scholarly journals UNDERSTANDING THE ROLE OF TRANSLANGUAGING IN L2 ACQUISITION: Applying Cummins’ CUP Model

2021 ◽  
Vol 2 (1) ◽  
pp. 15-25
Author(s):  
Ameer Ali
Keyword(s):  
Second Language ◽  
Education System ◽  
English Language ◽  
L2 Acquisition ◽  
Research Attention ◽  
Language Class ◽  
Wide Range ◽  
Research Gap ◽  
Research Questions

The current research paper deals with the strategy of translanguaging using Jim Cummins’ Common Underlying Proficiency Model (1991). This research has made use of descriptive, explanatory designs to interpret the observations of a language class following the CUP Model (Cummins, 1991). Moreover, this research is qualitative in its approach, as it systematically answers the research questions. However, much focus has been paid to the monolingual education system in Pakistan, but the strategy of translanguaging has hardly attracted any wide range of research attention; so, the current research aims to fill up the research gap by highlighting the role of translanguaging in the acquisition of the second language. Finally, the research assignment has concluded rightly that translanguaging plays a very important role in acquiring the English language (L2) by drawing upon the learners’ ‘common underlying proficiency’ (Cummins, 1991).

scholarly journals Role of L1 in L2 Acquisition According to Contrastive Analysis Hypothesis and Error Analysis

2020 ◽  
Vol 3 (2) ◽  
pp. 66-72
Author(s):  
Mai Thi Phuong Thao
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
Language Learning ◽  
English Language ◽  
Language Transfer ◽  
Contrastive Analysis ◽  
L2 Acquisition

In the changed context of a globalized world where English language continues to grow as a second or third language in many parts of the world, acquiring two primary languages simultaneously gains an increasing popularity. In this case, reviewing the influence of L1 on second language acquisition, i.e. language transfer, is of great importance. Though the theory of language transfer has experienced a long time of ups and downs since 1940s, up to now, it is still a central issue in applied linguistic, second language acquisition and language learning. Much of the history of this central concept has been tied in with the varying theoretical perspectives on SLA. The acceptance and/or rejection of language transfer as a viable concept has been related to the acceptance or rejection of the specific theory with which it has been associated. The article aims to compare and contrast views of the role of L1 in L2 acquisition according to Contrastive Analysis Hypothesis and Error Analysis approaches to reinvestigate how the views of L1's contributions to SLA changed in the early approaches.

Second language acquisition: Theoretical and experimental issues in contemporary research

1996 ◽  
Vol 19 (4) ◽  
pp. 677-714 ◽  
Author(s):  
Samuel David Epstein ◽  
Suzanne Flynn ◽  
Gita Martohardjono
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Universal Grammar ◽  
Functional Categories ◽  
L2 Acquisition ◽  
Psycholinguistic Research ◽  
Explanatory Theory ◽  
Parameter Values ◽  
Theoretical Issues

AbstractTo what extent, if any, does Universal Grammar (UG) constrain second language (L2) acquisition? This is not only an empirical question, but one which is currently investigable. In this context, L2 acquisition is emerging as an important new domain of psycholinguistic research. Three logical possibilities have been articulated regarding the role of UG in L2 acquisition: The first is the “no access” hypothesis that claims that no aspect of UG is available to the L2 learner. The second is the “partial access” hypothesis that claims that only LI instantiated principles and LI instantiated parameter-values of UG are available to the learner. The third, called the “full access” hypothesis, asserts that UG in its entirety constrains L2 acquisition.In this paper we argue that there is no compelling evidence to support either of the first two hypotheses. Moreover, we provide evidence concerning functional categories in L2 acquisition consistent with the claim that UG is fully available to the L2 learner (see also Flynn 1987; Li 1993; Martohardjono 1992; Schwartz & Sprouse 1991; Thomas 1991; White 1989). In addition, we will attempt to clarify some of currently unclear theoretical issues that arise with respect to positing UG as an explanatory theory of L2 acquisition. We will also investigate in some detail certain crucial methodological questions involved in experimentally testing the role of UG in L2 acquisition and finally, we will present a set of experimental results of our own supporting the “Full Access” hypothesis.

scholarly journals The Effect of Instruction on Learners' Pragmatic Awareness: a Focus on Refusals

