A Study on the Development of Vietnamese Chinese Learners' Awareness of Meaning Radicals in Pictophonetic Characters in the Non-target Language Environment

2019 ◽  
Vol 1 (1) ◽  
pp. 139-152
Author(s):  
HON VU LUU ◽  
Keyword(s):  
Target Language ◽  
Chinese Learners ◽  
Language Environment

scholarly journals Verb valency in interlanguage: An extension to valency theory and new perspective on L2 learning

2020 ◽  
Vol 56 (2) ◽  
pp. 339-363
Author(s):  
Qianying Zhao ◽  
Jingyang Jiang
Keyword(s):  
Probability Distributions ◽  
Specific Property ◽  
Distribution Functions ◽  
Target Language ◽  
Native Languages ◽  
Language Competence ◽  
English Writing ◽  
Chinese Learners ◽  
L2 Learning ◽  
New Perspective

AbstractValency theory has been applied to investigate various languages, such as German, Chinese and English. However, most studies in this field were based on the linguistic materials produced by native speakers. The current research aimed to examine the valency structures in the interlanguage. Based on the English writing produced by L2 Chinese learners, we adopted the quantitative approach, trying to find out whether the distributional features of verb valency in the interlanguage also had regular probability distributions as those in the native languages, and whether there was a relationship between these valency distributional characteristics and L2 learners’ language competence. It was found that (1) verb valency in the interlanguage followed distributional regularities which had been identified in the native languages; (2) the valency features showed differences in the diversity of valency patterns, the use of valences and the complexity of forms of complements between the interlanguage and the target language; (3) the distribution functions and parameters related to verb valency could manifest the development of students’ language competence. The current research has extended valency theory to the study of interlanguage and the valency perspective has profound methodological and pedagogical implications for L2 learning. Its item-specific property and the integration of grammatical and lexical factors are conducive to analyzing the way various words combine with each other.

scholarly journals The impact of subtitled movies on vocabulary development

2017 ◽  
Vol 6 (1) ◽  
pp. 1-6
Author(s):  
Alisa Sadiku
Keyword(s):  
Language Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Development ◽  
Real Life ◽  
Target Language ◽  
Adequate Knowledge ◽  
Language Environment ◽  
The Right ◽  
The Impact ◽  
Technology Resources

Learning new vocabulary compromises a significant factor for success within language learning since without the adequate knowledge of words and their meaning, learners are not able to use the target language efficiently. Moreover, vocabulary tends to be forgotten if it is not acquired and used through the right methods that will provide learners with language inputs in genuine target language environment. In this regard, the increasing access to different multimedia and technology resources facilitate spontaneous vocabulary acquisition for the contemporary age learners. In particular, movies with subtitles can be a great tool in bringing students closer to authentic real life communication vocabulary. As a result, previous studies have found out several benefits of using subtitled movies by confirming that subtitles indeed improve vocabulary development.

scholarly journals Chinese Learners of Portuguese and Spanish Majors in Macau: A Comparative Case-Study of Motivation Aspects

2019 ◽  
Vol 12 (8) ◽  
pp. 54
Author(s):  
Oksana Kharlay ◽  
Martin Bagheri ◽  
Jeremy D. Philips
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Mixed Methods Research ◽  
Learning Motivation ◽  
Target Language ◽  
Comparative Case Study ◽  
Language Community ◽  
Language Learning Motivation ◽  
Chinese Learners ◽  
Integrative Motivation

This study investigated multiple learning motivation aspects of Chinese university students in Macau majoring in Spanish and Portuguese. A mixed methods research was employed by using questionnaires and interviews. 181 learners (96 Portuguese and 85 Spanish majors) were surveyed about ten language-learning motivation dimensions by using a questionnaire. A subset of participants from questionnaires were later given follow-up interviews. Quantitative and qualitative data indicated that the students in these majors had strong intrinsic motivation but limited integrative motivation towards the target language community. Other motivational pull-factors were the heritage connection between the language and the place of study and interest in the pop-culture associated related to the target language. Students reported a decline in motivation during the middle years of study, however, Spanish students’ interest resurged by the end of year three. There was also a gender imbalance, suggesting that career-related aspects of motivations were stronger among males. The results also revealed that language learners had an ideal-self that was multilingual and cosmopolitan but did not aspire to integrate into a specific target-language community.

