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Journal articles on the topic 'Afrikaans Second Language / Additional language'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

van der Slik, Frans, Roeland van Hout, and Job Schepens. "The role of morphological complexity in predicting the learnability of an additional language: The case of La (additional language) Dutch." Second Language Research 35, no. 1 (2017): 47–70. http://dx.doi.org/10.1177/0267658317691322.

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Applied linguistics may benefit from a morphological complexity measure to get a better grip on language learning problems and to better understand what kind of typological differences between languages are more important than others in facilitating or impeding adult learning of an additional language. Using speaking proficiency scores of 9,000 adult learners of Dutch as an additional language, we reproduced the findings of the Schepens et al. (2013a) study, using a reduced morphological complexity measure. We wanted to define a reduced measure to reveal which morphological features constitute

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2

duPlessis, Jean, Doreen Solin, Lisa Travis, and Lydia White. "UG or not UG, that is the question: a reply to Clahsen and Muysken." Interlanguage studies bulletin (Utrecht) 3, no. 1 (1987): 56–75. http://dx.doi.org/10.1177/026765838700300105.

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In a recent paper, Clahsen and Muysken (1986) argue that adult second lan guage (L2) learners no longer have access to Universal Grammar (UG) and acquire the L2 by means of learning strategies and ad hoc rules. They use evidence from adult L2 acquisition of German word order to argue that the rules that adults use are not natural language rules. In this paper, we argue that this is not the case. We explain properties of Germanic word order in terms of three parameters (to do with head position, proper government and adjunc tion). We reanalyse Clahsen and Muysken's data in terms of these parame

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Maree, Jacobus G., and Nicola Taylor. "Development of the Maree Career Matrix: a new interest inventory." South African Journal of Psychology 46, no. 4 (2016): 462–76. http://dx.doi.org/10.1177/0081246316641558.

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In this article, the authors report on the development of an interest inventory (the Maree Career Matrix) for South Africans with a minimum of Grade 9 second language English or Afrikaans proficiency. The instrument was completed by 1106 learners in Grade 11 in the Gauteng, Mpumalanga, and North West provinces of South Africa. Rasch analysis was done; inter-category correlations, reliability coefficients, and differential item functioning values were calculated; and validity and norm tables were established. We concluded that the Maree Career Matrix is easy to use and has good psychometric qua

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Kruger, E. "Die insluiting van ’n (multi-)kulturele komponent in die kurrikulum vir Afrikaans as addisionele taal." Literator 22, no. 3 (2001): 75–91. http://dx.doi.org/10.4102/lit.v22i3.370.

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The inclusion of a (multi-)cultural component in the curriculum for Afrikaans as additional language In this article the author pleads for a democratisation of Afrikaans as an additional language curriculum so that the teaching and learning of Afrikaans could contribute towards cross-cultural consciousness. Relevant definitions of the concept culture are discussed, as well as intercultural understanding, stereotyping and communication. The relationship between literature, culture and cognitive development as well as culture and nonverbal communication is perused. Several ways are indicated by

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Hefer, Esté. "Reading second language subtitles: A case study of Afrikaans viewers reading in Afrikaans and English." Perspectives 21, no. 1 (2013): 22–41. http://dx.doi.org/10.1080/0907676x.2012.722652.

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Verhoef, M. "Die internet as dinamiese taalomgewing: taalveranderingsverskynsels in Internetafrikaans." Literator 22, no. 3 (2001): 1–19. http://dx.doi.org/10.4102/lit.v22i3.1053.

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The internet as dynamic language environment: manifestations of language change in Internet Afrikaans It is generally accepted that the growing interest in the Internet has opened up new horizons for language research. Chenault (1997:1) asserts that the Internet is not about technology or information, but about communication. The aim with this article is to explore the Internet as a dynamic language environment in which emerging patterns of language change in modernday Afrikaans could be traced. Firstly, attention is paid to ways in which the internet speech community could be defined as a coh

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Stander, M. "Taaloordrag in die onderrig van Afrikaans as tweede taal." Literator 22, no. 3 (2001): 107–22. http://dx.doi.org/10.4102/lit.v22i3.371.

