scholarly journals Retrieving Linguistic Information from a Corpus on the Example of Negation in Chinese

2019 ◽  
Vol 9 (2) ◽  
pp. 103-115
Author(s):  
Ľuboš GAJDOŠ
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Evidence ◽  
Statistical Data ◽  
Corpus Analysis ◽  
Linguistic Information ◽  
New Approach ◽  
Language Data ◽  
Authentic Language ◽  
Practical Implications

The paper deals with corpus analysis of negation in Chinese, namely the negatives bù 不 and méi/ méiyǒu没/没有. The adverbs BU and MEI are two of the most frequent negatives in Chinese. The aim of this study is to present statistical data together with linguistics analysis. The results provide empirical evidence of discrepancy between “authentic” language data versus linguistic prescription with practical implications for second-language acquisition. The findings inter alia suggest a new approach to verb categorisation.  

Prototypical influence in second language acquisition: What now for the Aspect Hypothesis

2013 ◽  
Vol 51 (3) ◽  
pp. 299-322 ◽  
Author(s):  
Kevin McManus
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Evidence ◽  
L2 Proficiency ◽  
Aspect Hypothesis ◽  
L2 Development ◽  
German Speaking ◽  
Sentence Interpretation

AbstractThis paper presents empirical evidence on the development of aspect by English- and German-speaking university learners of French L2 collected from a spoken narrative task and a sentence interpretation task. Contrary to the Aspect Hypothesis's predictions, this study's results suggest that increased use of prototypical pairings goes in hand with increased L2 proficiency. Following a small but growing number of studies, this study questions the route of L2 development proposed by the Aspect Hypothesis.

Enacting voices

2019 ◽  
Vol 2 (1) ◽  
pp. 45-70 ◽  
Author(s):  
Darren K. LaScotte
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Production ◽  
L2 Instruction ◽  
Clear Shift ◽  
The Voice ◽  
Practical Implications

Abstract The present study supports the idea of heteroglossia and its contributions to language learning in second language acquisition (SLA) theory and bilingualism. Bakhtin’s (1934/1981) theory of heteroglossia differs from variety and register in that when acquiring a language, one internalizes the voices of others. Viewing interlanguage through a heteroglossic lens, it is possible that these voices in heteroglossia may have an effect on second language (L2) users’ language production. By blending sociolinguistic and sociocultural frameworks, this study analyzed the complexity, accuracy, and fluency of two French-English bilinguals’ narratives. Findings demonstrate a clear shift in all three measures of the CAF framework when participants enacted the voice of a perceived interlocutor or perceived self, versus when they recounted a narrative. These findings support the notion that an individual may have variable linguistic systems, and raise other important theoretical and practical implications for SLA research and L2 instruction.

scholarly journals eLearning 4.0 as a Sustainability Strategy for Generation Z Language Learners: Applied Linguistics of Second Language Acquisition in Younger Adults

Societies ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 38 ◽  
Author(s):  
Marcel Pikhart ◽  
Blanka Klímová
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Computational Linguistics ◽  
New Approach ◽  
Learning Modalities ◽  
Generation Z ◽  
Social Media Platforms ◽  
Students Attitudes ◽  
Learning Machine

The implementation of various eLearning platforms has seen an incredible and unprecedented rise in the past decade in our universities. The aim of this pilot research study is to explore the gap in second language acquisition research for technologically savvy Generation Z, whose members use modern technologies, especially mobile applications, in their learning process in a massive way. More specifically, the authors focus on students’ perceptions of the use of traditional and blended learning supported by an eLearning course in order to reveal students’ attitudes to and expectations from these learning modalities. Altogether, 40 university students participated in an experiment. The findings clearly show that the present eLearning platform is no longer an attractive option for students of Generation Z since these students want to participate in the creation of its content and collaborate and interact with each other in ways they are used to with other social media platforms such as Facebook. The implications of the research are important for educators and designers of various eLearning courses who need to take this into account. Further implications suggest a new approach to the exploitation of eLearning platform connected to Web 4.0. The basic principle of the new approach is to use these platforms and should harness all the possibilities of artificial intelligence, deep learning, machine learning, and computational linguistics. In conclusion, the study reflects the basic and pragmatic principles upon which eLearning 4.0 should be based in order to become a more efficient tool for modern education and sustainability.

Some Theoretical and Pedagogical Implications of the Markedness Differential Hypothesis

1985 ◽  
Vol 7 (3) ◽  
pp. 289-307 ◽  
Author(s):  
Fred R. Eckman
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Study ◽  
Empirical Evidence ◽  
Native Language ◽  
Language Transfer ◽  
Contrastive Analysis ◽  
Theoretical Assumptions ◽  
Language Universals

This paper is intended as a programmatic contribution to the work of a number of scholars in second language acquisition (SLA) who are attempting to explain various facts about SLA in terms of an interaction between native-language transfer and language universals (Gass & Selinker, 1983). In the present paper, some of the theoretical assumptions and consequences of the Markedness Differential Hypothesis (MDH) (Eckman, 1977) are discussed in comparison with the Contrastive Analysis Hypothesis. Crucial differences between the two hypotheses are presented, and empirical evidence in favor of the MDH is reviewed. Pedagogical implications of the MDH are then taken up, and a strategy for interlanguage-intervention is discussed in light of an empirical study. Finally, several problems for the MDH which have been proposed in the literature are considered.

