposition has motivated the researcher to conduct this study. Seventy-six second year university students participated in this experimental study. The data of the pre-test and post-test were analyzed by SPSS statistical editor. The results have shown the following: First, a progress of more than (0.05≤) has been detected as far as students' understanding of the multiple usages of the preposition in is concerned. Second, the results of the questionnaire have shown a prominent positive change in the students' attitude toward CL approach. Third, the main source of difficulty has been shown to be attributed to the diversity in the semantics of the preposition in. Fourth, CL as an approach has proven its effectiveness in accurately comprehending the semantics of the English preposition in.

scholarly journals ¿Aproximación Natural o Método Cognitivo? La Enseñanza del Español como Segunda Lengua / Natural Approach OR Cognitive Method? The Teaching of Spanish as a Second Language

2018 ◽  
Vol 7 (1) ◽  
pp. 1-12
Author(s):  
Enriqueta Claudia Serrano Romero
Keyword(s):  
United States ◽  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
The United States ◽  
Cognitive Approach ◽  
Natural Approach ◽  
Current Alternative

ABSTRACTIn the United States, typically since the 1970s, among the instructors dedicated to the teaching of a Second Language (L2) there is a great dilemma that may be caused by an apparent pedagogical confusion about the term competence and the teaching of grammatical rules. Cognitive approach has been feasible and current alternative for teaching a second language. However, literature in the field shows that teaching a foreign language is much more complex aspect than a simple choice. Also, it has been perceived that the student's purpose is not only using the language in regular basis of communicating but also in academic and professional settings. Second language learners must distinguish between acquiring a language and learning it.RESUMENEn los Estados Unidos, típicamente desde la década de los 70’s, los instructores que se enfrentan al dilema sobre qué método es más conveniente para la enseñanza de una segunda lenguas. La aparente causa puede ser la confusión pedagógica sobre el término de competencia y la enseñanza de las reglas gramaticales. Los instructores han recurrido al método cognitivo por figurar éste como la alternativa viable e inmediata para tal propósito. Sin embargo, la literatura especializada muestra que el tema sobre los métodos de instrucción de lenguas extranjeras resulta ser un problema más complejo que el de una simple elección, particularmente cuando se percibe que el propósito del estudiante no es sino sólo lograr el manejo de un idioma extranjero para la comunicación en todos los ámbitos y para cuestiones académicas y profesional, lo que involucra distinguir entre adquirir una lengua y aprenderla

scholarly journals Acesso à Gramática Universal (GU) por aprendizes de segunda língua (L2) (Access to Universal Grammar (UG) by second language learners (L2))

2007 ◽  
Vol 5 (2) ◽  
pp. 7
Author(s):  
Gildete Rocha Xavier
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Universal Grammar ◽  
Brazilian Portuguese ◽  
Null Subject ◽  
Generative Theory ◽  
Great Relevance

O acesso à Gramática Universal (GU) por aprendizes de segunda língua (L2) tem sido um tema de grande relevância nos estudos Gerativistas nos últimos trinta anos (White, 1989; Eubank 1991; Epstein et al. 1996). Uma visão contrária é encontrada em Clahsen e Muysken (1996) que defendem a Hipótese do Acesso Nulo. Na presente pesquisa, defendemos o acesso à GU por adultos estrangeiros aprendizes do português brasileiro como L2, mas, ao contrário do que postulam Epstein et al (1996) com a Hipótese do Acesso Total, mostramos que o aprendiz de L2 pode ter acesso à GU também através da sua L1.PALAVRAS-CHAVE: Teoria gerativa. Gramática universal. Aquisição da linguagem. Segunda língua. Sujeito nulo. ABSTRACTAccess to Universal Grammar (UG) by second language learners (L2) has been a topic of great relevance in the field of generative studies in the last thirty years (White, 1989; Eubank, 1991; Epstein et al, 1996). A different view can be found in Clashen & Muysken (1996) who defend the Null Access Hypothesis. In this study, we defend UG access by adults learning Brazilian Portuguese as a second language. But we don’t agree with Epstein et al, (1996) with the Full Access Hypotheses, on the contrary, we will show that second language learners can also have access to UG through their L1.KEYWORDS: Generative theory. Universal grammar. Language acquisition. Second language. Null subject.  

Progressive constructions in native-speaker and adult-acquired Spanish

2015 ◽  
Vol 8 (1) ◽  
Author(s):  
Stephen Fafulas
Keyword(s):  
United States ◽  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speaker ◽  
The United States ◽  
English Speaking

AbstractThis research documents the acquisition of a range of progressive constructions and their associated predictors of use by English-speaking learners of Spanish in the United States. The few existing studies on acquisition of the Spanish progressive by adult second language learners analyze only the

A longitudinal ERP study of language effects in beginning second language learners

2010 ◽  
Author(s):  
Katherine J. Midgley ◽  
Laura N. Soskey ◽  
Phillip J. Holcomb ◽  
Jonathan Grainger
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Effects
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