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Language transfer in the teaching of Afrikaans as a second language The biggest problem facing lecturers of Afrikaans as a second language at tertiary institutions is the fact that second-language students are usually taught by non-native speakers at primary and secondary levels. The language form used by these teachers shows clear deviations in comparison to the standardised form. This language form, which can be compared to an interlanguage, has its own distinctive features, and forms the target language of second-language speakers. The short period that second-language speakers are exposed

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Kruger, E. "Imagologie en die bestudering van literêre stereotipes in die onderrig van Afrikaans as addisionele taal." Literator 23, no. 3 (2002): 197–220. http://dx.doi.org/10.4102/lit.v23i3.350.

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Imagology and the study of literary stereotypes in die teaching of Afrikaans as additional language Imagology is the study of national and ethnic stereotypes as represented in literature. These stereotypes are represented in literary images of identity and alterity when intercultural contact is portrayed in texts. The main concepts of Imagology are discussed to provide educators with a scientific framework in the teaching of Afrikaans as additional language, with specific reference to literature teaching. Learners from various cultural backgrounds bring with them their own stereotypes. Studyin

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Banga, Arina, Esther Hanssen, Robert Schreuder, and Anneke Neijt. "How subtle differences in orthography influence conceptual interpretation." Units of Language – Units of Writing 15, no. 2 (2012): 185–208. http://dx.doi.org/10.1075/wll.15.2.04ban.

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The present study investigates linguistic relativity. The units of writing investigated are e and en, which are used to represent units of language in Dutch, Frisian, and Afrikaans. Dutch has homographic forms in the plural suffix -en and the linking element of noun-noun compounds en. Frisian does not have homography of this kind, while Afrikaans has a different homography. This raises the question whether second language learners of Dutch consistently interpret the linking en in Dutch noun-noun compounds as plural in the way that native speakers do. Plurality ratings for Dutch modifiers obtai

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Verhoef, M. "Taalgesindhede teenoor Afrikaans - ’n verkenning vanuit taalteoretiese perspektief." Literator 16, no. 2 (1995): 39–62. http://dx.doi.org/10.4102/lit.v16i2.611.

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Language attitudes towards Afrikaans - a reconnaisance from a theoretical point of viewThe main aim of this article is to investigate the language attitude issue from a viewpoint embedded in the theory of language planning. This study was initiated by the fact that, although the public debate regarding Afrikaans is articulated in a lively way, it seems as if it does not benefit the official status of the language. The statement that this hampering effect on Afrikaans is partially caused by negative language attitudes and a lack of language loyalty by the primary and secondary speech communitie

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Conradie, Simone. "Investigating the acquisition of the Split-IP parameter and the V2 parameter in second language Afrikaans." Second Language Research 22, no. 1 (2006): 64–94. http://dx.doi.org/10.1191/0267658306sr261oa.

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Researchers who assume that Universal Grammar (UG) plays a role in second language (L2) acquisition are still debating whether L2 learners have access to UG in its entirety (the Full Access hypothesis; e.g. Schwartz and Sprouse, 1994; 1996; White, 1989; 2003) or only to those aspects of UG that are instantiated in their first language (L1) grammar (the No Parameter Resetting hypothesis; e.g. Hawkins and Chan, 1997). The Full Access hypothesis predicts that parameter resetting will be possible where the L1 and L2 differ in parameter values, whereas the No Parameter Resetting hypothesis predicts

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Stell, Gerald. "Ethnicity in linguistic variation." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 20, no. 3 (2010): 425–47. http://dx.doi.org/10.1075/prag.20.3.06ste.

