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Journal articles on the topic 'And Language Acquisition'

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Published: 3 June 2025

Last updated: 31 July 2025

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1

DuPlessis, Rachel Blau. "Language Acquisition." Iowa Review 16, no. 3 (1986): 252–83. http://dx.doi.org/10.17077/0021-065x.3440.

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2

Dwyer, Nick. "Language acquisition." Language Learning Journal 39, no. 1 (2011): 121–22. http://dx.doi.org/10.1080/09571736.2011.553472.

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3

Lewis, Marilyn. "Language Acquisition." rEFLections 19 (June 30, 2015): 85–87. http://dx.doi.org/10.61508/refl.v19i0.114008.

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4

Nosirova, Setora Narzulla qizi. "LANGUAGE ACQUISITION." GOLDEN BRAIN 1, no. 5 (2023): 71–73. https://doi.org/10.5281/zenodo.7671548.

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5

Salatino, D. R. "Language Acquisition." Inter. J. Res. Methodol. Soc. Sci. 4, no. 2 (2018): 1–14. https://doi.org/10.5281/zenodo.1322755.

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In this paper, we will develop some aspects of a psycholinguistic theory that tries to explain how our natural language is acquired. We have divided this paper into three parts: First part: includes a brief review of different theories on language acquisition that are valid today, used as a contrast element. In particular, we will analyze in depth the model R-R (representational redescription) of Karmiloff-Smith, contrasting its cognitive-computational model with our approach. Then, using evolutionary biology as a model, we will address the relevance of a Universal Language existing in socio-c

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Rosdiana, Rosdiana. "Language Acquisition: Classroom Language Acquisition for Preschool Students." Scope : Journal of English Language Teaching 1, no. 01 (2017): 63. http://dx.doi.org/10.30998/scope.v1i01.1092.

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7

T D, Sreeja. "Gender in Malayalam Language Acquisition." International Journal of Science and Research (IJSR) 12, no. 7 (2023): 685–87. http://dx.doi.org/10.21275/sr23710194957.

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8

Cornejo Martínez, Karla. "Multilingualism in Language Acquisition." Open Journal for Anthropological Studies 6, no. 2 (2022): 27–36. http://dx.doi.org/10.32591/coas.ojas.0602.02027c.

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This paper presents research on Multilingualism in Language Acquisition, making emphasis on how it affects the process of learning a new langue in multilingual people. The article goes through many topics, such as “the nativist theory” related to the process of language acquisition, among others that help to the understanding of the conclusions. The method used to gather information was through questionnaires. To carry out the research students and teachers from the Language Department of the University of Guanajuato were asked to answer questionnaires. The results of the questionnaires of the

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Smith, Daniel. "Spanish and English contact and morpheme acquisition." Normas 7, no. 2 (2017): 297. http://dx.doi.org/10.7203/normas.v7i2.11166.

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Regarding the order of morpheme acquisition in both first language (L1) and second language (L2) acquisiton there appears to be a so-called 'natural order' of acquisition. In addition, there are peculiarities which are part of the morphosyntax of any language influencing the order of morpheme acquisition in L2, whether it be from the L1, or as in the case of simultaneous bilinguals, another L1. We use Myers-Scotton's (2002) 4-M model to help us analyze and discuss the data. The analysis shows a tendency for speakers to acquire language morphology in a natural order, regardless of the L1, but w

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10

Smith, Daniel. "Spanish and English contact and morpheme acquisition." Normas 7, no. 2 (2017): 297–302. http://dx.doi.org/10.7203/normas.7.11166.

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Regarding the order of morpheme acquisition in both first language (L1) and second language (L2) acquisiton there appears to be a so-called 'natural order' of acquisition. In addition, there are peculiarities which are part of the morphosyntax of any language influencing the order of morpheme acquisition in L2, whether it be from the L1, or as in the case of simultaneous bilinguals, another L1. We use Myers-Scotton's (2002) 4-M model to help us analyze and discuss the data. The analysis shows a tendency for speakers to acquire language morphology in a natural order, regardless of the L1, but w

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11

McLaughlin, Barry, and Michael Harrington. "Second-Language Acquisition." Annual Review of Applied Linguistics 10 (March 1989): 122–34. http://dx.doi.org/10.1017/s0267190500001240.

