Informal Learning in Second Language Acquisition

Language Acquisition ◽

Language Learning ◽

Informal Learning ◽

English Proficiency ◽

Self Directed Learning ◽

Directed Learning ◽

This chapter has investigated the importance of informal language learning in second language acquisition through a case study of two ESL learners. The effect of various kinds of informal learning with various resources on language proficiency and performance are discussed in relation to Bennett's model (2012). The case study shows that an “intake-type” informal environment can provide input to the language acquisition and self-directed learning and is crucial to effective language learning. Through the interviews with the subject learners, it can be seen that the learner with higher English proficiency and performance has been using self-directed language learning throughout his childhood and youth whereas the learner with lower English proficiency and performance generally has adopted tacit learning, which seems to be less effective in informal learning. Hence, self-directed learning should be promoted in schools and colleges by raising students' awareness of its importance and promoting learning-to-learn strategies.

APTITUDE AND SECOND LANGUAGE ACQUISITION

Annual Review of Applied Linguistics ◽

10.1017/s0267190505000036 ◽

2005 ◽

Vol 25 ◽

pp. 46-73 ◽

Cited By ~ 121

Author(s):

Peter Robinson

Keyword(s):

Second Language ◽

Language Acquisition ◽

Language Learning ◽

Cognitive Abilities ◽

Theoretical Frameworks ◽

Aptitude Tests ◽

Advanced Level ◽

Learning Success ◽

Recent second language acquisition (SLA) research into the cognitive abilities implicated in implicit, incidental, and explicit learning, and in learning and performance on tasks differing in their information processing demands has prompted new theoretical frameworks for conceptualizing L2 aptitude. This research is reviewed and related to measures of abilities operationalized in existing aptitude tests, as well as to measures of abilities that are the focus of more recent research in cognitive psychology. Finally, prospects for developing aptitude tests to serve the purposes of predicting both early and advanced level language learning success are discussed in the light of the SLA findings and aptitude frameworks reviewed.

A CASE STUDY OF FACTORS CONTRIBUTING TO SUCCESSFUL SECOND LANGUAGE ACQUISITION

Indonesian Journal of Integrated English Language Teaching ◽

10.24014/ijielt.v3i1.3966 ◽

2017 ◽

Vol 3 (1) ◽

Author(s):

Terri Chen

Keyword(s):

Second Language ◽

Language Acquisition ◽

Language Learning ◽

Second Language Learning ◽

Personality Characteristics ◽

Single Individual ◽

English Speaker ◽

Learning Success

Every case of second language learning is different, but they are often influenced by systematic factors. What causes a learner to succeed or fail? In this case study, the language learning experiences of a single nonnative English speaker who successfully acquired English sheds light on the interplay between several of these aspects. An interview with a single adult subject reveals that for this particular individual, a high aptitude, as well as identity and personality characteristics that aligned with an openness to experience and learning in general, were more effective than factors of motivation. While identifying how and why a single individual may be successful or unsuccessful might not be generalizable to all learners, it can serve as a tool in helping to understand differences in L2 learning success.

SECOND LANGUAGE ACQUISITION BEYOND CRITICAL AGE: A CASE STUDY OF AN OLD SECOND LANGUAGE LEARNER

Journal of Social Sciences and Humanities ◽

10.46568/jssh.v55i2.81 ◽

2016 ◽

Vol 55 (2) ◽

pp. 31-43

Author(s):

Jawaria Samiya Siddiqui

Keyword(s):

Second Language ◽

Language Acquisition ◽

Language Learning ◽

Longitudinal Design ◽

Language Learner ◽

Common Belief ◽

Second Language Learner ◽

Deviant Case

This paper investigates the factors that facilitate/hinder Second Language Learning. The two factors that the study focuses on are age and motivation. Role of motivation in relation to age is discussed of a deviant case using Qualitative Paradigm, and the data is analyzed using Narrative Inquiry, Case Study and Retrospective Longitudinal design to find out if motivation plays any significant role in terms of achieving successful second language competence. It is a common belief that people who start young to learn a Second Language perform better than the old learners. However, the results indicate that this is not true in many cases, as this study on a deviant case shows that motivation plays a very important role in achieving successful Second Language Acquisition. If the learners are intrinsically motivated and are motivated from the beginning of their learning journey irrespective of their age then learning becomes easier.

Effect of Gender on the Rate of Interaction. Some Implications for Second Language Acquisition and Classroom Practice

ITL - International Journal of Applied Linguistics ◽

10.1075/itl.111-112.07kas ◽

1996 ◽

Vol 111-112 ◽

pp. 155-192 ◽

Cited By ~ 2

Author(s):

Luanga A. Kasanga

Keyword(s):

Second Language ◽

Language Acquisition ◽

Language Learning ◽

Classroom Practice ◽

Preliminary Analysis ◽

Target Language ◽

Language Access ◽

Independent Variable ◽

Abstract In the course of a preliminary analysis of data used in an investigation into the effect on the rate of interaction in the target language of the "level of proficiency" and the "type of task", some unexpected results for participation pattern led the analyst to pursue additional lines of enquiry. A decision was taken to consider gender in a subsequent analysis. Gender had been suggested by previous studies as being capable of affecting the learners' L2 access and performance. Some of the data of the wider investigation were re-analyzed with gender as an independent variable in lieu of, then together with, the level of proficiency. This paper reports on the results of the wider investigation and describes the findings of the analysis of data with gender as an independent variable. To set the scene for the discussion of the results relevant to gender, the paper discusses a sampling of studies on gender and communication. The results of the analysis concurred with those of at least four separate studies in which it had been suggested that gender tended to affect the learners1 target language access and performance in ways that may influence their language learning.