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The Afrikaans speech community is characterized by a long-standing rift between Whites and Coloureds, and is for a large part bilingual, with English being increasingly integrated in its stylistic repertoire. Yet, the history of English is different across the White/Coloured divide, as in particular in terms of diffusion and in terms of ideological associations. The question we wish to ask is twofold. First, how far may there be a question of ethnic norms of Afrikaans-English code-switching? Second, if norms of code-switching are different across the ethnic divide, is code-switching used diffe

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den Besten, Hans. "KHOEKHOE SYNTAX AND ITS IMPLICATIONS FOR L2 ACQUISITION OF DUTCH AND AFRIKAANS." Journal of Germanic Linguistics 14, no. 1 (2002): 3–56. http://dx.doi.org/10.1017/s1470542702046020.

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A provisional typological comparison demonstrates that Khoekhoe, Dutch, and Afrikaans are highly similar with respect to a couple of minor features. Therefore, Cape Dutch Pidgin (CDP), which came about as a relexified and pidginized version of Khoekhoe, could often develop compromises between Dutch and Khoekhoe syntax. Exceptions were the use of SOV without V2 and (possibly) the use of certain postpositions. Furthermore, there is evidence showing that CDP and Orange River Afrikaans (ORA) are diachronically related. An investigation of the sentential structure of Khoekhoe, however, shows that t

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Van Olmen, Daniël, Adri Breed, and Ben Verhoeven. "A corpus-based study of the human impersonal pronoun ('n) mens in Afrikaans." Languages in Contrast 19, no. 1 (2018): 79–105. http://dx.doi.org/10.1075/lic.17004.van.

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Abstract This article compares the grammaticalizing human impersonal pronoun ('n) mens in Afrikaans to fully grammaticalized men and non-grammaticalized een mens in Dutch. It is shown that 'n mens and een mens can still be used lexically, unlike mens and men, and that ('n) mens and een mens are restricted to non-referential indefinite, universal-internal uses while men exhibits the whole range of (non-) referential indefinite ones. Despite the latter’s presence in the earliest Afrikaans data, it is argued not to have influenced the development of ('n) mens. This pronoun and Dutch een mens are

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Lombard, Ellen, and Terrence R. Carney. "Die Wenslikheid van Afrikaans as Vaktaal vir Regstudent." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 14, no. 1 (2017): 163. http://dx.doi.org/10.17159/1727-3781/2011/v14i1a2553.

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Since 1994 the official language status in South Africa went from two state languages to eleven. This caused English to stand out as the lingua franca of the wider community and resulted in government using English as the preferred medium of communication. This is especially the case in the business of law. The legal practice from the private, public and academic sectors is anglicising at a rapid rate which means that Afrikaans is diminishing as a legal language and that the nine additional official languages are not being developed entirely to function at a higher level. In the light of Angli

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Willemse, Hein. "The writing of Arthur Fula: modernity, language, place and religion." Tydskrif vir Letterkunde 55, no. 1 (2018): 54–69. http://dx.doi.org/10.17159/2309-9070/tvl.v.55i1.3014.

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Arthur Fula's debut novel Jôhannie giet die beeld (Lit: Johannesburg moulds the graven image) was well received in the beginning of 1954 but has in recent years been largely forgotten. The novel was promoted as the first "by a Bantu in Afrikaans", a designation that differentiated him, a third language speaker, from the typical Afrikaans writer who was ordinarily a white, first language speaker. The novel registers, in the tradition of the ˜'Jim-comes-to Jo'burg novels', the migration of black characters to the urban areas with the persistent struggle between indigenous traditions and the pres

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17

Shawar, Bayan Abu, and Eric Steven Atwell. "Using corpora in machine-learning chatbot systems." International Journal of Corpus Linguistics 10, no. 4 (2005): 489–516. http://dx.doi.org/10.1075/ijcl.10.4.06sha.

