The Rationale of an Invariant-Based Textbook Theory

2020 ◽  
pp. 132-137
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Communicative Competence ◽  
Theoretical Perspectives ◽  
Oral Speech ◽  
Conceptual Overview ◽  
Invariant Approach

The Chapter provides a concluding conceptual overview on theoretical perspectives of the practical interpretation of binary predicative units within an invariant approach to SLA. An important advantage of the invariant-based textbook theory is that binary predicative units function within the entire discourse ranging from the simplest to the most complicated structures. Binary predicative units initiate and congregate the speech modes, successively activating egocentric, inner, and oral speech, thus developing grounds for writing. Another advantage of the invariant textbook theory and corresponding technology is the highest degree of the learner's involvement in second language acquisition. The acquirer's communicative competence is characterized not only by their ability to produce or perceive authentic utterances but also by the ability to express their attitudes and frame the interlocutor's in any form of communication.

The Social Context of “Special” Second Language Acquisition

1985 ◽  
Vol 7 (3) ◽  
pp. 343-350
Author(s):  
John Rickford ◽  
Ian Hancock
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Social Context ◽  
Language Acquisition ◽  
Theoretical Perspectives ◽  
The Social

Although this is not standard SSLA practice, weare pleased to publish these two complementary reviews of a collective volume that, while it focuses on creolization and pidginization, addresses issues relevant to the social context of second language acquisition. Seldom dowe have the opportunity of having two leading specialists in a particular field apply to the same work different theoretical perspectives and varying familiarity with areas of the field.

Indexen Voor Beurtwisselingsinitiatief in Tweede-Taal Verwerving

1996 ◽  
Vol 54 ◽  
pp. 103-115
Author(s):  
Resi Damhuis
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Communicative Competence ◽  
Classroom Interactions ◽  
Turn Taking ◽  
Language Data ◽  
The Mean ◽  
Children's Development ◽  
Incomplete Picture

For optimal second language acquisition (SLA) classroom interactions have to allow normative speaking children to participate actively, because such initiative-rich participation enhances the children's development of linguistic and communicative competence. This article focuses on turn-taking initiatives. Turn-taking initiatives vary in their initiative strength. Restricting analysis exclusively to strong initiatives yields an incomplete picture of the contribution of a conversation to SLA. Less strong initiatives, too, must be taken into account. To analyze each utterance for its initiative value, a turn-taking taxonomy was developed, leading to turn-taking indices that represent the mean initiative value of all utterances by a speaker. Language data from kindergarten conversations show that only results on strong initiatives differ from results on turn-taking indices. It is argued that in order to assess the value of a conversation for SLA both kinds of measures, strong initiatives as well as indices, are necessary.

scholarly journals Review of Understanding formulaic language: A second language acquisition perspective; Editors: Anna Siyanova-Chanturia, Ana Pellicer-Sánchez; Publisher: Routledge, 2019; ISBN: 9781138634978; Pages: 278

2021 ◽  
Vol 11 (2) ◽  
pp. 291-295
Author(s):  
Ella Alhudithi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Future Research ◽  
Mutual Understanding ◽  
Formulaic Language ◽  
Practical Applications ◽  
Theoretical Perspectives

The discussion of mechanisms enhancing the acquisition of formulaic language (FL) has been flourishing in recent decades, progressing from describing the concept to revealing its use in various registers: spoken, written, and hybrid. With each domain of linguistics approaching FL in a distinct way, the book Understanding Formulaic Language: A Second Language Acquisition Perspective by Anna Siyanova-Chanturia and Ana Pellicer-Sánchez presents a more inclusive view of recent research contributions emerging from different fields, in addition to pointing to critical gaps that need to be addressed in future research. The appeal of the book is that it covers a broad range of topics related to FL, from theoretical perspectives to practical applications. This breadth of coverage is the first effort to foster mutual understanding among linguists and to emphasize its connection with second language acquisition (SLA).

scholarly journals Examining English Language Learning Apps from A Second Language Acquisition Perspective

2021 ◽  
Vol 10 (5) ◽  
pp. 166
Author(s):  
Sayed Ahmad Almousawi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Analytical Framework ◽  
Computer Assisted ◽  
English Language Learning ◽  
Computer Assisted Language Learning

This study set out to explore dedicated language learning apps pedagogically while focusing mainly on aspects of second language acquisition. A total of 20 English language learning apps were collected for analysis. The study took one model of analysing course book materials and another, computer-assisted language learning model and combined them into one analytical framework with bespoke criteria, ensuring the analysis was most suitable for our case. The analytical framework which was developed reached a number of conclusions about dedicated language learning apps (DLLAs). The findings revealed that DLLAs tend to provide mechanical forms-focused practice without facilitating collaborative learning nor focusing on developing users’ communicative competence, which suggests that DLLAs reflect a behaviouristic view of language learning. The conclusion offers some suggestions to improve DLLAs and proposes that, for the time being, educators should look beyond DLLAs and instead investigate how can apps that are not designed for language learning (generic apps) be used in the manner of DLLAs to avoid the issues that this paper identifies with them.