GENERAL THEORIES AND SPECIAL THEORIES IN TEACHING LANGUAGE TO NON-NATIVE SPEAKERS

2021 ◽  
Vol 03 (05) ◽  
pp. 200-214
Author(s):  
Boukhmis SENOUBER ◽  
Chahrazed Bin YOUNES
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Universal Grammar ◽  
Social Contexts ◽  
Language Learner ◽  
Target Language ◽  
Teaching Language ◽  
Second Language Learner ◽  
Basic Hypothesis ◽  
Language Environment

The field of teaching language for non-native speakers is a rich field that has been addressed by various theories that tried to explain the process of acquiring a second language, as some of them pay great attention to the innate characteristics of the learner, and others focus on the role that the environment plays, especially in terms of providing contact with those who modify their language and patterns of interaction to suit the needs of the language learner, while other theories focus on the learner’s participation in the social contexts, or the so-called immersion in the target language environment, and the importance of research is highlighted in uncovering the mechanisms and curricula that these theories have adopted in order to achieve meaningful and distinct learning. The research aims to address this topic, trying to delve into the concepts and procedures of each theory separately in an attempt to clarify and present it to the Arab reader and student in an accessible and understandable form. We will try to rely in this study on a research plan that includes two main topics: A first topic, which we will devote to general theories in teaching language to non-native speakers; That is, theories that dealt with linguistic acquisition in general, whether related to the first or second language, and includes three main theories; They are the structural behavioral theory, the innate or Universal Grammar theory, and the functional theory. As for the second topic, we will devote it to the special theories, which are theories that dealt exclusively with teaching the language to non-native speakers, and it includes eight basic hypothesis. They are the Monitor hypothesis, the interaction hypothesis, the contrastive analysis hypothesis, the creative construction hypothesis, the fundamental difference hypothesis, Noticing hypothesis, the projection hypothesis, the competition model.In order to delve into this topic, we raise the following problems: How did cognitive theorizing for teaching a language to non-speakers of it contributed to addressing the difficulties and mistakes faced by the second language learner? How did these theories address the issue of second language teaching and acquisition?

Adjectival modification in L2 Spanish Noun Phrases

2014 ◽  
Vol 14 ◽  
pp. 143-172
Author(s):  
Pedro Guijarro-Fuentes
Keyword(s):  
Second Language ◽  
Target Language ◽  
L2 Acquisition ◽  
Proficiency Level ◽  
Gradual Process ◽  
Feature Reassembly ◽  
Chinese Learners ◽  
Acquisition Task ◽  
Functional Features ◽  
Grammar Systems

The present paper investigates the grammar systems of Chinese learners of Spanish as a second language with the aim of contributing to current debates within contemporary generative second language (L2) acquisition theory: the extent to which adult learners are (un)able to acquire new functional features that result in a L2 grammar that is mentally structured like the native target language has led to recent accounts such as the Interpretability Hypothesis (Hawkins & Hattori 2006; Tsimpli & Dimitrakopoulou 2007) excluding L2A of non-L1 uninterpretable features, and more recently the Feature Reassembly Hypothesis (Lardiere 2009) claiming that L2 readjustment is an arduous acquisition task for [+/–] interpretable features. In evaluating both hypotheses, this study further explores L2A of uninterpretable and interpretable features by examining the development of certain Spanish features within the DP (i.e., [uGender]; [uNumber] and an interpretable Focus/Contrast feature) by L2 Chinese learners. Results of our two experimental tasks show that parametrically different uninterpretable and interpretable features are not totally accessible to adult L2 learners, but that proficiency level and individual differences figure largely in the implementation of them, causing competence target deviant patterns. Contrary to the IH, our results thus show initial underspecification of the [+/–] interpretable features in IL grammars and a gradual process which would first mimic L1-consistency before becoming native-like.

scholarly journals THE ACCULTURATION MODEL OF SECOND LANGUAGE ACQUISITION: INSPECTING WEAKNESSES AND STRENGTHS

2017 ◽  
Vol 2 (2) ◽  
pp. 80 ◽  
Author(s):  
Alireza Zaker
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Social Distance ◽  
Linguistic Competence ◽  
Target Language ◽  
Affecting Factor ◽  
Different Types ◽  
L2 Learning ◽  
Language Environment

