scholarly journals Language Acquisition During and After Critical Period (A Comparative Review Between Children and Adults)

2020 ◽  
Vol 12 (6) ◽  
pp. 23
Author(s):  
Muteb Ali Alzahrani
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Critical Period ◽  
Target Language ◽  
Early Age ◽  
Teaching Approaches ◽  
Comparative Review ◽  
The Impact

This research paper is a review of the previous literature that focuses on whether or not there is an influence of second language acquisition during 'critical period'. Critical period refers to acquiring a second language before the age of adulthood. Although there is no consensus among linguists on the impact of the critical period, numerous scholars in the field of second language acquisition agree that language learners gain more benefits during the critical period including mastering the phonological system of the target language. In addition, this paper compares between the potential linguistic benefits between young learners who acquire language at an early age of their lives and their older counterparts who begin learning a language after the age of maturation. Interestingly, those who start studying a second language during the critical period usually outperform their older counterparts due to their exceptional memory traits and fresh speech organs ultimately, it displays the appropriate teaching approaches based on age benefiting from the idea of critical period hypothesis. 

World Englishes, Second Language Acquisition, and Language Contact

2015 ◽  
Author(s):  
Rajend Mesthrie
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Contact ◽  
Second Language Learners ◽  
World Englishes ◽  
Target Language ◽  
Political Dimension ◽  
Second Languages

Although areas of potential overlap between the fields of Second Language Acquisition (SLA) and World Englishes (WE) may seem obvious, they developed historically in isolation from each other. SLA had a psycholinguistic emphasis, studying the ways in which individuals progressed towards acquisition of a target language. WE studies initially developed a sociolinguistic focus, describing varieties that arose as second languages in former British colonies. This chapter explores the way in which each field could benefit from the other. The SLA emphasis on routes of development, overgeneralization, universals of SLA, and transfer in the interlanguage has relevance to characterizing sub-varieties of WEs. Conversely, the socio-political dimension of early WE studies and the notion of macro- or group acquisition fills a gap in SLA studies which sometimes failed to acknowledge that the goal of second language learners was to become bilingual in ways that were socially meaningful within their societies.

Impact of an interaction-oriented Japanese course on learners

1998 ◽  
Vol 15 ◽  
pp. 123-138 ◽  
Author(s):  
Kyoko Ogawa
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Target Language ◽  
Japanese People ◽  
Language And Culture ◽  
The Third ◽  
The Impact ◽  
Active Interaction

Abstract Neustupny (1988, 1991) recommended an interactive competence approach for second language acquisition that places a greater emphasis on learners’ active interaction with native speakers in real communicative situations. In order to have the opportunity to interact with native speakers in the target language, a conscious effort by the learners as well as support from the teachers and the community is essential. The third-year Japanese course at Monash University was designed to encourage and support learners to establish and maintain relationships with Japanese people as well as to utilise various other resources of the target language and culture. This paper examines the impact of this interaction-oriented course on learners in their establishment and maintenance of relationships with Japanese people, and cultural and social understanding. It is based on data collected during 1996 and 1997.

scholarly journals The Critical Period Hypothesisin Second Language Acquisition

2018 ◽  
Vol 1 (123) ◽  
pp. 1-12
Author(s):  
Ahmed Abu-Shnein
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Proficiency ◽  
Critical Period ◽  
Good Deal ◽  
Factors Influencing ◽  
The World ◽  
Shed Light

This paper discusses one of the most appealing subjects that is of interest to learners, educators, scholars, and researchers around the world. Researchers in linguistics, cognitive science, psychology, and neurology paid a good deal of attention to the decline in the level of language proficiency that starts around a certain age and what may cause that decline after the end of that period. Many of them called it a critical period. In the following pages we are trying to shed light on this theory in an endeavor to look for factors influencing language acquisition bynew language learners. There is a clear uncertainty about factors that have an effect on second language acquisition. This paper aims to review the literature that approached this critical period hypothesis (CPH) and to draw conclusions related to the topic.

scholarly journals Natural and Instructional Input Practices: Consciousness-Raising in ELT

