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Journal articles on the topic 'English language acquisition'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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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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3

Liang, Ruohan, and Junxiao Zhang. "Exploring the Influence of L1 Chinese on L2 English Acquisition." Lecture Notes in Education Psychology and Public Media 18, no. 1 (2023): 239–44. http://dx.doi.org/10.54254/2753-7048/18/20231327.

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The impact of L1 Chinese on L2 English acquisition has received more attention as more Chinese students study English as a second language. This paper reviews previous research on Second Language Acquisition (SLA) and introduces some factors that can influence language transfer. The writers focus on three linguistic aspects, syntax, lexicon, and phonology, to explore how English as Second Language (ESL) learners L1 Chinese has influenced their English acquisitions. Results found that: 1) Syntax: The syntax structure includes many factors influencing Chinese learners English acquisition, such a

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Lowdermilk, John, Cheryl Fielding, Raúl Mendoza, Román García de Alba, and Cynthia Simpson. "Selecting English Language Acquisition Technology." Journal of Special Education Technology 27, no. 1 (2012): 77–80. http://dx.doi.org/10.1177/016264341202700107.

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Huffines, Marion Lois. "Acquisition Strategies in Language Death." Studies in Second Language Acquisition 13, no. 1 (1991): 43–55. http://dx.doi.org/10.1017/s0272263100009712.

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Nonsectarian Pennsylvania Germans who are the first generation in their families to learn English natively, often attempt to learn the Pennsylvania German that their families no longer regularly use. This study assesses the process of acquiring a dying language by investigating learners' use of the Pennsylvania German dative case. Learning strategies are remarkably free of reliance on English rules. Evidence indicates that speakers rely on what they have learned and seek analogies within Pennsylvania German, resorting to English only when other strategies fail. The search for near-congruity id

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Nurmurodova, Kamola Jonuzoqova. "ANALYSIS OF A LEARNER’S ENGLISH LANGUAGE ACQUISITION PROCESS." Frontline Social Sciences and History Journal 02, no. 12 (2022): 91–100. http://dx.doi.org/10.37547/social-fsshj-02-12-11.

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Foreign language acquisition process is challenging particularly there is less atmosphere to use the language in communication. In this article, one learner of English language in Uzbekistan has been observed and analysis process, inter language problems and several solutions are offered to improve his communications skills. Initially, learner profile is presented where all information has been taken from needs analysis and grammar point to remedial teaching is theoretically analyzed and specific lesson plan is offered to pass the learner’s from inter language.

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Keffala, Bethany, Jessica A. Barlow, and Sharon Rose. "Interaction in Spanish–English bilinguals’ acquisition of syllable structure." International Journal of Bilingualism 22, no. 1 (2016): 16–37. http://dx.doi.org/10.1177/1367006916644687.

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Aims and objectives/purpose/research questions: This study investigated whether language-specific syllable type frequency and complexity exerted cross-language influence on Spanish–English bilingual children’s acquisition of syllable structure. Design/methodology/approach: We compared the accuracy of bilingual and monolingual children’s singleton coda and onset cluster productions from Spanish and English single words elicited via a picture-naming task. Task stimuli provided multiple opportunities to produce all possible singleton coda and onset cluster types in each language. Data and analysi

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Dávila, Alberto, and Marie T. Mora. "LEP Language Disability, Immigration Reform, and English-Language Acquisition." American Economic Review 106, no. 5 (2016): 478–83. http://dx.doi.org/10.1257/aer.p20161113.

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Policy might partly shape the English-language acquisition of Hispanics migrating to the U.S. mainland, particularly policies related to limited-English-language disability benefits and immigration reform. Using data from the American Community Survey, we find that island-born Puerto Ricans on the U.S. mainland, as U.S. citizens, may have lower incentives to learn English than Hispanic immigrants because of their higher participation in LEP disability programs. However, among Mexican immigrants, recent immigration reform aimed at interior enforcement might have increased incentives for Mexican

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Leung, Yan-kit Ingrid. "Verb morphology in second language versus third language acquisition." EUROSLA Yearbook 6 (July 20, 2006): 27–56. http://dx.doi.org/10.1075/eurosla.6.05leu.

