scholarly journals The Impact of Summer Reading on Young Learners’ Foreign Language Acquisition

2020 ◽  
Vol 10 (2) ◽  
pp. 5
Author(s):  
Ilona Kostikova ◽  
Olha Honcharova ◽  
Viktoriia Vorozhbit-Horbatiuk ◽  
Nataliia Soloshenko-Zadniprovska ◽  
Oleksandra Marmaza ◽  
...  
Keyword(s):  
Language Acquisition ◽  
Elementary Education ◽  
Foreign Language ◽  
Parental Support ◽  
Summer Reading ◽  
Young Learners ◽  
Foreign Language Acquisition ◽  
Language Needs ◽  
And Control ◽  
The Impact

The aim of the research was to solve a problem of sustaining and developing foreign language skills and abilities by young learners during long-lasting summer holidays. The analysis of the current situation in Ukrainian education sector showed that reading a book continues to be one of the few tools for English revision in summer. There has been little research targeting on studying the impact of summer reading on young learners’ foreign language acquisition, so the experiment in which 240 young learners (aged 8-9) took part was conducted. Both the experimental (n=120) and control (n=120) groups were pre-tested and post-tested in May and September 2019 respectively, and the children’s skills and abilities in reading comprehension, vocabulary, speaking, writing and creativity were checked. The data obtained before the experiment showed almost the similar level of language acquisition in both groups. The results of the experiment indicated significant progress of the participants of the experimental group in every aspect of English. The main factors which played the crucial role in young learners’ enhancements were access to English readers, comprehensibility of the reading materials which were elaborated specially for the children’s language needs, interesting topics, reading for pleasure and enjoyment without tasks, tests or marks, and parental support. These results proved the reasonability of integrating summer reading in teaching foreign languages in primary school and induced the creation of English readers for all grades of elementary education.

An Overview of Audiovisual Input as a Means for Foreign Language Acquisition in Different Contexts

2021 ◽  
pp. 002383092098589
Author(s):  
Sandro Caruana
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Review Article ◽  
Source Information ◽  
Traditional Media ◽  
Foreign Language Acquisition ◽  
Technological Developments ◽  
The Impact

Traditional media, such as television and cinema, provide rich audiovisual input that is conducive to language acquisition, as research in the field has shown. This includes contexts where learner-viewers are exposed to a foreign language without subtitles, as well as when exposure occurs using subtitles in their different modalities—interlingual and intralingual. The aim of this review article is to source information from different contexts to explore the extent to which incidental foreign language acquisition occurs through input, identifying how specific linguistic competences benefit from it. The main questions that will be addressed regard age and cognateness, when exposure to foreign audiovisual input occurs both in the absence and in the presence of foreign language learning. Some brief considerations will be forwarded in relation to the impact of dubbing and of recent technological developments on language acquisition.

scholarly journals Efficiency of gaming technology in the process of foreign language acquisition

2020 ◽  
Vol 87 ◽  
pp. 00065
Author(s):  
O.V. Smolovik ◽  
M.A. Kushnyr ◽  
L.Yu. Shobonova
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Primary School ◽  
School Children ◽  
Academic Motivation ◽  
Primary School Children ◽  
Practical Application ◽  
Foreign Language Acquisition ◽  
Gaming Technology ◽  
The Impact

The article deals with the study of the gaming technology in teaching a foreign language to primary school children and its influence on their motivation. Nowadays it is relevant to start mastering a foreign language at primary school. The article presents the psychological and pedagogical characteristics of primary school children, emphasizes the importance of academic motivation, reveals the peculiarities of the gaming technology, gives examples of its practical application and shows the results of the experimental research identifying the impact of this method on the level of young learners’ motivation. The purpose of the article is to study the influence of practical application of the gaming technology on primary school children’s motivation in the process of the foreign language acquisition. The methodology of the study is a theoretical analysis of psychological research, empirical research methods, qualitative and quantitative analysis of empirical data. The results show that the use of the gaming technology increases academic motivation of primary school children.

SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES

2021 ◽  
Author(s):  
Olga Maximova ◽  
Tatiana Maykova
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
University Students ◽  
Russian Language ◽  
Positive Transfer ◽  
Target Language ◽  
Control Group ◽  
Foreign Language Acquisition ◽  
Lexical Interference ◽  
The Impact

"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"

scholarly journals vocabulary to young learners

2019 ◽  
Author(s):  
nurul isnaini
Keyword(s):  
Academic Achievement ◽  
Second Language ◽  
Reading Comprehension ◽  
Language Acquisition ◽  
Foreign Language ◽  
Vocabulary Learning ◽  
Learning To Read ◽  
Young Learners ◽  
Foreign Language Acquisition ◽  
Speak Up

Vocabulary learning is very important for people who learn English both as foreign language and as second language. Tozcu and Coady (2004: 473) point out learning vocabulary is an important aspect of language two and foreign language acquisition and academic achievement and is vital to reading comprehension and proficiency, to which it is closely linked.Vocabulary is also an essential skill for learning to read, speak, write and listen. Without sufficient vocabulary, people cannot communicate and express their feeling both in form of spoken and written effectively. The more people master vocabulary the more they can speak, write, read and listen as they want. Wilkins in Thornbury (2004: 13) states that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. It means that even someone has good grammar but it will be useless if they do not know many vocabularies. In addition, it is supported by Ur (1996: 60) that vocabulary is one of important things to be taught in learning foreign language because it will be impossible to speak up without variety of words.

scholarly journals Typological constraints in foreign language acquisition

2012 ◽  
Vol 3 (2) ◽  
pp. 231-260 ◽  
Author(s):  
Tatiana Iakovleva
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Native Speakers ◽  
First Language ◽  
Classroom Setting ◽  
Foreign Language Acquisition ◽  
Conceptual Transfer ◽  
The Impact ◽  
Mirror Motion

This study examines the impact of typological constraints on second language acquisition. It explores the hypothesis of a conceptual transfer from first to foreign language (L1 to L2). Based on Talmy’s (2000) distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of voluntary motion events along three paths (up, down, across), elicited in a controlled situation from native speakers (Russian, English) and Russian learners at two levels (upper- intermediate and advanced) acquiring English in a classroom setting. Results show that in spite of considerable differences between Russian and English native speakers’ performance, particularly with respect to the relative variability in their lexicalization patterns, idiosyncratic forms and structures produced by L2 learners rarely mirror motion conceptualization in their first language, which suggests the absence of a substantial transfer from L1.

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