2010 ◽  
Vol 10 (1) ◽  
pp. 65 ◽  
Author(s):  
Eva Alcón Soler ◽  
Josep Guzmán Pitarch
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Processes ◽  
Speech Acts ◽  
Speech Act ◽  
Pragmatic Awareness ◽  
Research Gap ◽  
Instructional Contexts

The benefits of instruction on learners’ production and awareness of speech acts is well documented (see Alcón and Martínez-Flor, 2008, for a review of pragmatics in instructional contexts). However, few studies examine the influence that instruction may have on the cognitive processes involved in speech act production (Félix- Brasdefer, 2008). In order to address this research gap, and taking into account the discussion in research on the concept of attention and related terms such as awareness (see Al-Hejin, 2004, for a review of the role of attention and awareness in second language acquisition research) this paper reports on the benefits of instruction on learners’ attention and awareness during the performance of refusals. Thus, based on a pedagogical proposal for teaching refusals at the discourse level, we focus on the benefits that this pedagogical proposal can have on the information attended to during the planning and execution of refusals. Secondly, we explore whether instruction makes a difference in learners’ awareness of refusals.

scholarly journals The use of ceramics as an aesthetic element in Durban architecture (1914-2012)

2013 ◽  
Author(s):  
◽  
Raksha Padaruth
Keyword(s):  
Historical Background ◽  
Art Practice ◽  
Local Identity ◽  
Architectural Elements ◽  
Architectural Element ◽  
Wide Range ◽  
Research Questions ◽  
Contemporary Practice ◽  
Insight Into

This paper documents and evaluates the use of ceramics as an aesthetic architectural element in Durban from 1914-2012 with special reference to James Hall (1916-2006), Andrew Walford (b.1942) and Jane du Rand (b.1969). These artists were selected because their work demonstrates a wide range of the use of decorative tiles and mosaics as aesthetic elements in Durban architecture over a period of more than fifty years. Reference is made to the historical use of tiles and mosaics as aesthetic architectural elements in Durban from 1914-1955 in order to provide a context to an investigation and evaluation of the contribution of Hall, Walford and du Rand to the use of tiles and mosaics as an aesthetic architectural element in Durban. The paper begins by highlighting the importance of this study, discusses the role of ceramic architectural adornment and defines terminology for the purpose of this research. In addition an explanation of the research methodology used, research questions and literature review is provided. The study is contextualised through an overview of the historical background of the use of ceramics (tiles and mosaics) as an aesthetic element in architecture. The importance of the use of ceramic elements in relation to architecture, as well as the different techniques and methods of production, are highlighted and related to contemporary practice. The overview provides insight into how the use of ceramic elements in the past has influenced the approach of contemporary practice. My contribution to the use of mosaics as an aesthetic architectural element in Durban and my art practice, in the form of an installation titled passage is discussed and evaluated. The paper concludes by noting that the historical use of tiles and mosaics as aesthetic elements in architecture persists in contemporary art practice. However, the methods of tiled mosaic production and tiled mosaic techniques have been revolutionised extensively. It is evident that, the use of ceramics as an aesthetic element in Durban architecture reflects, both a strong European design influence and a distinctive local identity.

scholarly journals The Influence of Frequency on the Acquisition and Textbooks Design of Second Language Vocabulary

2020 ◽  
Vol 12 (3) ◽  
pp. 1
Author(s):  
Anwar Saad Aljadani
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learners ◽  
Significant Role ◽  
L2 Acquisition ◽  
Teaching Objectives ◽  
Dominant Feature ◽  
L2 Vocabulary ◽  
Selection Of

This paper provides an overview of the role of vocabulary frequency in second language (L2) acquisition as vocabulary is a dominant feature of language acquisition and vitally important to language learners. It reported the vocabulary frequency’s significant role in both the earlier acquisition and the easier remembering comparing to infrequent vocabulary in L2 acquisition. It also seeks to discuss the influence of frequency on the selection of vocabulary in L2 textbooks as they are sometime the only source of L2 vocabulary in the classroom. It presents discussions of what vocabulary should be selected, how selective vocabulary are organised in the textbooks to reach determined teaching objectives as well as the teaching rate pre lesson. 