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This paper reports an experimental study on L2 vs. L3 Spanish morphological representation. A total of 19 Spanish learners (10 Chinese native speakers who are upper intermediate to advanced L2 English users as well as 9 English native speakers who do not speak a prior language without overt morphology) participated in the study. A written production task using Spanish nonce verbs was used to elicit regular and irregular forms of Spanish past participles. The study revealed differences between native and non-native Spanish speakers but ones that are still compatible with an approach which posit

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Iakovleva, Tatiana. "Typological constraints in foreign language acquisition." Language, Interaction and Acquisition 3, no. 2 (2012): 231–60. http://dx.doi.org/10.1075/lia.3.2.04iak.

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This study examines the impact of typological constraints on second language acquisition. It explores the hypothesis of a conceptual transfer from first to foreign language (L1 to L2). Based on Talmy’s (2000) distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of voluntary motion events along three paths (up, down, across), elicited in a controlled situation from native speakers (Russian, English) and Russian learners at two levels (upper- intermediate and advanced) acquiring English in a classroom setting. Results show that in spite of consider

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Mutiara Utami, Tiara Monika, ,. Debi Agustin, and Muhammad Habibi. "IMPACT OF FIRST LANGUAGE TOWARD SECOND LANGUAGE ACQUISITION." Journal Of Language Education and Development (JLed) 6, no. 2 (2024): 34–44. https://doi.org/10.52060/jled.v6i2.2341.

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ABSTRACT This research was conducted to find out and to explore the impact of the first language towards second language acquisition. To gain the data, this research involved 5 participants from students at Muhammadiyah University Muara Bungo. They are students of English Education Department, Semester 5. This research was conducted using qualitative methods, the data was collected through interview. Based on the data, there are those who encounter difficulties in learning English language, especially environmental factors and the first language. However, they still learn English by watching f

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Lotze, Nathaniel. "Second Language Acquisition Applied To English Language Teaching." TESOL Journal 10, no. 1 (2019): e00414. http://dx.doi.org/10.1002/tesj.414.

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Rani, Dr Seema. "Influence of native language on English language acquisition." International Journal of Research in English 5, no. 1 (2023): 201–4. http://dx.doi.org/10.33545/26648717.2023.v5.i1c.126.

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Kpogo, Felix, and Virginia C. Mueller Gathercole. "The influence of native English-speaking environment on Akan-English bilinguals’ production of English inter-dental fricatives." International Journal of Bilingualism 24, no. 4 (2019): 559–71. http://dx.doi.org/10.1177/1367006919844032.

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Aims and Objectives: This study examined how age of acquisition, immersion in a native English-speaking environment, and phonological environment influence Akan-English bilinguals’ production of English inter-dental fricatives. Design/Methodology: Forty-five Akan-English bilinguals who immigrated to the USA between the ages of 10 and 64 participated. English inter-dental fricatives occurring in word-initial, intervocalic, and word-final positions were elicited through a production task using sentence frames. Accuracy of production was analyzed relative to age of acquisition, relative length of

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CHEPYSHKO, Roman. "EXAMINATION OF TELICITY IN LANGUAGE ACQUISITION AND TRANSLATION." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 852 (May 28, 2025): 163–71. https://doi.org/10.31861/gph2025.852.163-171.

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This paper examines the phenomenon of telicity, or goal-orientedness of events, in language acquisition and translation, focusing on the cross-linguistic differences between Ukrainian and English. The study explores how these distinctions influence first (L1) and second (L2) language acquisition and affect translation accuracy and processing. The research highlights two primary methods of telicity marking: English employs a compositional system dependent on direct object properties, whereas Ukrainian, like other Slavic languages, uses morphological markers such as perfective prefixes. Findings

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CHEPYSHKO, Roman. "EXAMINATION OF TELICITY IN LANGUAGE ACQUISITION AND TRANSLATION." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 852 (May 28, 2025): 162–70. https://doi.org/10.31861/gph2025.852.162-170.

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This paper examines the phenomenon of telicity, or goal-orientedness of events, in language acquisition and translation, focusing on the cross-linguistic differences between Ukrainian and English. The study explores how these distinctions influence first (L1) and second (L2) language acquisition and affect translation accuracy and processing. The research highlights two primary methods of telicity marking: English employs a compositional system dependent on direct object properties, whereas Ukrainian, like other Slavic languages, uses morphological markers such as perfective prefixes. Findings

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Lazebna, Nataliia, and Anatoliy Prykhodko. "Digital discourse of English language acquisition." Journal of Language and Linguistic Studies 17, no. 2 (2021): 971–82. http://dx.doi.org/10.52462/jlls.67.

