Vocabulary CALL for Young ESL/EFL Learners

2019 ◽  
pp. 1988-2014
Author(s):  
Zöe Handley
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Evidence Base ◽  
Efl Learners ◽  
Use Of Technology ◽  
Beneficial Impact

This chapter presents a systematic review of empirical research on vocabulary CALL for primary and secondary learners of English as a foreign or second language published between 2004 and 2013. Twenty-two studies were identified, the majority of which focused on the use of multimedia to communicate the meaning of lexical items and mobile devices to provide “anytime anywhere” vocabulary training, and found a beneficial impact of the use of technology on vocabulary learning. However, while some of the studies provided a theoretically grounded rationale for their choice of technology, the design of some of the studies was found to limit their usefulness in terms of furthering our understanding of Second Language Acquisition (SLA) and building up an evidence base to inform the design of future vocabulary CALL. The chapter concludes by highlighting examples of studies that were found to contribute to furthering our understanding of CALL and SLA.

Vocabulary CALL for Young ESL/EFL Learners

2014 ◽  
pp. 299-325 ◽  
Author(s):  
Zöe Handley
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Mobile Devices ◽  
Vocabulary Learning ◽  
Evidence Base ◽  
Efl Learners ◽  
Use Of Technology ◽  
Beneficial Impact

This chapter presents a systematic review of empirical research on vocabulary CALL for primary and secondary learners of English as a foreign or second language published between 2004 and 2013. Twenty-two studies were identified, the majority of which focused on the use of multimedia to communicate the meaning of lexical items and mobile devices to provide “anytime anywhere” vocabulary training, and found a beneficial impact of the use of technology on vocabulary learning. However, while some of the studies provided a theoretically grounded rationale for their choice of technology, the design of some of the studies was found to limit their usefulness in terms of furthering our understanding of Second Language Acquisition (SLA) and building up an evidence base to inform the design of future vocabulary CALL. The chapter concludes by highlighting examples of studies that were found to contribute to furthering our understanding of CALL and SLA.

scholarly journals A systematic review of CALL in English as a second language: Focus on primary and secondary education

2011 ◽  
Vol 45 (1) ◽  
pp. 1-43 ◽  
Author(s):  
Ernesto Macaro ◽  
Zöe Handley ◽  
Catherine Walter
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Research Effort ◽  
Future Research ◽  
Policy Makers ◽  
Use Of Technology ◽  
Beneficial Impact ◽  
Technological Developments

After explaining why consideration of the use of technology in second language (L2) teaching in the primary and secondary sectors is necessary, this systematic review presents a keyword map of 117 studies of technology in L2 learning since 1990. It reveals that research effort in these educational sectors has increased in line with technological developments and there have been important differences between the primary and secondary sectors in the adoption of applications. There then follows an in-depth review of 47 post-2000 studies investigating the efficacy of technology in the teaching of L2 English. It asks what technology has been used and why, what evidence there is that technology facilitates language learning, and what other insights can be drawn from the research in this field. The evidence that technology has a direct beneficial impact on linguistic outcomes is slight and inconclusive, but it may impact indirectly and positively on learner attitudes and behaviours and may promote collaboration. On the whole, the research reviewed lacked the quality that would reassure practitioners and policy-makers that technological investment is warranted. We argue that future research needs to provide a tighter link between technological applications, Second Language Acquisition (SLA) theory, and learning outcomes.

scholarly journals The Premature Use of English Grammar by EFL Learners

2015 ◽  
Vol 10 (1) ◽  
pp. 103
Author(s):  
Nur Mukminatien
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Teaching ◽  
Writing Performance ◽  
Efl Learners ◽  
English Grammar ◽  
Error Corrections

The roles of conscious learning and error corrections have been questioned since the development of communicative approaches to language teaching, along with theoretical and empirical insights from Second Language Acquisition (SLA) research. Whether overt learning really helps the learner produce better L2 performance is a mystery. This article describes the premature use of English Grammar by EFL learners as shown on their writing performance. It also reviews theoretical insights from SLA theories to uncover the mystery.

scholarly journals Topic prominence in Chinese EFL learners’ interlanguage

2014 ◽  
Vol 4 (1) ◽  
pp. 109-125 ◽  
Author(s):  
Shaopeng Li ◽  
Lianrui Yang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Main Topic ◽  
Efl Learners ◽  
Acquisition Process ◽  
Chinese Learners ◽  
Zero Anaphora ◽  
Interlanguage Development ◽  
Chinese Learners Of English

The present study aims to investigate the general characteristics of topicprominent typological interlanguage development of Chinese learners of English in terms of acquiring subject-prominent English structures from a discourse perspective. Topic structures mainly appear in Chinese discourse in the form of topic chains (Wang, 2002; 2004). The research target are the topic chain, which is the main topic-prominent structure in Chinese discourse, and zero anaphora, which is the most common topic anaphora in the topic chain. Two important findings emerged from the present study. First, the characteristics of Chinese topic chains are transferrable to the interlanguage of Chinese EFL learners, thus resulting in overgeneralization of the zero anaphora. Second, the interlanguage discourse of Chinese EFL learners reflects a change of the second language acquisition process from topic-prominence to subject-prominence, thus lending support to the discourse transfer hypothesis.