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A chatbot is a machine conversation system which interacts with human users via natural conversational language. Software to machine-learn conversational patterns from a transcribed dialogue corpus has been used to generate a range of chatbots speaking various languages and sublanguages including varieties of English, as well as French, Arabic and Afrikaans. This paper presents a program to learn from spoken transcripts of the Dialogue Diversity Corpus of English, the Minnesota French Corpus, the Corpus of Spoken Afrikaans, the Qur'an Arabic-English parallel corpus, and the British National Co

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Van Olmen, Daniël, and Adri Breed. "Human impersonal pronouns in West Germanic." Studies in Language 42, no. 4 (2018): 798–846. http://dx.doi.org/10.1075/sl.18036.van.

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Abstract In this article, we examine and compare the main human impersonal pronouns in Afrikaans, Dutch and English. The second person singular, the third person plural and the ‘man’- and ‘one’-pronouns are studied by means of an acceptability judgment questionnaire and a completion questionnaire. The combination of the two methods reveals interesting descriptive facts about the three West Germanic languages. They include, among other things, the ‘man’-prominence of Afrikaans versus the ‘you’-prominence of Dutch and English for expressing the universal meaning ‘anyone’ and the more prominent p

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Finchilescu, Gillian, and Gugu Nyawose. "Talking about Language: Zulu Students' Views on Language in the New South Africa." South African Journal of Psychology 28, no. 2 (1998): 53–61. http://dx.doi.org/10.1177/008124639802800201.

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The post-apartheid South African government has in principle instituted a new language policy, which changes the country from one with two official languages to one in which there are eleven. The previously ignored indigenous languages are to have equal status with English and Afrikaans. This paper explores the views of some members of an indigenous language group about the language question. Two focus groups were conducted, with Zulu-speaking students at the University of Cape Town. One group contained only male students and the other female students. The discussions of the focus group were t

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20

Wissing, Daan, and Wim Zonneveld. "Final devoicing as a robust phenomenon in second language acquisition: Tswana, english and afrikaans." South African Journal of Linguistics 14, sup34 (1996): 3–23. http://dx.doi.org/10.1080/10118063.1996.9724091.

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21

Van Rensburg, F. I. J. "Afrikaanse oorlogspoësie na Sestig II." Literator 15, no. 2 (1994): 55–66. http://dx.doi.org/10.4102/lit.v15i2.663.

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In this, the second and final article on the study of Afrikaans poetry dealing with aspects of the South African war since the Sixties, an assessment is made of the moral stance adopted by poets vis-a-vis the conflict, while the main characteristics of the war poetry of this period are contrasted with those of the period preceding it.

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Bardovi-Harlig, Kathleen, and David Stringer. "VARIABLES IN SECOND LANGUAGE ATTRITION." Studies in Second Language Acquisition 32, no. 1 (2010): 1–45. http://dx.doi.org/10.1017/s0272263109990246.

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This article provides a comprehensive synthesis of research on language attrition to date, with a view to establishing a theoretically sound basis for future research in the domain of second language (L2) attrition. We identify the variables that must be tracked in populations who experience language loss, and we develop a general model for the assessment of the processes involved. This critical review suggests that future research in this domain should establish baselines for attainment against which to measure attrition, and that learners must be compared to themselves in longitudinal design

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Bylund, Emanuel, Niclas Abrahamsson, and Kenneth Hyltenstam. "DOES FIRST LANGUAGE MAINTENANCE HAMPER NATIVELIKENESS IN A SECOND LANGUAGE?" Studies in Second Language Acquisition 34, no. 2 (2012): 215–41. http://dx.doi.org/10.1017/s0272263112000034.

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Within the field of SLA, the incidence of nativelikeness in second language (L2) speakers has typically been explained as a function of age of acquisition. An alternative interpretation, however, is that L2 learners do not attain nativelike proficiency because of first language (L1) maintenance. This interpretation has nevertheless remained mostly theoretical due to the lack of empirical evidence. This study sets out to address the role of L1 proficiency in L2 ultimate attainment by examining L1 and L2 proficiency in 30 early L1 Spanish–L2 Swedish bilinguals. Language proficiency was assessed

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Dixon, L. Quentin, and Shuang Wu. "Home language and literacy practices among immigrant second-language learners." Language Teaching 47, no. 4 (2014): 414–49. http://dx.doi.org/10.1017/s0261444814000160.