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Lobach, Maria A. "LEARNER AUTONOMY IN ENGLISH LANGUAGE ACQUISITION." Научное мнение, no. 7-8 (August 24, 2023): 170–77. http://dx.doi.org/10.25807/22224378_2023_7-8_170.

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The article discusses the concept of “learner autonomy”, examines the phenomenon of self-control as a means of developing autonomy, assesses the ability of students to selfcontrol the level of proficiency in speaking skills in the process of learning a foreign language in specialised classes of secondary school, identifies key skills that contribute to personal autonomous development of students. The author presents the results of identifying and comparing the levels of autonomy of secondary (7th form) and high (10th form) school students in order to determine their readiness to work on indivi

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Silva, Francisca Oleniva Bezerra da, Samara Fernandes dos Santos, Samia dos Santos Fernandes, and Marcely Mendes de Souza. "ENGLISH LANGUAGE ACQUISITION THROUGH CHILDREN'S LITERATURE." Arts, Linguistics, Literature and Language Research Journal 3, no. 3 (2023): 2–14. http://dx.doi.org/10.22533/at.ed.929332330032.

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Beresova, Jana. "Using English as a gateway to Romance language acquisition." Global Journal of Foreign Language Teaching 6, no. 1 (2016): 28. http://dx.doi.org/10.18844/gjflt.v6i1.571.

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The paper focuses on Romance language acquisition through English acquired as the first foreign language. A conscious approach to relations between languages enables learners, who acquired certain knowledge, attitudes and skills while learning one language, to learn other languages more easily. Research is based on contrastive analysis of two Romance languages – French and Spanish – and their relations to English. Learning those two Romance languages was carried out through the knowledge of some principles of how languages function and are related to each other. The analysis of vocabulary and

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Irnanda, Septhia, and Sarair Sarair. "Learning L3 English Early: A Danger to L1 Indonesian Language Acquisition?" Jurnal Dedikasi Pendidikan 6, no. 2 (2022): 435–44. http://dx.doi.org/10.30601/dedikasi.v6i2.3072.

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Since the future of the world is English, many countries now include English in their primary education curriculum, so language proficiency can be achieved more quickly and effectively. As two or more languages knowledge are competing linguistically in the brain, the early introduction to English means putting the other languages known by the Indonesian English language learners in a competition. On the other hand, despite its controversy, bilingualism and multilingualism, when achieved fully and proportionally, is cognitively and socially beneficial. This article reviews the potential effects

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Sulindra, Eric. "Teaching English for Specific Purposes: Content Language Acquisition vs General Language Acquisition." Beyond Words 7, no. 2 (2019): 122–36. http://dx.doi.org/10.33508/bw.v7i2.1835.

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23

He, Xiaomin. "Positive Transfer of Third Language Acquisition in English and French Sentence Patterns." Scientific Journal Of Humanities and Social Sciences 6, no. 8 (2024): 38–46. http://dx.doi.org/10.54691/x9jjky35.

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Language takes sentences as the basic unit and sentence structures in different languages have their own characteristics. At present, with the in-depth development of economic globalization and the rapid enhancement of the demand for cross language communication, there are more and more trilingual users. Therefore, third language acquisition, as an emerging field of international and domestic research in recent years, has attracted extensive attention. As is known to all, the two languages, English and French, are closely related but different. Hence, in the process of learning French as a sec

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Umarova, Shaxnozaxon O'tkirovna. "DISCOURSE INTERFERENCE IN THE FOREIGN LANGUAGE ACQUISITION." GOLDEN BRAIN 1, no. 13 (2023): 369–72. https://doi.org/10.5281/zenodo.7941398.

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<em> The article deals with the troubles of the language interference with-inside the system of the English language learning. The tendency to interference is stronger via way of means of interaction numerous languages and ends in a worry of the communication system. Practice teaching English as a foreign language in our country shows the want for a clean methodological employer the system of studying a foreign language, primarily based totally at the characteristics all languages studied by students. For exceptional student mastering a foreign language ought to recollect all viable lingu

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Luk, Zoe Pei‐sui, and Yasuhiro Shirai. "The development of aspectual marking in Cantonese-English bilingual children." International Review of Applied Linguistics in Language Teaching 56, no. 2 (2018): 137–79. http://dx.doi.org/10.1515/iral-2014-0018.

