scholarly journals AN EVALUATION OF FIVE KEY ASPECTS OF THE LANGUAGE ACQUISITION (LA) – A CRITICAL REVIEW OF KRASHEN`S THEORY

2018 ◽  
pp. 391-497
Author(s):  
Mersad Dervić ◽  
Nizama Spahić
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Critical Review ◽  
Language Production ◽  
Linguistic Competence ◽  
Language Competence ◽  
Spontaneous Language ◽  
Comprehensive Account ◽  
Key Aspects

The development of Krashen`s theory of second language acquisition has been disadvantaged due to the dispute over its untestable hypotheses. In his Monitor Model Krashen (1981; 1982; 1985) claims that linguistic competence can only be acquired subconsciously, while conscious learning mainly depends on learners’ mood and emotions at the time of learning a second language. A review of the studies investigating the coherence of Krashen’s hypotheses derived from the Monitor Model supported the validity of this approach. However, competing theories emphasize the importance of conscious learning not addressed by the Monitor Model. This paper critically reviews the five key aspects of Krashen’s Monitor Model and closely looks at the relevance of the theory and its characteristics to SLA nowadays. It was concluded that while effective in some classroom applications, the Monitor Model is too restrictive to justify the conscious learning as a source of spontaneous language production, so cannot alone provide a comprehensive account of language competence.

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.

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.

Noticing in second language acquisition: a critical review

1998 ◽  
Vol 14 (2) ◽  
pp. 103-135 ◽  
Author(s):  
John Truscott
Keyword(s):  
Second Language ◽  
Cognitive Psychology ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Critical Review ◽  
Second Language Learners ◽  
Theory Of Language ◽  
Indirect Tests ◽  
Metalinguistic Knowledge

This article examines the Noticing Hypothesis – the claim that second language learners must consciously notice the grammatical form of their input in order to acquire grammar. I argue, first, that the foundations of the hypothesis in cognitive psychology are weak; research in this area does not support it, or even provide a clear interpretation for it. The problem of interpreting the hypothesis is much more acute in the area of language acquisition. Partly because the hypothesis is not based on any coherent theory of language, it is very difficult to determine exactly what it means in this context,or to draw testable predictions from it.In the absence of specific predictions, research on form-focused instruction and feedback provide indirect tests, the results of which create additional problems for the hypothesis. The various problems can be eliminated or greatly reduced if the Noticing Hypothesis is reformulated as a claim that noticing is necessary for the acquisition of metalinguistic knowledge but not competence.

scholarly journals Usage-based Approaches to Second Language Acquisition: Cognitive and Social Aspects

2020 ◽  
Vol 11 (3) ◽  
pp. 473
Author(s):  
Yaghoob Javadi ◽  
Fakhereh Kazemirad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Production ◽  
Second Language Learning ◽  
First Language ◽  
Social Aspects ◽  
Language Experience ◽  
Learning Language

Usage-based approaches focus on learning language through engaging in the interpersonal communicative and cognitive processes. They consider language as the best accomplishment of our social and cognitive competences which bridges society and cognition. Based on usage-based approaches, language can be learned from language use, by means of social skills and generalizations over usage events in interaction. These approaches actually explore how language learning occurs through language experience. Therefore, usage-based approaches are input-dependent and experience-driven and assume frequency of usage as an inseparable part of language learning which plays an important role in the language production, language comprehension, and also grammaticality of the patterns. While usage-based approaches have been successful in showing how first language is learnt from the input, it is still less clear how these approaches can be made use of in second language learning. The present study provides an overview of the usage-based approaches to second language acquisition and their cognitive and social underpinnings. Firstly, the notion, underlying tenets, and major constructs of usage-based approaches are summarized. Then usage-based linguistics is described in detail. Finally, cognitive and social aspects of usage-based approaches are taken into account.

scholarly journals THE ACCULTURATION MODEL OF SECOND LANGUAGE ACQUISITION: INSPECTING WEAKNESSES AND STRENGTHS

2017 ◽  
Vol 2 (2) ◽  
pp. 80 ◽  
Author(s):  
Alireza Zaker
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Social Distance ◽  
Linguistic Competence ◽  
Target Language ◽  
Affecting Factor ◽  
Different Types ◽  
L2 Learning ◽  
Language Environment

Previous research has highlighted the significant impact of culture on learning a second language (L2). Accordingly, culture is now believed to be a major learning-affecting factor which, along with linguistic competence, facilitates the process of L2 learning. Some have proposed that being surrounded in the L2 environment gives one a better chance of learning an L2. Based on this premise, Schumann in 1978 proposed the acculturation/pidginization model as an environmental-oriented model that emphasizes identification with a community as the primary requirement of second language acquisition. This study attempts to take a closer look at different aspects of this theory. The taxonomy of factors which control social distance is presented along with the different types of acculturation and the stages/steps of acculturation in an L2 environment. The article concludes with a discussion on the advantages and shortcomings of the model.Keywords: acculturation, culture, pidginization, target language environment

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