2016 ◽  
Vol 4 (1) ◽  
pp. 156
Author(s):  
Mona Hassanzade ◽  
Mehry Haddad Narafshan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Young Children ◽  
Target Language ◽  
Grammar Instruction ◽  
L2 Acquisition ◽  
Speed Up ◽  
Explicit Grammar Instruction ◽  
The Impact

<p>Many researchers on language acquisition agree that early onset is important when acquiring a second language (L2). Second language acquisition depends on the experience of the target language. Accounts of successful L2 acquisition have accordingly emphasized the importance of the quality of the input available to the learners. Consequently, this study probes the impact of input quality on second language grammar comprehension and production of young children. 40 infants (3 to 4 years old) were selected as the sample of this study. The results revealed that explicit input which draws learners’ attention to linguistic form and structure caused a better grammar comprehension and production in young children; explicit grammar instruction can serve to speed up both grammar comprehension and production process.</p>

Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism—ERRATUM

2013 ◽  
Vol 34 (2) ◽  
pp. 417-417 ◽  
Author(s):  
HOLGER HOPP ◽  
MONIKA S. SCHMID
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Open Access ◽  
First Language ◽  
Age Of Acquisition ◽  
Foreign Accent ◽  
Language Attrition ◽  
First Language Attrition ◽  
The Impact

The open access copyright line contained within this page was not included in the original FirstView article or the print article contained within this issue. We sincerely regret these errors and any problems they may have caused.

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

Contemporary tutorial call

2015 ◽  
Vol 38 (1) ◽  
pp. 50-65
Author(s):  
Jarrad R. Merlo ◽  
Paul A. Gruba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
University Students ◽  
New Technologies ◽  
The State ◽  
Teaching Presence ◽  
Video Tutorials ◽  
Post Test ◽  
The Impact

Despite an increased emphasis on form-focused instruction (FFI), the use of the computer as a grammar tutor has remained largelyunexamined for nearly two decades. With new technologies at hand, there is a need to take a fresh look at online grammar tutors andlink designs more strongly to contemporary second language acquisition (SLA) principles and the concept of a teaching presence. Theaim of this study, therefore, is to investigate the potential of using a purpose-built digital video series as a virtual grammartutor. To achieve this aim, we used a pre-test, post-test, and delayed post-test to evaluate the impact of a purpose-built grammar video on 62 EFL university students. The results of the study demonstrate that purpose-built video has strong potential for use as a virtual grammar tutor. Consequently, it may be possible to improve the state of Tutorial CALL from a drill-based approach to one that is more substantive through the development of a series of step-based video tutorials that tutor, allow for the practice of and evaluate second language (L2) grammar skills.

Understanding the nature of performance

2012 ◽  
Vol 35 (3) ◽  
pp. 312-338 ◽  
Author(s):  
Andrew Scrimgeour
Keyword(s):  
Student Achievement ◽  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Chinese Language ◽  
Target Language ◽  
Test Procedures ◽  
Language Programs ◽  
The Impact ◽  
At Home

While Chinese language learning in Australian schools is characterised by predominantly second language programs for learners who have had no prior exposure to the target language, there is increasing participation by Australian-born children who speak Putonghua (Mandarin) or another dialect at home. Curriculum and assessment frameworks and syllabuses at senior secondary level have responded to the diversity in learner background through the provision of separate curricula and assessment schemes for different learner groups based on country of birth, prior educational experience and languages used at home. However the impact of learner background on learning and achievement as learners progress through Chinese language programs both in primary and secondary school remains under-researched. In particular, evidence of how the performance of second language learners differs from that of learners who a) speak the language at home and b) may have substantial community schooling experience beyond the school classroom, or c) were born and initially educated in Chinese, is very limited. This paper reports on the results of the Student Achievement in Asian Languages Education (SAALE) Project (Scarino et al., 2011; Scarino, this issue and Elder, Kim & Knoch, this issue) with regard to student achievement in Chinese. It focuses on the writing performance of Year 10 learners of Chinese and considers specifically the impact of language background by comparing performances between Australian-born students who do and do not speak Chinese at home. Scores assigned to students’ writing gathered on common test procedures confirms the expectation that background language learners perform at significantly higher levels and suggests that the two groups also differ in the nature of that performance. The implications of this data for the teaching, learning and assessment of Chinese in schools, and for the appropriate provision of programs for these different groups of learners is discussed.

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