Cross-linguistic similarity in L2 speech learning: Evidence from the acquisition of Russian stop contrasts by Mandarin speakers

2020 ◽  
pp. 026765831990091
Author(s):  
Yuxiao Yang ◽  
Xiaoxiang Chen ◽  
Qi Xiao
Keyword(s):  
Second Language ◽  
First Language ◽  
Perceptual Discrimination ◽  
Perceived Similarity ◽  
Specific Research ◽  
Speech Learning Model ◽  
Chinese Learners ◽  
Research Questions ◽  
Speech Learning

This study investigated the role of cross-linguistic similarity in the acquisition of Russian initial stop contrasts by Chinese learners, addressing two specific research questions: (1) How similar are Russian voiced stops to Mandarin stops for Chinese learners? (2) How can the speech learning model (SLM) be applied to account for the acquisition of Russian initial stop contrasts by Chinese learners? Regarding the first question, a hypothesis was proposed that Russian voiced stops could be regarded as dissimilar ‘new’ sounds by Chinese learners, as judged by three commonly adopted methods: IPA comparison, acoustic difference, and feature redeployment. The results of the perceptual assimilation task, however, disconfirmed this hypothesis, as Russian voiced stops were perceived as being highly similar to the sounds of Mandarin voiceless unaspirated stops. According to SLM, perceptually similar second language (L2) sounds are difficult to acquire; hence, a corresponding hypothesis was advanced in relation to the second question; namely, that the acquisition of Russian initial stop contrasts could be challenging for Chinese learners. This hypothesis was supported by the results of the perceptual discrimination and the production tests. These findings corroborated SLM regarding the difficulty in acquiring L2 sounds that are perceptually similar to their first language (L1) counterparts, while posing challenges to the hypothesis that Russian voiced stops could be dissimilar ‘new’ sounds for Chinese learners, as predicted by the three methods. The results indicated that perceived cross-linguistic similarity plays a key role in L2 phonetic acquisition. However, the degree of perceived similarity cannot always be accurately deduced solely through the three methods, at least not in the case of stops.

scholarly journals A Review of Discourse in English Language Education

2016 ◽  
Vol 10 (1) ◽  
pp. 1-4
Author(s):  
Amir Zand-Moghadam ◽  
Arya Golkhandan
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
Teaching Methodology ◽  
Main Theme ◽  
Language Class ◽  
Wide Range ◽  
Discourse Studies

The main theme of this volume is to discuss discourse analysis and familiarize the readers, especially undergraduate students of TESOL and Education, with the main topics in discourse studies. According to Flowerdew, one of the features of this book is its focus on a wide range of approaches to discourse and discourse analysis, namely Systemic Functional Linguistics (SFL) and Register, Speech Act Theory, the Cooperative Principle and Politeness, Conversation Analysis, Genre Analysis, Critical Discourse Analysis (CDA), and Corpus Linguistics. However, what distinguishes this book from others books of discourse, and probably from other similar books on discourse and language teaching, is its practical view toward discourse and discourse analysis, i.e., it is clearly shown, by referring to real-life examples, how every discourse topic, issue, or feature can be analyzed and then taught in a language class. In fact, Floweredew’s attempt in this volume is to familiarize the readers with how discourse analysis can inform the practice of English language teaching. Thus, the book utilizes research findings and suggests guidelines, models, and approaches to language teachers as to how discourse studies can be insightful in language teaching methodology, materials development, and evaluation.

Blended Approach for Learning English as Second Language

2020 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Rajesh Lankapalli ◽  
Y.V.G. Nukeswara Rao
Keyword(s):  
Second Language ◽  
Blended Learning ◽  
Education System ◽  
English Language ◽  
English Language Teaching ◽  
Learning Activities ◽  
English As Second Language ◽  
Face To Face ◽  
Subject Areas ◽  
Face To Face Learning

This article describes how over the years, education systems, academics, and students have undergone many modifications with the appearance of the latest technologies. This variation is clear particularly in implementation within the pedagogic structures of the education system. On par with different subject areas especially in English language teaching is additionally taking advantage of the blended mode of learning. Blended learning is for people who would like to advance their skills through face-to-face learning, while supporting their learning with online and remote learning activities.

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