A Study on Whether the Adults’ Second Language Acquisition Is Easy or Not—From the Perspective of Children’s Native Language Acquisition

2016 ◽  
Vol 6 (4) ◽  
pp. 776
Author(s):  
Fei Deng ◽  
Qin Zou
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Language ◽  
Language Skills ◽  
Teaching Conditions

Children acquire their native language easily in the non teaching conditions with their excellent language skills, while adults are unable to do it. “Whether the adults’ second language acquisition is easy or not” is always debated. This essay is from the perspective of children’s native language acquisition, through the systematic review of relevant theories, to explore “whether the adults’ second language acquisition is easy or not”. And on this basis, the native language acquisition gives enlightenment to the adults’ second language acquisition.

scholarly journals EFL learners’ strategy use during task-based interaction in Second Life

2016 ◽  
Author(s):  
Julian ChengChiang Chen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Processing ◽  
Second Life ◽  
Strategy Use ◽  
Efl Learners ◽  
Topic Shift ◽  
Efl Students ◽  
Voice Chat

Motivated by theoretical and pedagogical concerns that the link between second language (L2) learners’ second language acquisition (SLA) and language use in 3D multi-user virtual environments (MUVEs) is still not fully connected in current SLA literature, this study examined the patterns of English as a foreign language (EFL) learners’ employment of communication strategies during task-based interaction in Second Life (SL). Nine adult EFL learners worldwide were recruited, and they used their avatars to negotiate meaning with peers in interactional tasks via voice chat in SL. Results reveal that confirmation checks, clarification requests, and comprehension checks were the most frequently used strategies. Other types of strategy use were also discovered, such as a request for help, self-correction, and topic shift – accompanied by a metacognitive strategy and spell-out-the-word that had not been previously documented in task-based research in 3D MUVEs. This study demonstrated that SL could offer an optimal venue for EFL learners’ language acquisition to take place and prompt their cognitive processing during task-based interaction. Additionally, 3D multimodal resources afforded by SL provide additional visual support for EFL students’ input acquisition and output modifications. A call for more research on voice-based task interaction in 3D MUVEs is also needed.

scholarly journals Systematic Review of Research in Second Language Acquisition: A Snapshot of the Past Ten Years (2009 – September 2019)

2019 ◽  
Author(s):  
Amirreza Karami
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Teaching ◽  
Research Trends ◽  
Future Research ◽  
Modern Language ◽  
The Past ◽  
Modern Language Journal

The purpose of this systematic review is to provide second language acquisition (SLA) researchers with an overview of research trends in this field in the last ten years (2009-2019). In doing so, three international peer-reviewed journals, Studies in Second Language Acquisition, Language Teaching Research, and The Modern Language Journal, were selected. 150 articles were systematically selected and analyzed. The analysis of data resulted in identifying six descriptive themes. Results showed that some areas of second language acquisition still need further exploration while some areas are of great interest for researchers. Some suggestions for future research as well as implications of the study were discussed in detail.

scholarly journals A Study on the Effect of Age on the Representation and Processing of Second Language Grammar Achievement

2016 ◽  
Vol 4 (2) ◽  
pp. 223 ◽  
Author(s):  
Mohsen Ashraf Ganjoee ◽  
Mehry Haddad Narafshan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Critical Period ◽  
Sensitive Period ◽  
Placement Test ◽  
Efl Learners ◽  
Grammar Learning ◽  
Post Test ◽  
Effect Of Age

<p><em>Learners considering their age (children &amp; adults) differ fundamentally, and these differences can affect the second language acquisition. This study aimed at investigating the effect of age on EFL learners’ grammar achievement. Oxford placement test was used to homogenize the participants. Based on the oxford placement test, the students were homogenized as the beginner ones and then they were distributed into two groups of children and adults each containing 50 students. In order to see the effect of age on EFL learners’ grammar achievement, oxford grammar test was used as a pre-test and post-test (</em><em>simple present, present continuous &amp; to be verbs)</em><em> in both groups. The results revealed that there is not a critical period, but a sensitive period for second language grammar learning, and adults can show to be better learners in case of grammar achievement. </em><em></em></p>

On null arguments and phi-features in second language acquisition

2020 ◽  
Vol 36 (2) ◽  
pp. 179-223
Author(s):  
Yoichi Miyamoto ◽  
Kazumi Yamada
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Learners ◽  
Universal Grammar ◽  
Feature Learning ◽  
General Meeting ◽  
Efl Learners ◽  
Argument Ellipsis ◽  
Null Arguments

AbstractSaito, Mamoru. 2007. Notes on East Asian argument ellipsis. Language Research 43. 203–227 argues that argument ellipsis (AE) is available only in languages that lack phi-feature agreement. Accordingly, Japanese, but not English, permits AE. Under Saito’s theoretical framework, this paper compares experimental data from L1 Japanese learners of L2 English (J-EFL) and L1 English learners of L2 Japanese (E-JFL). Given that sloppy and quantificational reading arises from an ellipsis operation (Hankamer, Jorge & Sag, Ivan. 1976. Deep and surface anaphora. Linguistic Inquiry 7. 391–426, Takahashi, Daiko. 2008. Noun phrase ellipsis. In Miyagawa, Shigeru & Saito, Mamoru (eds.), The Oxford handbook of Japanese linguistics, 394–422. Oxford: Oxford University Press, among others), we hypothesize that J-EFL learners, but not E-JFL learners, allow the reading in point with null arguments: AE is available only in the grammar of J-EFL learners, forced by the lack of phi-features in their L2 English grammar, due to L1 transfer. The results from our main study adopting a truth value judgement task supported the hypothesis. Based on our finding, we suggest that correct L2 phi-feature specification can ultimately be obtained when no phi-features are present in L1 (Ishino, Nao. 2012. Feature transfer and feature learning in universal grammar: A comparative study of the syntactic mechanism for second language acquisition. Doctoral dissertation: Kwansei Gakuin University, Miyamoto, Yoichi. 2012. Dainigengo-ni okeru hikenzaiteki-na yōso-ni kansuru Ichikōsatsu [A study on null elements in second language acquisition]. Paper presented at the 84th ELSJ annual general meeting: Senshu University, 26 May).

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