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AbstractThe present study investigates whether the tense-aspect development of Cantonese-English bilingual children conforms to the Aspect Hypothesis (Andersen and Shirai 1994. Discourse motivations for some cognitive acquisition principles.Studies in Second Language Acquisition16(2). 133–156.), which has been shown to predict the development of monolingual children of many different languages well, and whether the two languages influence each other during development. Analysis of longitudinal production data from three Cantonese-English bilinguals (Yip and Matthews 2000. Syntactic transfer in

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Nigar Yahyazada, Nigar Yahyazada. "SECOND-LANGUAGE ACQUISITION AND ERROR ANALYSIS." PAHTEI-Procedings of Azerbaijan High Technical Educational Institutions 43, no. 08-01 (2024): 453–67. http://dx.doi.org/10.36962/pahtei4308012024-51.

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English has a critical role in creating connection between people from all over the world in a variety of industries. That is why many people in developing countries acquire English as a second language and Azerbaijan is one of them. Many people learn English by taking different English language courses. Speaking one of the challenging skills among language abilities. Students tend to make some errors when they speak in a second language. This paper explains what second language acquisition is and how to do error-analysis. Later the paper analyses the most typical English errors by upper-inter

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Lasut, Patricia Angelina. "Word Stress Contribution in Second Language Acquisition." Journal of Language and Literature 15, no. 2 (2015): 163–67. http://dx.doi.org/10.24071/joll.v15i2.200.

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Possessing native-like pronunciation is one of the main goals that non-native speakers of English would like to accomplish. Besides the ability to pronounce English sounds correctly, using the proper English word stress also plays an important role in achieving that goal.This paper first specifies the nature of word stress in English and its contribution on successful English language learning. Secondly, it addresses the problems that are commonly encountered by the Indonesian learners in using correct word stress in their speech. Finally, it also proposes some ways that English learners can u

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Ibragimova, Shahnoza Nosirjon qizi. "INTEGRATION OF LANGUAGE LEARNING SKILLS IN SECOND LANGUAGE ACQUISITION." RESEARCH AND EDUCATION 2, no. 4 (2023): 109–15. https://doi.org/10.5281/zenodo.7858529.

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<em>Effective and efficient communication is direly required to compete in this everchanging modern world. The importance of English as a key foreign language is unquestionable which emphasizes learning it so well as to be its competent user. Teaching English as a second language (SL) is a very challenging task but a language teacher (LT) can make it a success and enjoyable with the help of introducing different activities in the class and by the integration of the four Language Learning Skills (LLSs), i.e. Listening skill, Reading Skill, Writing Skill and Speaking Skill. Ironically the teache

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Li, Ruizhen. "Analysis of College English Acquisition Strategies." Journal of Education and Educational Research 8, no. 2 (2024): 181–84. http://dx.doi.org/10.54097/89warc58.

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The second language acquisition theory proposed by Krashen in the 1980s is a relatively complete theoretical system of second language acquisition at present. Among them, the most influential is the acquisition-learning hypothesis. He believes that acquisition is the most important. Learners can successfully communicate, mainly the acquired knowledge. College English is the language that all college students in China must learn, and it is also the second language of students. This article takes the acquisition strategy analysis of college students as an observation point and discusses it in fi

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Safira Ramadhani, Risa, and Achmad Hufad. "Unravelling Receptive Language Acquisition: A Comprehensive Study of Deaf Students' English Language Acquisition." Proceeding of International Conference on Special Education in South East Asia Region 3, no. 1 (2024): 176–88. http://dx.doi.org/10.57142/picsar.v3i1.608.

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This study aims to explore in-depth understanding of receptive language acquisition and English language acquisition of deaf students. The focus of the research is on the aspects of receptive language acquisition and English language acquisition of deaf students. This research uses the literature analysis method which involves the study of scientific articles, research reports, and other related literature at the national and international levels that relate to the receptive language acquisition and English language acquisition of deaf students. The data was analysed qualitatively with a descr

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Sokolova, M., and E. Plisov. "CROSS-LINGUISTIC TRANSFER CLASSROOM L3 ACQUISITION IN UNIVERSITY SETTING." Vestnik of Minin University 7, no. 1 (2019): 6. http://dx.doi.org/10.26795/2307-1281-2019-7-1-6.

