scholarly journals First Language Proficiency as a Facilitator in Foreign/ Second Language Acquisition: A Case Study in the Kingdom of Saudi Arabia

2015 ◽  
Vol 5 (2) ◽  
Keyword(s):  
Saudi Arabia ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
First Language ◽  
Kingdom Of Saudi Arabia ◽  
First Language Proficiency

scholarly journals Lexical Phrases: An Essential Brain-Adaptive Requisite for Second Language Acquisition

2020 ◽  
Vol 12 (3) ◽  
pp. 153
Author(s):  
Nermin Hosny Yusuf
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
First Language ◽  
L2 Acquisition ◽  
Second Language Proficiency ◽  
Lexical Approach ◽  
Lexical Phrases ◽  
Insight Into

In the incessant attempts to overcome second language (L2) acquisition difficulties and to improve second language proficiency, most of the proposed methodological approaches which address this issue place high value on individual vocabulary and grammar of a second language and fall short of integrating lexical phrases/multi-unit expressions into the teaching approaches. This, if does not exacerbate acquisition difficulties, does not by any means improve it. On this view, the ubiquitous interest in lexical phrases gave rise to their investigation in language acquisition. This paper reviews the importance of lexical phrases in language acquisition by providing further insight into their peripheral role in first language and second language acquisition alike. Also, Evidence from neurolinguistic and psycholinguistic studies are provided to account for lexical phrases representation and brain-adaptability. Further, this paper suggests the implementation of lexical phrases, in general, and the Lexical Approach, in particular, in second language acquisition. Finally, further pedagogical implications as well as self-paced ones are proposed. 

On Phonetic Negative Transfer from Dialect to Mandarin--A Case Study of Vowels in Mandarin with Hengshan Accent

2016 ◽  
Vol 8 (4) ◽  
pp. 57
Author(s):  
Yabin Liu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Negative Transfer ◽  
First Language ◽  
Popular Belief ◽  
Nasal Vowels

<p>It is a popular belief that second language acquisition is strongly influenced by learner’s first language. This study makes a tentative research on phonetic negative transfer from Hengshan dialect to standard Mandarin based on the analysis of errors of vowel pronunciation in Mandarin with Hengshan accent by virtue of Praat. The result suggests that pronunciation of simple vowels, compound vowels as well as nasal vowels are more or less influenced by Hengshan dialect. </p>

scholarly journals THE INFLUENCE OF FIRST LANGUAGE ON THE PRONUNCIATION OF SECOND LANGUAGE (A CASE STUDY OF THE MEMBERS OF ENGLISH CLUB AT MTS SALAFIYAH SYAFIIYAH MUMBULSARI JEMBER)

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Nailul Authar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Research Design ◽  
Negative Transfer ◽  
Language Skills ◽  
First Language ◽  
Definition Of

The first language will always influence the second language acquisition. The influences involve all parts of language learning such language skills (speaking, reading, listening, and writing) and language components (vocabulary, grammar, and pronunciation). In particular, this current study focuses on investigating the influence of first language on the pronunciation of second language. It is found that there is a negative transfer got by most of the members of English club at MTS Salafiyah Syafiiyah Mumbulsari Jember. The respondents make more mistakes or errors because of the interference of their L1 to the L2 as a result of negative transfer. This paper is divided into seven parts. Those are introduction, the definition of LI and L2, the definition and features of pronunciation, research design, and pronunciation test given to the respondent, result, discussion, and conclusion.

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.

Long-distance wh-movement and long-distance wh-movement avoidance in L2 English: Evidence from French and Bulgarian speakers

2014 ◽  
Vol 31 (2) ◽  
pp. 179-210 ◽  
Author(s):  
Nikolay Slavkov
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
First Language ◽  
Processing Load ◽  
Long Distance ◽  
Canadian French ◽  
Equivalent Length ◽  
Show Evidence ◽  
L1 Acquisition