scholarly journals The place of silence in second language acquisition

2019 ◽  
Vol 1 (1) ◽  
pp. 26
Author(s):  
Dat Bao
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Communicative Competence ◽  
Silent Period ◽  
Input Output ◽  
Silent Mode

The article examines the role of silence in learners’ language development by discussing current theories in second language acquisition and by connecting them to the silence phenomenon. A number of important constructs in SLA are brought up as they have potential to be associated with the silent mode of learning, namely the silent period, input, output, communicative competence, among others. The discussion also highlights a few theoretical gaps in SLA discourse that are related to silence. 

scholarly journals Bilingualism: Theoretical perspectives of language diversity

1992 ◽  
Vol 39 (1) ◽  
Author(s):  
Carlin L. Stobbart
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
South African ◽  
Universal Theory ◽  
Language Diversity ◽  
South African Context ◽  
Theoretical Perspectives ◽  
African Context ◽  
Definition Of

Bilingualism and second language acquisition are discussed with reference to different theoretical perspectives. An integrated definition of bilingualism is provided and concepts underlying second language acquisition are presented. Theoretical persepectives according to Dodson (1985), Skinner (1985) and Krashen (1982) are explored. It is concluded that due to the diverse nature of bilingualism, a single universal theory of second language acquisition does not seem feasible, The need for an increased awareness of the complexity of bilingualism and second language acquisition, particularly within the multicultural and multilingual South African context, is highlighted.

Review of Child Second Language Acquisition (SLA): Examining Theories and Research

2017 ◽  
Vol 37 ◽  
pp. 62-76 ◽  
Author(s):  
Rhonda Oliver ◽  
Agurtzane Azkarai
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Longitudinal Case Study ◽  
Older Learners ◽  
Theoretical Perspectives ◽  
Research With Children ◽  
Foreign Language Immersion ◽  
Instructional Settings

ABSTRACTWithin the field of second language acquisition (SLA), there has been much less research undertaken with children than with adults, yet the two cohorts are quite distinct in characteristics and in their learning processes. This article provides a review of child SLA research, particularly the research with a pedagogical focus. We describe a series of studies, including those informed by different theoretical perspectives (interactionist and sociocultural), in different instructional settings (i.e., second language, foreign language, immersion, and content and language integrated learning [CLIL] contexts) and using different research methodologies (longitudinal, case study, experimental, and naturalistic). We begin by highlighting the importance of age as a factor in SLA research, presenting studies that have focused on the differences existing between younger and older learners. We also consider interventions that can support language learning—including form-focused instruction and the use of tasks. We finish by presenting a proposed change in the way that research with children is conducted.

scholarly journals EXPLORING THE INSTRUCTION’S IMPACTS ON STUDENTS’ GRAMMATICAL ERRORS IN INTERNET-MEDIATED COMMUNICATION

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Ni'mal Fuyudloturrohmaniyyah
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Communicative Competence ◽  
Native Language ◽  
Mediated Communication ◽  
Direct Translation ◽  
Grammatical Errors ◽  
The Impact

Since its appearance in Second Language Acquisition (SLA) by Selinker in 1972, massive studies of interlanguage have been carried out in numerous EFL/ESL classrooms as it is worth to gain plausible factor which either facilitating the TL learning or making it suffers. Therefore, this study tries to see the impact of English course instruction toward student’s interlanguage. The data are grammatical errors made by the student during internet-mediated texting which are later on analyzed qualitatively. The result shows that structurally all the errors caused by direct translation from the student’s native language, Indonesian, to English. This phenomenon seems to be predictable as during the instruction the student is provided barely with English sentences which differ from Indonesian structure. Therefore, it is expected that the teachers as well as the institution redesign the content of learning to expose students to English which might be different from Indonesia yet will be very crucial to establish satisfying communicative competence.

scholarly journals The Role of Knowledge about the L2 Code in Adult Second Language Acquisition: A Review of Theories and Research

1992 ◽  
Vol 9 (2) ◽  
pp. 50
Author(s):  
Carol A. Fraser
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Research Data ◽  
L2 Proficiency ◽  
Theoretical Perspectives ◽  
Internal Processing ◽  
Processing Mechanisms ◽  
Adult Second Language Acquisition

This article reviews theories and research on the topic of the role of L2 code knowledge in adult second language acquisition. In the literature, this issue has been addressed from two main theoretical perspectives-cognitive psychology, which examines the internal processing mechanisms involved in learning and then in using language information for communication, and second language acquisition, which examines the effects of instruction that focuses on the L2 code on the learner's developing L2 proficiency. This analysis concludes that while the knowledge the learner has about the L2 code plays a limited role (planning and monitoring) in actual communication, it does play a significant role in the development of proficiency. Finally, instructional implications emerging from existing theory and research data are drawn.

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