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Because certain home language and literacy practices have been found to be beneficial to monolingual children's literacy development, we examine immigrant children's home language and literacy practices in different countries. Presenting findings from 92 post-2000 articles, we examine research into these practices, what factors influence their occurrence, how they influence immigrant children's development of literacy in the societal language, and what factors seem to moderate or mediate the effects of home literacy activities on societal-language literacy. We found that immigrant families eng

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Kilfoil, Wendy. "Applauding second-rate research: South African Association of Language Teachers Conference, Rand Afrikaans University, July 1996." Scrutiny2 2, no. 1 (1997): 62–63. http://dx.doi.org/10.1080/18125449708565893.

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Tagarelli, Kaitlyn M., Simón Ruiz, José Luis Moreno Vega, and Patrick Rebuschat. "VARIABILITY IN SECOND LANGUAGE LEARNING." Studies in Second Language Acquisition 38, no. 2 (2016): 293–316. http://dx.doi.org/10.1017/s0272263116000036.

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Second language learning outcomes are highly variable, due to a variety of factors, including individual differences, exposure conditions, and linguistic complexity. However, exactly how these factors interact to influence language learning is unknown. This article examines the relationship between these three variables in language learners.Native English speakers were exposed to an artificial language containing three sentence patterns of varying linguistic complexity. They were randomly assigned to two groups—incidental and instructed—designed to promote the acquisition of implicit and expli

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Wildsmith-Cromarty, Rosemary, and Robert J. Balfour. "Language learning and teaching in South African primary schools." Language Teaching 52, no. 3 (2019): 296–317. http://dx.doi.org/10.1017/s0261444819000181.

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South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language

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Pawlak, Mirosław, and Zuzanna Kiermasz. "The use of language learning strategies in a second and third language: The case of foreign language majors." Studies in Second Language Learning and Teaching 8, no. 2 (2018): 427–43. http://dx.doi.org/10.14746/ssllt.2018.8.2.11.

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Although multilingualism has become a fact of life in the last few decades, this phenomenon has largely failed to find a reflection in research on language learning strategies. Even when scholars have addressed this issue, it has mostly been done with the purpose of proving the advantage of multilingualism over bilingualism, and scant attention has been given to how the nature, utility or status of a particular additional language can impact the frequency and patterns of strategy use. The present paper seeks to partially fill this gap by investigating the employment of strategies by 107 Polish

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Aiking-Brandenburg, Marijke J. T. J., Allan R. James, and Willem J. Meijs. "Suffixation and second Language Acquisition." ITL - International Journal of Applied Linguistics 87-88 (January 1, 1990): 65–93. http://dx.doi.org/10.1075/itl.87-88.04aik.

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The aim of the present paper was to find out which learning strategies secondary school pupils of different ages employ to acquire complex words in English as their second language: either by applying rules and analogies or by learning by heart. As a working hypothesis, it was postulated that younger pupils probably preferred the latter approach and older pupils the former. In order to test this hypothesis, a 122-item complex word derivation test was devised, containing three categories of words: (1) words of which both the base-form and the derived form had been studied, (2) words of which ju

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Kormos, Judit. "Specific learning difficulties in second language learning and teaching." Language Teaching 53, no. 2 (2020): 129–43. http://dx.doi.org/10.1017/s0261444819000442.

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Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learni

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Fredrick, A., D. Manjarres, D. Jain, Z. Bell, and J. Fink. "Neuropsychological Considerations of the Cultural and Linguistic Challenges of Working with a Bilingual/Bicultural Patient with Multiple System Atrophy (MSA): A Case Report." Archives of Clinical Neuropsychology 34, no. 7 (2019): 1287. http://dx.doi.org/10.1093/arclin/acz029.54.