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As H. Douglas Brown pointed out in his review (1980), the field of second language acquisition [SLA] has emerged as its own discipline in the 1980s. A somewhat eclectic discipline, research in SLA involves methodologies drawn from linguistics, sociolinguistics, education, and psychology. Theoretical models are equally diverse (McLaughlin 1987), but in general a distinction is possible between representational and processing approaches (Carroll in press). Representational approaches focus on the nature and organization of second-language knowledge and how this information is represented in the

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12

Cruz-Ferreira, Madalena. "First language acquisition and teaching." AILA Review 24 (December 21, 2011): 78–87. http://dx.doi.org/10.1075/aila.24.06cru.

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“First language acquisition” commonly means the acquisition of a single language in childhood, regardless of the number of languages in a child’s natural environment. Language acquisition is variously viewed as predetermined, wondrous, a source of concern, and as developing through formal processes. “First language teaching” concerns schooling in the language that is intended to become the child’s first (or “main”) one. Mainstream teaching practices similarly take languages as formal objects, focusing on literacy skills, so-called phonological awareness, and other teaching about the language.

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13

De, Uttaran. "Language acquisition and Language Learning." International Journal of English Learning & Teaching Skills 3, no. 1 (2020): 1671–78. http://dx.doi.org/10.15864/ijelts.3101.

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The requirement of language in day to day communication and the development of it has always been a interesting topic for research. The subject a permutation and combination of different segments of history, literature study, human psychology and also biological influences. This present paper goes through the topic of ‘Language acquisition and language learning’. The paper explores the common philosophical and psychological aspects of learning and acquisition to comment on the difference between the two and also narrates upon the fundamental concepts of language to evoke the relation between l

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14

Chater, Nick, and Morten H. Christiansen. "Language Acquisition Meets Language Evolution." Cognitive Science 34, no. 7 (2010): 1131–57. http://dx.doi.org/10.1111/j.1551-6709.2009.01049.x.

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15

Satterfield, Teresa. "Language acquisition recapitulates language evolution?" Behavioral and Brain Sciences 31, no. 5 (2008): 532–33. http://dx.doi.org/10.1017/s0140525x08005232.

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AbstractChristiansen & Chater (C&C) focus solely on general-purpose cognitive processes in their elegant conceptualization of language evolution. However, numerous developmental facts attested in L1 acquisition confound C&C's subsequent claim that the logical problem of language acquisition now plausibly recapitulates that of language evolution. I argue that language acquisition should be viewed instead as a multi-layered construction involving the interplay of general and domain-specific learning mechanisms.

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16

Avrutin, Sergey, Marco Haverkort, and Angeliek van Hout. "Language Acquisition and Language Breakdown." Brain and Language 77, no. 3 (2001): 269–73. http://dx.doi.org/10.1006/brln.2000.2400.

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17

Lightfoot, David. "Language acquisition and language change." Wiley Interdisciplinary Reviews: Cognitive Science 1, no. 5 (2010): 677–84. http://dx.doi.org/10.1002/wcs.39.

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18

Crain, Stephen, Takuya Goro, and Rosalind Thornton. "Language Acquisition is Language Change." Journal of Psycholinguistic Research 35, no. 1 (2006): 31–49. http://dx.doi.org/10.1007/s10936-005-9002-7.

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19

O'Grady, William. "Language acquisition without an acquisition device." Language Teaching 45, no. 1 (2011): 116–30. http://dx.doi.org/10.1017/s026144481000056x.

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Most explanatory work on first and second language learning assumes the primacy of the acquisition phenomenon itself, and a good deal of work has been devoted to the search for an ‘acquisition device’ that is specific to humans, and perhaps even to language. I will consider the possibility that this strategy is misguided and that language acquisition is a secondary effect of processing amelioration: attempts by the processor to facilitate its own functioning by developing routines of particular sorts.

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20

Knight, Kevin. "Integrating knowledge acquisition and language acquisition." Applied Intelligence 1, no. 4 (1992): 277–95. http://dx.doi.org/10.1007/bf00122018.

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21

Malaia, Evie, and Ronnie B. Wilbur. "Early acquisition of sign language." Sign Language and Linguistics 13, no. 2 (2010): 183–99. http://dx.doi.org/10.1075/sll.13.2.03mal.