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Introduction: the paper investigates cross-linguistic influences between the two previously learnt languages and their effects on classroom L3 acquisition. The study checks the predictions of the existing theories of mechanisms of transfer into the L3 attested for naturalistic learners. The main predictions get confirmed with the population of classroom learners of English as the L3. All the participants are native speakers of Russian. They all learnt their dominant foreign language, either French or German, in the classroom. The results suggest a governing role of the Universal Grammar in cla

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Meng, Leran. "English Language Learning Students Second Language Acquisition: Cognitive Factors and Supporting Strategies." Lecture Notes in Education Psychology and Public Media 3, no. 1 (2023): 817–27. http://dx.doi.org/10.54254/2753-7048/3/2022359.

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Second language acquisition is learning a second language after a first language is already established. Cognitive load means the amount of information that working memory can hold at one time. As working memory has limit capacity and could be influenced by various factors, instructional teaching should avoid overloading it. This paper analyzed three cognitive factors which significantly influence English language learning (ELL) students in the process of their Second language acquisition (SLA). Second language acquisition a highly influenced by negative language transfer between Chinese and E

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Jajić Novogradec, Marina. "Positive and Negative Lexical Transfer in English Vocabulary Acquisition." ELOPE: English Language Overseas Perspectives and Enquiries 18, no. 2 (2021): 139–65. http://dx.doi.org/10.4312/elope.18.2.139-165.

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The aim of the paper is to explore the appearance of positive and negative lexical transfer of plurilingual learners in English vocabulary acquisition. Cross-linguistic influences in the study are examined by word translation tasks from Croatian into English, including true, partial, and deceptive cognates or false friends in English, German, and Italian. The results have revealed different language dominances and positive or negative transfer manifestation. Lexical transfer from L4 German is manifested positively, but the Italian language seems to play a dominant role in the acquisition of En

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Elkotb Mahmoud Elshahawy, Khaled. "Affective Variables from the Applied Linguistics Perspective: A Study of the Saudi Undergraduate Students Majoring in English Language." Journal for the Study of English Linguistics 8, no. 1 (2020): 70. http://dx.doi.org/10.5296/jsel.v8i1.16357.

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The present study aimed at indicating the effect of the affective variables (motivation, attitude, self-confidence and willingness to communicate) on the acquisition and learning of English language among the students of Languages and Translation Departments in the Kingdom of Saudi Arabia. The study participants were 40 students (20 males and 20 females) from the students specialized in English language. The study used three instruments: The semi-structured interview, affective variables questionnaire (AVQ) and English language proficiency observation checklist (ELPOC). The study adopted the q

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Dr. Sameeul Haq Nazki, Dr Sameeul Haq Nazki. "The Difficulties of English Language Acquisition in the State of Jammu and Kashmir: A Critical Survey." Journal of Language and Linguistics in Society, no. 45 (September 17, 2024): 33–44. http://dx.doi.org/10.55529/jlls.45.33.44.

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This study investigates the multifaceted challenges impeding English language acquisition in Jammu and Kashmir, highlighting the interplay of socio-economic conditions, political instability, and deficiencies in educational infrastructure. This detailed classroom observations and teacher interviews; this research elucidates the primary obstacles to effective English language learning in the state. A central focus of the study is the tension between teachers’ beliefs in allowing students the time and freedom to express themselves in English and their preference for rapid progression and precise

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Akbarov, Azamat, and Larisa Đapo. ""I am years seven old." Acquisition of English word order by Bosnian and Turkish children." English Studies at NBU 2, no. 1 (2016): 59–73. http://dx.doi.org/10.33919/esnbu.16.1.5.

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This paper aims to investigate differences in the acquisition of English word order between Bosnian and Turkish students resulting from word order in these two languages (Bosnian and Turkish). In second language acquisition, the knowledge of the native language (L1) in acquisition of a foreign language (L2) can indeed have a facilitating or inhibiting effect on the learner’s progress in mastering a new language. Thirty children from the first grade at the International School of Sarajevo were tested. Some of them attended the kindergarten where English was a language of communication and the r

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Eksawati, Lutfi, Hidayat Nur Septiadi, and Rina Dwi Novari. "Language Acquisition of A Bilingual Child Indonesian English." International Journal of Science and Applied Science: Conference Series 6, no. 2 (2022): 352. https://doi.org/10.20961/ijsascs.v6i2.95370.