This article investigates spoken productions of complex questions with long-distance wh-movement in the L2 English of speakers whose first language is (Canadian) French or Bulgarian. Long-distance wh-movement is of interest as it can be argued that it poses difficulty in acquisition due to its syntactic complexity and related high processing load. Adopting the derivational complexity hypothesis, which has so far been applied to long-distance (LD) wh-movement in L1 acquisition and child second language acquisition, I argue that adult L2 learners also show evidence that questions with LD wh-movement are often replaced by alternative utterances with lower derivational complexity. I propose that such utterances, which are sometimes of equivalent length and with similar meaning to the targeted LD wh-structures, are avoidance strategies used by the learners as an intermediate acquisition resource. That is, such strategies are used as an escape-hatch from the derivational complexity of LD wh-movement. Overall, the results of this research indicate that the link between the number and complexity of derivational steps in a given structure is a fruitful area with strong potential in the second language acquisition field.

Raadsels van tweedetaalverwerving

2012 ◽  
Vol 1 (1) ◽  
pp. 150-159
Author(s):  
Jan H. Hulstijn
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Scientific Inquiry ◽  
Multidisciplinary Approach ◽  
First Language ◽  
Fast Acquisition ◽  
Developmental Sequences

This paper predicts that the study of second language acquisition, as a young discipline of scientific inquiry in its own right, faces a bright future, but only if its scholarly community critically re-examines some notions and assumptions that have too long been taken for granted. First, it is time to reconsider familiar dichotomies, such as second versus foreign language and natural versus instructed language learning. Furthermore, it is worth checking whether and to what extent the puzzling phenomena to be explained by language acquisition theories do really exist (such as uniformity and success and fast acquisition rates in first language acquisition and universal developmental sequences in second language acquisition). The paper furthermore pleas for a multidisciplinary approach to the explanation of the fundamental puzzles of first and second language acquisition and bilingualism, including bridging the divide between psycholinguistic and socio-cultural theories.

Motivational and cultural correlates of second language acquisition

2008 ◽  
Vol 31 (2) ◽  
pp. 17.1-17.22 ◽  
Author(s):  
Baohua Yu ◽  
David A. Watkins
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Proficiency ◽  
Chinese Culture ◽  
Chinese Language ◽  
Language Anxiety ◽  
Student Group ◽  
Asian Student ◽  
Student Groups

The present study investigates the relationships among motivational factors, cultural correlates and second language proficiency. The participants, from both Western and Asian backgrounds, were learning Chinese at university level in the People’s Republic of China. 115 students (35 Western students and 80 Asian students) ranging from beginning to advanced levels of proficiency were surveyed. The results of the study indicated that the degree of integrativeness into Chinese culture and motivation was significantly and positively related to Chinese language proficiency, while language anxiety was significantly and negatively correlated to such proficiency. However instrumental orientation was found to have no statistically significant relationship with such proficiency. Multiple regression analysis indicated that integrativeness and gender were major variables predicting Chinese language proficiency. Significant differences between Western and Asian student groups were found in terms of motivational variables and Chinese language proficiency. Compared with the Asian student group, the Western student group tended to perform better in spoken Chinese proficiency as evaluated by their teachers and seemed to have higher levels of motivation and integrativeness but lower levels of instrumental orientation and language anxiety. Recommendations are made to enhance motivation and second language acquisition.

scholarly journals Age and Second Language Acquisition in Adulthood: The Learning Experiences and Perceptions of Women Immigrants

1999 ◽  
Vol 16 (2) ◽  
pp. 01 ◽  
Author(s):  
Wendy Wang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Adult Learners ◽  
Language Proficiency ◽  
Classroom Practice ◽  
Age Of Onset ◽  
L2 Acquisition ◽  
Language Curriculum ◽  
The Social

Although considerable evidence indicates that age of onset for second language acquisition is related to second-language proficiency outcomes among adult learners Jew studies have actually looked at how adult learners of different ages experience and perceive second language acquisition. This study presents 30 women immigrant learners' accounts of their experiences and perceptions of learning English as a second language in the Canadian context. Findings from this study reveal the complexity of adult L2 acquisition, which involves factors pertaining not only to the learners themselves, but also to the social context in which the second language is learned. Implications of these findings are discussed in relation to the second language curriculum development and classroom practice.

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