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Early acquisition of a natural language, signed or spoken, has been shown to fundamentally impact both one’s ability to use the first language, and the ability to learn subsequent languages later in life (Mayberry 2007, 2009). This review summarizes a number of recent neuroimaging studies in order to detail the neural bases of sign language acquisition. The logic of this review is to present research reports that contribute to the bigger picture showing that people who acquire a natural language, spoken or signed, in the normal way possess specialized linguistic abilities and brain functions t

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22

Ramlan, Ramlan. "The Correlation between Language Acquisition and Language Planning." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, no. 1 (2018): 20–26. http://dx.doi.org/10.33258/birci.v1i1.3.

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Language acquisition is a process which can take place at any period of one's life. In the sense of first language acquisition, however, it refers to the acquisition (unconscious learning) of one's native language (or languages in the case of bilinguals) during the first 6 or 7 years of one's life (roughly from birth to the time one starts school).Language acquisition planning has a significant correlation to the language acquisition by the students. Because the students’ age in between zero up to five years is the appropriate moment to acquire a certain language.

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23

Ahibalova, Tetiana. "FOSSILIZATION IN ADULT SECOND LANGUAGE ACQUISITION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 6(74) (2019): 150–53. http://dx.doi.org/10.25264/2519-2558-2019-6(74)-150-153.

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24

Aziz, Jurana. "Analyzing Errors in Second Language Acquisition." Dhaka University Journal of Linguistics 4, no. 7-8 (2014): 157–66. https://doi.org/10.70438/dujl/478/0009.

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In a learning context, an error is very common. When we want to acquire knowledge an error occurs very often. We may say that by making an error, learning is well achieved. Error teaches our learners to perform better and helps the learning strategies to reach certain goal. This paper aims to focus on how error occurs in different learning contexts especially in the second language acquisition. Then it emphasizes some of the common issues related to error analysis and finally it examines how to overcome those problems for which a learning environment becomes erroneous.

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25

Kaplan, Robert B., and Wolfgang Klein. "Second Language Acquisition." Language 64, no. 4 (1988): 822. http://dx.doi.org/10.2307/414588.

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26

Shute, Sara. "Understanding Language Acquisition." International Studies in Philosophy 29, no. 2 (1997): 125–26. http://dx.doi.org/10.5840/intstudphil199729251.

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27

Rice, Mabel L. "Children's language acquisition." American Psychologist 44, no. 2 (1989): 149–56. http://dx.doi.org/10.1037/0003-066x.44.2.149.

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28

Lieven, Elena. "Bilingual Language Acquisition." Human Development 53, no. 5 (2010): 256–63. http://dx.doi.org/10.1159/000321285.

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29

Jaensch, Carol. "Third language acquisition." Linguistic Approaches to Bilingualism 3, no. 1 (2013): 73–93. http://dx.doi.org/10.1075/lab.3.1.04jae.

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Up until around ten years ago, third language acquisition (L3A) research was generally subsumed under the umbrella term of second language acquisition (L2A). In this short space of time, however, L3A has established itself as an independent strand of linguistic research, providing an invaluable source of information into language and language acquisition. This paper emphasises the crucial differences between L2A and L3A. It provides a snapshot of the current state of cognitive research into L3A, discussing studies in the domains of morphology, syntax, phonology and lexicon. Recently proposed (

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30

Pichler, Deborah Chen. "Sign Language Acquisition." Sign Language Studies 11, no. 4 (2011): 637–46. http://dx.doi.org/10.1353/sls.2011.0005.

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31

Eisikovits, Edina. "First language acquisition." Australian Review of Applied Linguistics 8, no. 2 (1985): 55–66. http://dx.doi.org/10.1075/aral.8.2.04eis.

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32

Rescorla, Leslie, and Jennifer Mirak. "Normal language acquisition." Seminars in Pediatric Neurology 4, no. 2 (1997): 70–76. http://dx.doi.org/10.1016/s1071-9091(97)80022-8.

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33

Gorin, A. L., and S. E. Levinson. "Automated language acquisition." Journal of the Acoustical Society of America 86, S1 (1989): S67—S68. http://dx.doi.org/10.1121/1.2027607.

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34

Imbens-Bailey, Alison L. "Ancestral Language Acquisition." Journal of Language and Social Psychology 15, no. 4 (1996): 422–43. http://dx.doi.org/10.1177/0261927x960154002.