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This research aims to examine syntactic development in children, especially in mastering sentences formed by children. The approach used is qualitative with a case study method, through systematic observation of language acquisition in Indonesian-English bilingual children. This research relies on the understanding that the syntactic development of bilingual children has unique characteristics, including the potential for transfer between languages that can influence sentence use patterns. The main focus is to identify the stages of syntactic development, from single-word utterances to complex

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Faisal, Asst Prof Dr Wafaa Mokhlos, and Asst lect Noor Shakir Fadhil (M.A). "The Role of Scaffolding in Second Language Acquisition." International Journal Of Literature And Languages 5, no. 5 (2025): 128–33. https://doi.org/10.37547/ijll/volume05issue05-32.

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This study focuses on the impact of scaffolding model provided by teachers on first intermediate students' English language acquisition in English as a Foreign Language (EFL) instruction. Aligned with Vygotsky's sociocultural theory and Wood, Bruner, and Ross (1976) scaffolding model, this research questions the impact of structured teaching assistance on students' progress in vocabulary, grammar, and reading skills and students' attitudes towards scaffolding methods in the classroom. A mixed-methods approach is used, combining qualitative and quantitative analyses. The sample includes 30 firs

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Döpke, Susanne. "Approaches to first language acquisition." Australian Review of Applied Linguistics 15, no. 2 (1992): 137–50. http://dx.doi.org/10.1075/aral.15.2.08dop.

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A bilingual child’s development of word order in German and English subordinate clauses was followed between three and five years of age, and a number of diversions from the development of word order in such clauses by monolingual children was noted. Of particular interest is the fact that incorrect dependent clause structures in German were more likely to be due to intra-language influences from German main clause structures than from English. The findings are discussed in the light UG claims made by Clahsen (1988) concerning the word order development in monolingual children.

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Ibadullayeva, Umida Xabibullayevna. "THE IMPORTANCE OF PRAGMATICS IN TEACHING ENGLISH." Eurasian Journal of Academic Research 1, no. 3 (2021): 292–93. https://doi.org/10.5281/zenodo.4964664.

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Successful language acquisition and interaction may not be built only by following a set of grammar rules and rich vocabulary, but also pragmatic norms of a target language which partially or totally can differ from others as the native. Before the adoption of communicative approach, the learning languages was regarded as similar with grammatical accuracy and linguistics. However, this focus has changed giving the major significance to successful communication with the aim of producing and understanding intended meanings appropriately in different settings. In Language Teaching pragmatics rega

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de Biaggi, Silvana, Cinthya Samojluk, and Safary Wa-Mbaleka. "Second language acquisition: a general overview." International Forum Journal 19, no. 1 (2016): 35. https://doi.org/10.63201/sojv2324.

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Second language acquisition (SLA) is known as both the process of learning an additional language and the field where issues pertaining to the teaching and learning of a second language (L2) are discussed (Ellis, 2010; Nunan, 2001). The field of SLA has experienced exponential growth over the past 3 decades. As Ellis (2010) states it rightly, SLA is “now an established discipline” (p. 182). This is evident in the growth of SLA research, SLA textbooks, and increase in number of theories, principles, and strategies that are found in the field of SLA. While this tremendous advance has been heavil

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Wang, Junhui. "A Study on Chinese and English Transfer in French Writing of L3 French Language Beginners." International Journal of Languages, Literature and Linguistics 9, no. 1 (2023): 42–50. http://dx.doi.org/10.18178/ijlll.2023.9.1.379.

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In order to investigate the language transfer existing in the field of third language acquisition, and to provide effective strategies of learning two or more languages, this research, based on theories related to the third language acquisition and error analysis, collected 32 French compositions written by English majors’ undergraduates as a corpus, analyzed errors in those compositions, and further discussed the negative transfer of Chinese and English in their French learning. Eight types of errors from the lexical and syntactic perspectives were identified in the research findings. What is

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Wang, Min. "An Analysis of Negative Transfer Made by Chinese Non-English Major Students in IELTS Writing Task 2." Curriculum & Innovation 1, no. 2 (2023): 1–6. http://dx.doi.org/10.61187/ci.v1i2.50.