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Abstract Objective This case highlights the importance of understanding bilingualism, English as a second language (ESL), immigration as an older adult, and acculturation, in light of neuropsychological test results of an individual with MSA. Case Description Mrs. X is a right-handed, 73-year-old, South African woman. Her first language is Afrikaans while her second language is English. She has a history of MSA (2015). She reported a significant decline in her previously mastered English fluency. Challenges with language (i.e., reading comprehension, conversation), focus, balance, and activiti

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Haerazi, Haerazi. "PRINCIPLES OF SECOND LANGUAGE ACQUISITION IN CHILDREN." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 3, no. 1 (2020): 1. http://dx.doi.org/10.33394/jo-elt.v3i1.2424.

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To understand the principles of second language acquisition, we could adopt a variety of perspective. Research on second language acquisition (SLA) by children and adults is characterized by many different subfields and perspectives, both cognitive and social in orientation. Although children feature as participants in this research, it is relatively rare to find reviews or overviews of SLA that deal specifically with child SLA although there are a few important exceptions. This general lack of focus on children’s SLA is somewhat surprising, considering that data from children as first languag

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Adendorff, Elbie. "A task-based approach to improving the communicative skills of university students learning Afrikaans as an additional language." Stellenbosch Papers in Linguistics Plus 43 (August 12, 2014): 1. http://dx.doi.org/10.5842/43-0-190.

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Zhang, Dai, and Wang. "Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment." Sustainability 12, no. 4 (2020): 1302. http://dx.doi.org/10.3390/su12041302.

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Inadequate research attention has been paid to the learning of a third language. For this reason, this study explores senior English major students’ learning of additional foreign languages in seven universities in Shaanxi Province, China. The study examines the relationship between the participants’ motivation and language proficiency through a questionnaire, and the collected data are analyzed using hierarchical linear regression analysis. The results identify that the participants’ instrumental and integrative motivations positively influence their second foreign language proficiency. Furth

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Phuong, Cao Thi Hong. "Language learning experience of two Vietnamese language adult learners." EduLite: Journal of English Education, Literature and Culture 3, no. 2 (2018): 101. http://dx.doi.org/10.30659/e.3.2.101-109.

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In-depth research on Second Language Acquisition (SLA) has shed light on different factors affecting learners� process of learning an additional language (AL). The well-researched factors may include age, inter-linguistic influences, language aptitude, cognition, motivation, and so forth. This case study report compares two adult learners� language learning experiences from social and cognitive SLA perspectives. The key findings reveal that both of the learners mostly relied on three significant factors such as motivation, learners� identity and inter-linguistic influences to acquire the langu

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WASSERMAN, HERMAN. "Between the Local and the Global: South African Languages and the Internet." African and Asian Studies 1, no. 4 (2002): 303–21. http://dx.doi.org/10.1163/156921002x00042.

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ABSTRACT This article addresses some of the potential of the Internet in building a new South African nationhood, especially through language. However, before the Internet can really promote multilingualism and multiculturalism in South Africa, the severe inequalities that mark access to the medium need to be overcome, possibly by sharing resources between minority languages, of which Afrikaans is economically in the strongest position. Within the globalised world order, English is at the top of the hierarchy of dominance. It is the most commonly spoken second language and the lingua franca in

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Gass, Susan M. "Innovations in second language research methods." Annual Review of Applied Linguistics 21 (January 2001): 221–32. http://dx.doi.org/10.1017/s0267190501000137.