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35

Abend, Omri, Tom Kwiatkowski, Nathaniel J. Smith, Sharon Goldwater, and Mark Steedman. "Bootstrapping language acquisition." Cognition 164 (July 2017): 116–43. http://dx.doi.org/10.1016/j.cognition.2017.02.009.

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36

Juffs, Alan. "Second language acquisition." Wiley Interdisciplinary Reviews: Cognitive Science 2, no. 3 (2010): 277–86. http://dx.doi.org/10.1002/wcs.106.

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37

Goodluck, Helen. "First language acquisition." Wiley Interdisciplinary Reviews: Cognitive Science 2, no. 1 (2010): 47–54. http://dx.doi.org/10.1002/wcs.95.

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38

Mayberry, Rachel I. "First-Language Acquisition After Childhood Differs From Second-Language Acquisition." Journal of Speech, Language, and Hearing Research 36, no. 6 (1993): 1258–70. http://dx.doi.org/10.1044/jshr.3606.1258.

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This study determined whether the long-range outcome of first-language acquisition, when the learning begins after early childhood, is similar to that of second-language acquisition. Subjects were 36 deaf adults who had contrasting histories of spoken and sign language acquisition. Twenty-seven subjects were born deaf and began to acquire American Sign Language (ASL) as a first language at ages ranging from infancy to late childhood. Nine other subjects were born with normal hearing, which they lost in late childhood; they subsequently acquired ASL as a second language (because they had acquir

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39

Genesee, Fred. "Introduction." Bilingualism: Language and Cognition 3, no. 3 (2000): 167–72. http://dx.doi.org/10.1017/s1366728900000316.

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This special issue of Bilingualism: Language and Cognition is devoted to syntactic aspects of bilingual acquisition. For the purposes of this issue, bilingual acquisition is defined as the acquisition of two languages during the period of primary language development, extending from birth onward. Bilingual acquisition can entail the acquisition of more than two languages (see Cenoz and Jessner, 2000) as well as the acquisition of a spoken and signed language (e.g., Richmond-Welty and Siple, 1999) or of two spoken languages; only studies of the simultaneous acquisition of two spoken languages a

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40

Hahn, Christian G. K., Henrik Saalbach, Clemens Brunner, and Roland Grabner. "Language-dependent knowledge acquisition." Frontline Learning Research 13, no. 1 (2025): 1–21. https://doi.org/10.14786/flr.v13i1.1225.

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Within the research on bilingual learning, first studies have revealed that content learned in one language is retrieved more slowly when participants have to switch language from instruction to testing (i.e., language-switching costs, LSC). These costs are attributed to language-dependent knowledge representations. However, the cognitive mechanisms underlying LSC are still largely unknown. We investigated these mechanisms by using strategy as well as translation self-reports and by analysing oscillatory parameters in the electroencephalogram (EEG). Thirty-six university students learned arith

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41

Shayla, Nilima. "Language Acquisition in Early Childhood." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 03 (2025): 1–9. https://doi.org/10.55041/ijsrem42614.

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Language is a must to go along with a social life. Language is the main medium of communication. In our lifetime we may use more than one different language. But all the languages are not close to our hearts. We use our first language or mother tongue to express our deeper emotions. We learn mother tongue almost automatically without anu severe external effort. At early childhood infants acquire language, they don’t learn it. To acquire a language a suitable environment is needed. Language acquisition is faster than language learning. Biggest part of language acquisition occurs at early childh

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42

Huda, Nafiul. "Model Pemerolehan Bahasa Arab Sebagai Bahasa Asing Pada Peserta Didik Non-Native Speaker (Kajian Teori Psikolinguistik)." Nidhomul Haq: Jurnal Manajemen Pendidikan Islam 2, no. 2 (2017): 84–94. http://dx.doi.org/10.31538/nidhomulhaq.v2i2.32.

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The language acquisition model of a person is one of the most interesting themes to be discussed. Especially the process of obtaining foreign languages, because in addition to the concept of acquisition of the first language in children, also has a linkage, between the process of learning the language to the acquisition of foreign languages. Of course there is a difference between the process of language learning with the process of language acquisition, especially foreign languages. At least the process of acquisition of language can be seen from two sides, namely from the side of the process

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43

Montrul, Silvina. "Current Issues in Heritage Language Acquisition." Annual Review of Applied Linguistics 30 (March 2010): 3–23. http://dx.doi.org/10.1017/s0267190510000103.