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The phenomenon of negative transfer between languages has been a hot topic in second language acquisition. It can have an important impact on students' second language acquisition. Understanding the phenomenon of negative transfer through errors that occur during language learning can better regulate language acquisition in the process of second language learning and improve students' cognition of second language acquisition. The writing part of the IELTS test is a major difficulty for Chinese non-English majors to overcome. Then understanding the negative transfer phenomenon that occurs in th

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Bongwong, Bruno. "Student Perception of Home Background and the Aquisition of English Language in Mbonge Municipality." International Journal of Trend in Scientific Research and Development 4, no. 2 (2020): 172–79. https://doi.org/10.5281/zenodo.3843047.

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The present study was intended to find out students perception of home background and the acquisition of English Language in Mbonge Municipality. Specific objectives were to examine how financial status of parent influence English language, investigate how educational level of the parents influence language acquisition, to examine how parent marital status influence English language acquisition and to find out how parenting style affect language acquisition. A descriptive survey research design was used on a sample of sixty 60 students using the simple random sampling technique. A closed ended

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Pocinho, Margarida, Agnieszka Olczak, and Marzanna Franicka. "Bilingual language acquisition in preschool age: The emotional context of kindergarten daily routines." Problemy Wczesnej Edukacji 40, no. 1 (2018): 30–39. http://dx.doi.org/10.26881/pwe.2018.40.03.

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This study aims to enhance bilingual language acquisition in very young children in a Portuguese kindergarten. The promotion of children’s language and cognition is done through access to another language – English – in their daily context by incorporating the language into the children’s routines and school daily activities. We collected data from an immersion teacher training program towards bilingualism use, the development of their assistants’ English language fluency, the parents’ awareness and beliefs about English and children’s language development. The sample includes 140 children, ag

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Al-Mutairi, Musaed A. "The Impact of English-Speaking Films and Songs on English Language Acquisition." International Journal of Scientific Research and Management (IJSRM) 12, no. 03 (2024): 3296–301. http://dx.doi.org/10.18535/ijsrm/v12i03.el06.

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This study investigates the effectiveness of immersion and entertainment in the process of language acquisition, with a specific focus on the utilisation of English films and songs. The statement emphasises the educational value of films, which utilise visual clues and storytelling to facilitate comprehension. It also specifies genres that are particularly helpful for English language learning. An investigation of popular English songs explores the impact of rhythm, repetition, and personal involvement in language acquisition. The cultural observations offered by these media types emphasise th

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Mazurkewich, Irene. "Syntactic Markedness and Language Acquisition." Studies in Second Language Acquisition 7, no. 1 (1985): 15–35. http://dx.doi.org/10.1017/s0272263100005131.

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The aim of this paper is to demonstrate the role played by linguistic universals in second language acquisition. Research reported here focuses on the acquisition of dative structures and dative questions in a passive context in English by French and Inuit (Eskimo) students. Data were also elicited from native English-speaking students to serve as the norm. The data are interpreted within the theory of markedness and core grammar, as well as Case theory. The results of the testing, showing that unmarked forms are acquired before marked ones, are consistent with the predictions made by the theo

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Huang, Minyi, Ruoyan Zhang, and Yueyue Zheng. "Enlightenment from Chinese-English Differences in Thinking on Oral English Teaching of College Students." Communications in Humanities Research 3, no. 1 (2023): 233–40. http://dx.doi.org/10.54254/2753-7064/3/20220262.

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Language is the material carrier of thinking, and the two are interdependent and inseparable. In the process of second language acquisition, learners' language thinking often has an important influence on the process and result of second language acquisition, primarily because native language thinking influences the verbal expression of the second language in daily life. Students in their native language environment and are influenced by their cultural practices develop specific native language thinking. They already have some background knowledge and cognitive comprehension of their native la

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Mishra, Susmita. "Language Acquisition: In Perspective of English Language in India." Asian Journal of Research in Social Sciences and Humanities 7, no. 5 (2017): 243. http://dx.doi.org/10.5958/2249-7315.2017.00312.4.

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Saengboon, Saksit. "Second Language Acquisition (SLA) and English Language Teaching (ELT)." PASAA 35, no. 1 (2004): 11–34. http://dx.doi.org/10.58837/chula.pasaa.35.1.1.

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