scholarly journals Conceptions of Language Input in Second Language Acquisition: A Case of Vietnamese EFL Teachers

2010 ◽  
Vol 1 (1) ◽  
pp. 62-76 ◽  
Author(s):  
Van Loi Nguyen ◽  
Margaret Franken
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Efl Teachers ◽  
Language Input

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

scholarly journals The Role of Input in Second Language Acquisition

2014 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Taher Bahrani ◽  
Marziyeh Nekoueizadeh
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
External Factors ◽  
Language Input ◽  
Input Hypothesis

There are many internal as well as external factors which influence second language acquisition (SLA). Among them, the language input that learners receive in SLA is one of the external factors which plays a fundamental role. In this regard, Corder (1967) is one of the pioneers among SLA researchers who underscored the importance of language input for SLA by drawing a distinction between input and intake. According to Corder, language input refers to what is available to be utilized by language learners for SLA which should be differentiated from intake which is that part of the input which is comprehended by the language learners. In the same line, the present paper is an attempt to highlight the role of language input from the viewpoints of different SLA theories. The paper also focuses on Krashens input hypothesis as one of the influential hypothesis with regard to the role of language input in SLA development.

scholarly journals THE EFFECTS OF STORY RECITATION FOR YOUNG LANGUAGE LEARNERS

2018 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Anesti Budi Ermerawati
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learners ◽  
Positive Attitude ◽  
Language Input ◽  
Language Context

This article discusses the effects of reciting English story in a way to prepare a storytelling competition in a private elementary school. Initially forced to use the method, the young language learners (YLL) gradually came to appreciate it. The practice enabled them to construct the story comprehensively, to improve pronunciation, to motivate their peers to tell the story confidently, and to develop the habit of attending the details of language in the context of language input. To investigate how beneficial the English story recitation is, I use interview to examine teacher’s perceptions and experiences about story recitation and its effect on language development. I will also investigate how story recitation is used and its effects in an EFL (English as a foreign language) context. The paper concludes that such practice enhances YLL’s noticing and rehearsal and later it facilitates second language acquisition. Therefore, teachers are suggested to have a positive attitude towards English story recitation for young language learners.

Animacy hierarchy effects on the second language acquisition of attributive psych adjectives

2013 ◽  
Vol 36 (2) ◽  
pp. 275-298 ◽  
Author(s):  
JINGYU ZHANG
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Target Language ◽  
Chinese Speakers ◽  
L2 Learners ◽  
Universal Properties ◽  
Language Input ◽  
Acceptability Judgment

ABSTRACTThis article argues that “animacy” in the context of attributive psych adjectives can be subcategorized into “human,” “human by metonymy,” and “animate” and that these subcategories play a role for Chinese speakers acquiring English. A study that involved an acceptability judgment test found that, in contrast to a group of native controls, the second language (L2) speakers misuse adjectival –ed for adjectival –ing with animate nouns and adjectival –ing for adjectival –ed with human by metonymy nouns, indicating that L2 speakers appeal to an “animacy hierarchy” in determining the meanings of English psych adjectives. There is no evidence in the target language input for such a hierarchy, so the results are consistent with the view that these L2 learners are drawing on universal properties of thematic organization.

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