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An increasing trend in many postsecondary foreign language classes in North America is the presence of heritage language learners. Heritage language learners are speakers of ethnolinguistically minority languages who were exposed to the language in the family since childhood and as adults wish to learn, relearn, or improve their current level of linguistic proficiency in their family language. This article discusses the development of the linguistic and grammatical knowledge of heritage language speakers from childhood to adulthood and the conditions under which language learning does or does

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44

Жуманиёзова, М. "Age and second language acquisition." Ренессанс в парадигме новаций образования и технологий в XXI веке 1, no. 1 (2023): 374–77. http://dx.doi.org/10.47689/xxia-ttipr-vol1-iss1-pp374-377.

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Age has been considered as a crucial factor in acquiring second languages successfully as well as in acquiring first language. In this article, there is given some studies and guidance with reference to age and language acquisition. And the aim of this article is to differentiate the age factors

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45

Hammine, Madoka, Pigga Keskitalo, and Erika Katjaana Sarivaara. "Sámi language teachers’ professional identities explained through narratives about language acquisition." Australian Journal of Indigenous Education 49, no. 1 (2019): 89–97. http://dx.doi.org/10.1017/jie.2018.22.

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AbstractConducted in northern Finland, this study examines Sámi language teachers’ professional identities through their narratives of language acquisition. We focus on how teachers’ professional identities are shaped by their language acquisition process. The results are based on the narratives of nine North, Inari and Skolt Sámi language teachers. Two aspects of teachers’ narratives were significantly linked to their identities as Sámi language teachers: (1) their backgrounds (indigenous/non-indigenous) and (2) their language acquisition experiences (acquired Sámi language in childhood/adult

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46

Helms, Kirsten Lindegaard. "The Crosslinguistic Influence of First and Second Language on Third Language Acquisition." Leviathan: Interdisciplinary Journal in English, no. 4 (March 1, 2019): 84–94. http://dx.doi.org/10.7146/lev.v0i4.112682.

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This paper explores the crosslinguistic influences of first and second language on third language acquisition. While it has earlier been argued that Universal Grammar is lost with subsequent language acquisition, some studies indicate that Universal Grammar is not lost and is also applied when acquiring other languages. By drawing on two studies of third language acquisition where the third languages are V2, it is shown that when it comes to acquiring a third language, transfer can happen from both the first and second languages. One study showed that both the first and second languages can in

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47

Hawkins, Roger, and Richard Towell. "Second language acquisition research and the second language acquisition of French." Journal of French Language Studies 2, no. 1 (1992): 97–121. http://dx.doi.org/10.1017/s0959269500001174.

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AbstractPrior to the late 1960s second language acquisition was thought to be a relatively uninteresting phenomenon; it involved transferring grammatical properties already activated in the first language (L 1) onto second language (L 2) vocabulary. Successful L 2 learners were those who could capitalise on the similarities between the L 1 and the L 2, and eradicate the differences; and successful language teaching involved training learners to overcome the L 1-L 2 differences. Today, perceptions of second language acquisition are more sophisticated and nuanced. Second language acquisition res

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48

Zähner, Christopher. "Second language acquisition and the computer: variation in second language acquisition." ReCALL 7, no. 1 (1995): 34–48. http://dx.doi.org/10.1017/s0958344000005097.

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In this paper I will argue that learner variation in second language acquisition poses a potentially serious problem for the successful design and application of CALL and ICALL software'. Whereas a teacher is able to use direct and immediate feedback from students to adapt to different learning styles, rates of progress and acquisition paths, the possibilities of computer software are much more limited.

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49

Cumming, Alister, Bill Vanpatten, and James F. Lee. "Second Language Acquisition/Foreign Language Learning." Modern Language Journal 75, no. 2 (1991): 240. http://dx.doi.org/10.2307/328836.

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50

Bernhardt, Elizabeth B., and Rod Ellis. "Second Language Acquisition and Language Pedagogy." Modern Language Journal 77, no. 3 (1993): 373. http://dx.doi.org/10.2307/329109.

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