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 Authentic Language Input Through Audiovisual Technology and Second Language Acquisition

SAGE Open ◽  
2014 ◽  
Vol 4 (3) ◽  
pp. 215824401455061 ◽  
Author(s):  
Taher Bahrani ◽  
Sim Shu Tam ◽  
Mohm Don Zuraidah
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Input ◽  
Authentic Language

Structural Minimality, CP and the initial state in second language acquisition

2002 ◽  
Vol 18 (4) ◽  
pp. 348-392 ◽  
Author(s):  
Rakesh M. Bhatt ◽  
Barbara Hancin-Bhatt
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Evidence ◽  
Current Debate ◽  
L2 Acquisition ◽  
Initial State ◽  
L2 Learners ◽  
Partial Transfer ◽  
Entire Array

This article considers the current debate on the initial state of second language acquisition (L2) and presents critical empirical evidence from Hindi learners of English as an L2 that supports the claim that the CP (complementizer phase) is initially absent from the grammar of L2 learners. Contrary to the predictions of Full Transfer (Schwartz and Sprouse, 1994; 1996), the data we present suggest that L2 learners start out without a CP and then graduate to a stage where overt expressions of CP (complementizer phase) are in fact manifest. Although the lack of evidence of CP appears to support the Minimal Trees/Partial Transfer (MT/PT) hypothesis (Vainikka and Young-Scholten, 1996a; 1996b), we show that the MT/PT hypothesis also fails to honour all the empirical facts.To account for the patterns in our data, we propose Structural Minimality - that clausal projections are IPs - as a hypothesis on the initial state of L2 acquisition. We argue that the Structural Minimality hypothesis accounts for the entire array CP-acquisition facts in Hindi-speaking learners of English as an L2.

scholarly journals How to study second language acquisition: a cross-sectional method

2015 ◽  
pp. 1-21
Author(s):  
Jogilė Teresa Ramonaitė
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Production ◽  
Language Attitudes ◽  
Cross Sectional ◽  
Different Types ◽  
Language Data ◽  
Conducting Research

This paper describes a cross-sectional method, which is employed when conducting research on acquisition of Lithuanian as a second language. This is one of the most optimal methods to study the process of language acquisition in adults, since it does not demand a long-term commitment on the part of the studied subjects. On the basis of the method, a specific research protocol has been designed in the framework of various second language acquisition research projects conducted in Europe. One of its advantages is that language data can be collected in a fairly small group (10-30 people) of learners of different acquisition levels. The data collected in this way is later analysed and compared between learners in order to determine the acquisitional sequence and other aspects of interest. The main corpus for this study is constituted by language data collected during a semi- structured (socio)linguistic interview, which is a free talk with a participant, who is encouraged to talk. The talk includes some specific questions. During the interview, not only the language data but also some important information about other relevant sociolinguistic factors is collected, such as age, period of stay in the country, language attitudes and motivation. To be able to better compare the participants and to study specific linguistic aspects that might fail to appear in spontaneous speech, all the participants are given the same additional tasks. The tasks described in this paper are of different types: film retelling, storytelling according to a sequence of pictures, describing two similar pictures and indicating differences between them, giving a recipe and repeating sentences. Different competences are required in these tasks but most attention is given to language production. The paper also offers some practical advice and observations based on the study. The specific study where the method was applied for Lithuanian aims at researching the development of acquisition of Lithuanian with the focus on the development of the verb system. The data collected in this manner could be used to study other aspects of language acquisition as well.

Een Nieuwe Theorie Over Vreemde-Taalverwerving?

1985 ◽  
Vol 23 ◽  
pp. 32-44
Author(s):  
P.J.M. Groot ◽  
G.C.J. Bourgonje
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Empirical Evidence ◽  
Test Performance ◽  
Mother Tongue ◽  
Affective Filter ◽  
Foreign Language Acquisition ◽  
Efl Students ◽  
Contrary Evidence

This paper argues that a) much of what is presented as Krashen's new theory on foreign (or second) language acquisition is not new but given a new name (e.g. "the affective filter" for motivational and attitudinal variables) and b) that what is new is not adequately substantiated by empirical evidence or maintained in spite of 'contrary evidence. The plausibility of the new part of the theory is questioned on various grounds, one of them being that it does not sufficiently take into account the possible implications (i.e. for the way a foreign language is mastered) of the differences between the various foreign language acquisition contexts such as age, goal and aptitude of the learner, the kind and/or degree of L2 exposure, formal vs. naturalistic acquisition etc. An example of the kind of research needed is reported viz. the data resulting from an investigation into the errors against adverbial placement rules made by EFL students with different mother tongues. The aim of the study was to collect data relevant to the question whether/ to what extent errors would be "universal" (i.e. the same for all learners irrespective of their L1) or language (one) specific. Finnish, Polish, German, French and Dutch E.F.L. learners took 4 tests operationalising knowledge of English adverbial placement in 4 different ways: acceptability judgements, "scrambled" sentences, placing the same adverb in syntactically different contexts and placing different adverbs in syntactically identical contexts. Since the investigation was mainly concerned with error patterns especially the test performance of the low scoring subjects was further analysed to determine the degree of language specificity of their errors. This analysis strongly suggested either direct or indirect mother tongue influence.

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