THE INFLUENCE OF FIRST LANGUAGE ON THE PRONUNCIATION OF SECOND LANGUAGE (A CASE STUDY OF THE MEMBERS OF ENGLISH CLUB AT MTS SALAFIYAH SYAFIIYAH MUMBULSARI JEMBER)

Education and Human Development Journal ◽

10.33086/ehdj.v3i1.89 ◽

2017 ◽

Vol 3 (1) ◽

Author(s):

Nailul Authar

Keyword(s):

Second Language ◽

Language Acquisition ◽

Language Learning ◽

Research Design ◽

Negative Transfer ◽

Language Skills ◽

First Language ◽

Definition Of

The first language will always influence the second language acquisition. The influences involve all parts of language learning such language skills (speaking, reading, listening, and writing) and language components (vocabulary, grammar, and pronunciation). In particular, this current study focuses on investigating the influence of first language on the pronunciation of second language. It is found that there is a negative transfer got by most of the members of English club at MTS Salafiyah Syafiiyah Mumbulsari Jember. The respondents make more mistakes or errors because of the interference of their L1 to the L2 as a result of negative transfer. This paper is divided into seven parts. Those are introduction, the definition of LI and L2, the definition and features of pronunciation, research design, and pronunciation test given to the respondent, result, discussion, and conclusion.

Factors Influencing Achievement and Performance in Second Language Acquisition

PsycEXTRA Dataset ◽

10.1037/e690952007-001 ◽

2007 ◽

Author(s):

Sharon Podobnik ◽

Prema Chaudhari

Keyword(s):

Second Language ◽

Language Acquisition ◽

Factors Influencing ◽

Language Ideology and Second Language Learning

ITL - International Journal of Applied Linguistics ◽

10.2143/itl.155.0.2032360 ◽

2008 ◽

Vol 155 ◽

pp. 95-115 ◽

Cited By ~ 1

Author(s):

Theresa McGarry

Keyword(s):

Second Language ◽

Language Acquisition ◽

Language Learning ◽

Language Ideology ◽

Second Language Learning ◽

Classroom Practices ◽

Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

Learning opportunities in peer-peer interaction: A case study of two L2 Mandarin Chinese learners

Chinese as a Second Language Research ◽

10.1515/caslar-2020-0008 ◽

2020 ◽

Vol 9 (2) ◽

pp. 199-226

Author(s):

Dan Jiang

Keyword(s):

Second Language ◽

Language Learning ◽

Mandarin Chinese ◽

Learning Opportunities ◽

French Immersion ◽

Chinese Learners ◽

Instructed Second Language Acquisition ◽

Negotiation For Meaning

AbstractThe roles of interaction have been studied for several decades. Recent studies have turned to investigate “the details of which components of interaction might be more or less effective in which contexts with which learners” (Loewen, Shawn & Masatoshi Sato. 2018. Interaction and instructed second language acquisition. Language Teaching 51(3). 285–329: 286). This case study, based on three unstructured interactions outside the classroom between two L2 Mandarin Chinese learners, investigates the learning opportunities these interactions brought about in terms of helping them to increase in control over forms that had already been encountered inside the classroom. Using the concept of the language-related episode (Swain, Merrill & Sharon Lapkin. 1998. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 82(3). 320–337), this study sets focus on learning opportunities for lexis- and grammar-related items. It finds learning opportunities arise as the two peers negotiate for meaning motivated by the need to comprehend, strive to use the L2 to express/co-express themselves, and improve their form through the other’s feedback. In addition, lexis-related learning is found to be very positive in this study. The dictionary played an indispensable role in facilitating the learners when they encountered lexis-related issues. Further, it enabled the learners to learn new vocabulary when driven by communicative needs. In comparison, the grammar-related learning is found to be relatively complicated. And the fact the learners had nowhere to resort to concerning grammatical issues attributed to it. In terms of the different types of interactions, compared to learning through negotiation for meaning and feedback, output and co-construction/collaboration were found to be most productive in promoting the learning.

Studying individual differences in the social environment to better understand language learning and processing

Linguistics Vanguard ◽

10.1515/lingvan-2016-0015 ◽

2016 ◽

Vol 2 (s1) ◽

Author(s):

Shiri Lev-Ari

Keyword(s):

Second Language ◽

Individual Differences ◽

Language Acquisition ◽

Language Learning ◽

Social Environment ◽

Native Speakers ◽

Linguistic Performance ◽

The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.