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Acceptance of the claims made by researchers in any field depends in large part on the appropriateness of the methods used to gather data. In this chapter I focus on two approaches to research in second language acquisition: (a) various types of acceptability judgments or probes aimed at assessing acquisition of syntactic structure; and (b) various types of stimulated recall designed to gather learners' accounts of their own thought processes. Both methods attempt to overcome a principal problem in psycholinguistics: the desire to describe a learner's knowledge about a language based on the in

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Birdsong, David. "Dominance, proficiency, and second language grammatical processing." Applied Psycholinguistics 27, no. 1 (2006): 46–49. http://dx.doi.org/10.1017/s0142716406060048.

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Clahsen and Felser (CF) deserve praise for their superlative synthesis of literature relating to grammatical processing, as well as for their original contributions to this area of research. CF “explore the idea that there might be fundamental differences between child L1 and adult L2 processing.” The researchers present evidence that adult second language (L2) processing is often less automatic and less efficient than first language (L1) processing. Qualitative differences are suggested as well. Adult L2 processing may be restricted to shallow computations, whereas L1 processing typically inv

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Kruger, E. "Die gebruik van Wit oemfaan (F.A. Venter) in ’n imagologiese raamwerk vir die onderrig van Afrikaans as addisionele taal." Literator 24, no. 3 (2003): 57–84. http://dx.doi.org/10.4102/lit.v24i3.301.

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The use of Wit oemfaan (F.A. Venter) in an imagological framework for the teaching of Afrikaans as additional language The multicultural additional-language classroom has its own characteristics and requirements. An important element to keep in mind is that learners come from different cultures and all of them have their own perceptions of themselves, their own and other cultures. These perceptions can lead to conflict – something the educator has to deal with. Opportunities can be provided to work through the conflict and thereby facilitate intercultural understanding. Learners can be encoura

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Thornhill, Christa, and Michael Le Cordeur. "First additional language teaching in selected grade 4 – 6 classes in Western Cape urban schools: The case of Afrikaans." Journal for Language Teaching 50, no. 1 (2016): 103. http://dx.doi.org/10.4314/jlt.v50i1.5.

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Lundberg, Ingvar. "Second language learning and reading with the additional load of dyslexia." Annals of Dyslexia 52, no. 1 (2002): 165–87. http://dx.doi.org/10.1007/s11881-002-0011-z.

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Reid, Robin. "Performative Script analysis for additional language classrooms." Scenario: A Journal of Performative Teaching, Learning, Research X, no. 1 (2016): 49–60. http://dx.doi.org/10.33178/scenario.10.1.4.

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This paper discusses a variation of theatrical rehearsal practice that I adapted for a university level English for Academic Purposes (EAP) English course on which I taught and is also based, in part, on a workshop presentation I gave at the 2013 WATESOL conference in Wellington, New Zealand. The activity and its procedures, which are described in this paper, originated in my experiences and training as an undergraduate in theatre studies and also draws from my subsequent career in the performing arts. While the practice of script analysis is definitely not a new invention, being, as it is, on

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Skalicky, Stephen, Scott A. Crossley, and Cynthia M. Berger. "Predictors of second language English lexical recognition." Mental Lexicon 14, no. 3 (2019): 333–56. http://dx.doi.org/10.1075/ml.19028.ska.

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Abstract In this study we analyze a large database of lexical decision times for English content words made by speakers of English as an additional language residing in the United States. Our first goal was to test whether the use of statistical measures better able to model variation associated with participants and items would replicate findings of a previous analysis of this data (Berger, Crossley, & Skalicky, 2019). Our second goal was to determine whether variables related to experiences using and learning English would interact with linguistic features of the target words. Results fr

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Romski, MaryAnn, Juan Bornman, Rose A. Sevcik, et al. "Language Assessment for Children With a Range of Neurodevelopmental Disorders Across Four Languages in South Africa." American Journal of Speech-Language Pathology 27, no. 2 (2018): 602–15. http://dx.doi.org/10.1044/2017_ajslp-17-0035.