Previous research has highlighted the significant impact of culture on learning a second language (L2). Accordingly, culture is now believed to be a major learning-affecting factor which, along with linguistic competence, facilitates the process of L2 learning. Some have proposed that being surrounded in the L2 environment gives one a better chance of learning an L2. Based on this premise, Schumann in 1978 proposed the acculturation/pidginization model as an environmental-oriented model that emphasizes identification with a community as the primary requirement of second language acquisition. This study attempts to take a closer look at different aspects of this theory. The taxonomy of factors which control social distance is presented along with the different types of acculturation and the stages/steps of acculturation in an L2 environment. The article concludes with a discussion on the advantages and shortcomings of the model.Keywords: acculturation, culture, pidginization, target language environment

English prototyped small clauses in the interlanguage of Chinese/Taiwanese adult learners

2005 ◽  
Vol 21 (1) ◽  
pp. 1-33 ◽  
Author(s):  
Marina Yueh-ching Chen
Keyword(s):  
Second Language Acquisition ◽  
Adult Learners ◽  
First Language ◽  
Exceptional Case ◽  
Target Language ◽  
Small Clause ◽  
First Language Transfer ◽  
Chinese Learners ◽  
Small Clauses ◽  
Infinitival Complements

This study of consider and find attempts to shed light on second language acquisition of English small clause complements, as in we consider [Mary intelligent] and we find [Mary interesting]. It examines how learners’ First language (Mandarin Chinese) interacts with the target language. The analysis is based on the results of two kinds of tasks: grammaticality judgements, intended to elicit nonnative participants’ implicit knowledge as compared with the responses of native participants; and oral translations to test their explicit access to this knowledge. The results indicate that Chinese learners tend to avoid sentences that contain small clause complements. A related finding is that, like small clause complements, infinitival complements are under-generated and not preferred by the subjects; tensed clauses and clauses introduced by that are preferred. It is suggested that learners’ difficulty with small clause complements involves underlying first language transfer. On the other hand, the difficulty with infinitive clauses may be related to universal developmental order, as the interpretation for an NP involves an extra mechanism, Exceptional Case Marking.

Hur ser tysk L2-produktion ut hos svenska, kinesiska och vitryska avancerade inlärare?

2020 ◽  
Vol 50 (1) ◽  
pp. 153-177
Author(s):  
Christina Rosén
Keyword(s):  
Second Language ◽  
Language Teaching ◽  
First Language ◽  
Target Language ◽  
Specific Information ◽  
Advanced Learners ◽  
Structural Patterns ◽  
Chinese Learners ◽  
L1 Influence ◽  
Discourse Pragmatics

AbstractThis paper investigates first language (L1) influence on the acquisition of syntax and discourse pragmatics in a second language (L2) in essays written by advanced learners of German from Sweden, China and Belarus (the KobaltDaF Corpus). The control corpus consists of essays written by native German speakers. The study focuses on the clause-initial preverbal position of V2 declaratives, the so-called prefield (Vorfeld) and the Vor-Vorfeld. The results show that the language-specific information structural patterns that exist in the L1 have an impact on the L2. The forms and frequencies of prefield constituent types differ substantially from the target language, indicating transfer in a domain other than pure syntax. The learners start their sentences in a nonnative way. Even though Swedish and German are closely related languages, the results show, contrary to what is expected, that Chinese learners produce patterns that are more targetlike. In addition, implications of these findings for language teaching are discussed.

scholarly journals Acquisition of L2 English morphology

2010 ◽  
Vol 33 (3) ◽  
pp. 29.1-29.17 ◽  
Author(s):  
Yanyin Zhang ◽  
Ima Widyastuti
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
Developmental Profile ◽  
Formal Instruction ◽  
Developmental Sequences ◽  
The Status ◽  
Processability Theory ◽  
Language Environment ◽  
Developmental Hierarchy

This study investigates the status of morphology in the L2 English of three members of a family from Indonesia (parents and their 5-year-old daughter) who have lived, studied or worked in Australia for a year. The investigation is contextualized against various learning settings in which the informants have learned English: formal instruction in the foreign language environment, naturalistic learning in the target language setting, and a mixture of formal and naturalistic learning in the target language environment. Following the developmental hierarchy for English morphology (Pienemann, 2005; Bettoni and Di Biase, forthcoming) and analytical procedures in Processability Theory (Pienemann, 1998, 2005), we found the informants were at different stages of L2 English morphology, with the father being the most advanced and the daughter the least. We also found a systematic developmental profile of each informant in line with the developmental hierarchy for English morphology. Both findings are discussed with reference to the developmental sequences and the role of learning settings in SLA.

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