scholarly journals Dr. Stephen Krashen answers questions on The Comprehension Hypothesis Extended

2013 ◽  
Vol 37 (1) ◽  
pp. 25
Author(s):  
Marian Wang
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Black Belt ◽  
University Of Southern California ◽  
Extensive Reading ◽  
Tae Kwon Do ◽  
Natural Approach ◽  
Comprehensive Theory ◽  
The University

Stephen Krashen is Emeritus Professor of Education at the University of Southern California. He is best known for developing the first comprehensive theory of second language acquisition, introducing the concept of sheltered subject matter teaching, and as the co-inventor of the Natural Approach to foreign language teaching. He has also contributed to theory and application in the area of bilingual education, and has done important work in the area of reading. He was the 1977 Incline Bench Press champion of Venice Beach and holds a black belt in Tae Kwon Do. He is the author of The Power of Reading (2004) and Explorations in Language Acquisition and Use (2003). His recent papers can be found at < www.sdkrashen.com>. JALT’s Extensive Reading SIG brought Dr. Stephen D. Krashen to the Fifth Annual Extensive Reading in Japan Seminar, and on July 3rd, he spoke to approximately 150 people at Kobe’s International House. Kobe JALT’s Membership Chair prepared a form for participants to write down questions for Dr. Krashen. The following questions received responses and have been modified for brevity and accuracy.

Research in the Doctoral Program in Second Language Acquisition at the University of Wisconsin-Madison

2011 ◽  
Vol 44 (4) ◽  
pp. 542-548 ◽  
Author(s):  
Peter I. De Costa ◽  
Carolina Bernales ◽  
Margaret Merrill
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Doctoral Program ◽  
Third Language ◽  
University Of Wisconsin ◽  
Foreign Language Policy ◽  
The University ◽  
L2 Vocabulary

Faculty and graduate students in the Doctoral Program in Second Language Acquisition (SLA) at the University of Wisconsin-Madison engage in a broad spectrum of research. From Professor Sally Magnan's research on study abroad and Professor Monika Chavez's work in foreign language policy through Professor Richard Young's examination of language-in-interaction, Professor Jane Zuengler's investigation of language socialization, Professor Diana Frantzen's research in second language (L2) vocabulary acquisition and linguistic analysis of literature, to Professor Catherine Stafford's investigation of processes involved in Spanish-English bilinguals’ acquisition of a third language (L3), our research interests encompass much of the SLA field.

A Research of the 3Bs Teaching Method in Second Language Acquisition

2014 ◽  
Vol 912-914 ◽  
pp. 1505-1508 ◽  
Author(s):  
Dong Mei Li ◽  
Xiao Xiao Mao
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Teaching Method ◽  
Quality Education ◽  
Traditional Teaching ◽  
Foreign Language Acquisition ◽  
Traditional Teaching Methods ◽  
English Majors ◽  
The University

The 3Bs Teaching Method has turned out to be successful in the English teaching in Junior Middle Schools in China. To testify its efficacy on the foreign language acquisition for the university English majors in China, an empirical study was made. The experiment reveals that the 3Bs Teaching Method is more effective than the traditional teaching methods. The 3Bs Teaching Method is indeed a desirable approach to the quality education for the university English majors. Key words: constructivism, 3BsTeaching Method, quality-education, efficiency

What we have to explain in foreign language learning

1996 ◽  
Vol 19 (4) ◽  
pp. 718-718 ◽  
Author(s):  
Robert Bley-Vroman
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Theory ◽  
Foreign Language Learning ◽  
Fundamental Difference ◽  
Human Cognition ◽  
Development Theory

AbstractWhile child language development theory must explain invariant “success,” foreign language learning theory must explain variation and lack of success. The fundamental difference hypothesis (FDH) outlines such a theory. Epstein et al. ignore the explanatory burden, mischaracterize the FDH, and underestimate the resources of human cognition. The field of second language acquisition is not divided into camps by views on “access” to UG.

scholarly journals Christopher Brumfit Award 2014

2015 ◽  
Vol 48 (4) ◽  
pp. 433-433
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2014 Christopher Brumfit thesis award is Dr Hilde van Zeeland. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

Raadsels van tweedetaalverwerving

2012 ◽  
Vol 1 (1) ◽  
pp. 150-159
Author(s):  
Jan H. Hulstijn
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Scientific Inquiry ◽  
Multidisciplinary Approach ◽  
First Language ◽  
Fast Acquisition ◽  
Developmental Sequences

This paper predicts that the study of second language acquisition, as a young discipline of scientific inquiry in its own right, faces a bright future, but only if its scholarly community critically re-examines some notions and assumptions that have too long been taken for granted. First, it is time to reconsider familiar dichotomies, such as second versus foreign language and natural versus instructed language learning. Furthermore, it is worth checking whether and to what extent the puzzling phenomena to be explained by language acquisition theories do really exist (such as uniformity and success and fast acquisition rates in first language acquisition and universal developmental sequences in second language acquisition). The paper furthermore pleas for a multidisciplinary approach to the explanation of the fundamental puzzles of first and second language acquisition and bilingualism, including bridging the divide between psycholinguistic and socio-cultural theories.

Adult And Child Learning Second Language Differences

2021 ◽  
Vol 03 (01) ◽  
pp. 38-44
Author(s):  
Dilrabo Babakulova ◽  
◽  
◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Differences ◽  
Short Period ◽  
Child Learning

Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.

Řečové akty omluvy u českých studentů v angličtině (L2): vybrané výsledky pilotáže

2019 ◽  
pp. 157-188
Author(s):  
Marie Vališová
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
University Students ◽  
20Th Century ◽  
Speech Acts ◽  
Linguistic Competence ◽  
Pragmatic Competence ◽  
Shed Light

During the second half of the 20th century, there was a shift in focus in second language acquisition research from linguistic competence to communicative and pragmatic competence (Hymes, 1972; Canale & Swain, 1980; Canale, 1983; Bachman, 1990; Bachman & Palmer, 1996; Usó-Juan & Martínez-Flor, 2006). This resulted in a growing number of studies on speech acts in general. Motivated by a lack of studies on the speech acts of apology in conversations of Czech learners of English as a foreign language, my dissertation project aims to shed light on apology strategies used by Czech university students.

scholarly journals Christopher Brumfit Ph.D./Ed.D. Thesis Award 2011

2012 ◽  
Vol 45 (4) ◽  
pp. 407-408
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that there were two tied winners of the 2011 Christopher Brumfit thesis award: Dr Cecilia Guanfang Zhao and Dr Catherine van Beuningen. Both theses were selected by an external panel of judges on the basis of their significance to the field of second language acquisition, second or foreign language learning and teaching, as well as their originality, creativity and quality of presentation.

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