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Purpose The purpose of this study is (a) to examine the applicability of a culturally and linguistically adapted measure to assess the receptive and expressive language skills of children with neurodevelopmental disorders (NDDs) in South Africa and then (b) to explore the contributions of 2 additional language measures. Method In Part 1, 100 children with NDD who spoke Afrikaans, isiZulu, Setswana, or South African English were assessed on the culturally and linguistically adapted Mullen Scales of Early Learning (MSEL). Clinicians independently rated the children's language skills on a 3-point

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Cibuļs, Juris. "LATGALIANNESS – THE SECOND, ADDITIONAL OR THE ONLY NATIONAL IDENTITY." Via Latgalica, no. 4 (December 31, 2012): 126. http://dx.doi.org/10.17770/latg2012.4.1684.

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<p>The main objective of this article is to stress and to prove that the Latgalian national identity is the only national identity for a lot of citizens of Latvia and it is not the second or the additional identity that may be attributed only to secret service men inter alia.</p><p>My personal studies of official sources, literature and correspondence with officials of state institutions, etc. are at the basis of this article.</p><p>National identity is the person’s identity and sense of belonging to one state or to one nation, a feeling one shares with a group of

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Rudwick, Stephanie. "Englishes and cosmopolitanisms in South Africa." Human Affairs 28, no. 4 (2018): 417–28. http://dx.doi.org/10.1515/humaff-2018-0034.

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AbstractAgainst the background of South Africa’s ‘official’ policy of multilingualism, this study explores some of the socio-cultural dynamics ofEnglish as a lingua franca(ELF) in relation to how cosmopolitanism is understood in South Africa. More specifically, it looks at the link between ELF and cosmopolitanism in higher education. In 2016, students at Stellenbosch University (SU) triggered a language policy change that enacted English (as opposed to Afrikaans) as the primary medium of teaching and learning. English has won recognition astheacademic lingua franca for at least two socio-polit

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Truscott, John. "Noticing in second language acquisition: a critical review." Second Language Research 14, no. 2 (1998): 103–35. http://dx.doi.org/10.1191/026765898674803209.

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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 co

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Kasanga, L. A. "Requests in English by second-language users." ITL - International Journal of Applied Linguistics 119-120 (January 1, 1998): 123–53. http://dx.doi.org/10.1075/itl.119-120.09kas.

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Abstract The study of learners' pragmatic and discourse knowledge, also known as "interlanguage pragmatics", is now an important preoccupation of second-language acquisition (SLA) research. Spurred by this growing interest in interlanguage pragmatics and with a view to contributing to this field of research I conducted a study of requests in English produced by English as a second language (ESL) university students in their daily interaction mainly with lecturers. I collected the data for this study by means of observation and by recording "golden episodes of requesting behaviour in students'

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Kan, Rachel T. Y., and Victoria A. Murphy. "Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language." Studies in Second Language Learning and Teaching 10, no. 3 (2020): 579–605. http://dx.doi.org/10.14746/ssllt.2020.10.3.8.

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Vocabulary plays an important role in reading comprehension in both the L1 and the L2 (Murphy, 2018). In measuring vocabulary knowledge, however, researchers typically focus on mono-lexical units where vocabulary assessments tend not to take into account multi-word expressions which include phrasal verbs, collocations, and idioms. Omitting these multi-word lexical items can lead to an over-estimation of comprehension skills, particularly in reading. Indeed, adult learners of English comprehend texts containing a larger number of multi-word expressions less well compared to texts containing few

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Kudratkhodjaeva, Nargis Akbarovna, Oyistakhon Yuldashalievna Usmonova, and Zulkhumor Nazarovna Usmonova. "Issue Of External Sema In Uzbek Language." American Journal of Social Science and Education Innovations 02, no. 10 (2020): 297–302. http://dx.doi.org/10.37547/tajssei/volume02issue10-50.

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This article is devoted to analyzing the issue of external sema in Uzbek language. Relative sema is a component that adds an additional semantic subtlety to a seme containing a core sema, making the word it possesses grammatically related to the second word.

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