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Relevant bibliographies by topics / English language Collocation (Linguistics) Second language acquisition

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Academic literature on the topic 'English language Collocation (Linguistics) Second language acquisition'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "English language Collocation (Linguistics) Second language acquisition"

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Ding, Chen, and Barry Lee Reynolds. "The effects of L1 congruency, L2 proficiency, and the collocate-node relationship on the processing of L2 English collocations by L1-Chinese EFL learners." Review of Cognitive Linguistics 17, no. 2 (December 31, 2019): 331–57. http://dx.doi.org/10.1075/rcl.00038.din.

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Abstract This study investigated the effects of first language (L1) congruency, second language (L2) proficiency, and the collocate-node relationship (i.e., verb-noun, adjective-noun, noun-noun) on collocation processing by logographic L1-Chinese learners of English. Comparisons were made of accuracy rates and response times to a collocation lexical decision task completed by L1-Chinese English as a Foreign Language (EFL) English Majors (n = 30), L1-Chinese EFL non-English Majors (n = 30), and L1-English Native Speakers (n = 26). Analysis of the data revealed that while congruent collocations were processed more accurately and faster than incongruent collocations by both L1-Chinese participant groups, the English Majors showed a processing advantage over their non-English Major peers. Further analysis revealed a processing advantage for noun-noun collocations, providing additional evidence in explaining the difficulties L1-Chinese have in acquiring verb-noun collocations. These results and other nuanced statistical findings are discussed in relation to pedagogical means of enhancing L2 collocation acquisition by L1-Chinese speakers.

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De Clercq, Bastien. "The development of lexical complexity in second language acquisition." EUROSLA Yearbook 15 (July 31, 2015): 69–94. http://dx.doi.org/10.1075/eurosla.15.03dec.

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The development of lexical complexity in second language acquisition has received a considerable amount of attention in applied linguistics research. Many studies have examined the role of lexical diversity, sophistication and density as indicators of L2 proficiency. Few studies, though, have considered the development of lexical complexity from an explicitly cross-linguistic perspective. This article reports on an explorative, cross-linguistic study on the development of lexical diversity, sophistication and density in L2 French and English at four levels of linguistic proficiency. Additionally, the study proposes a number of alternative measures tapping into collocational knowledge and lexical sophistication. The analyses were carried out on a cross-sectional, multilingual corpus of L2 French and English consisting of oral narrative data. The results show a similar development of lexical diversity in L2 French and English, but considerably different developmental tendencies in terms of sophistication and density. The concluding sections discuss possible explanations for these differences and consequences for the measurement of linguistic proficiency.

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Wolter, Brent, and Henrik Gyllstad. "FREQUENCY OF INPUT AND L2 COLLOCATIONAL PROCESSING." Studies in Second Language Acquisition 35, no. 3 (July 3, 2013): 451–82. http://dx.doi.org/10.1017/s0272263113000107.

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This study investigated the influence of frequency effects on the processing of congruent (i.e., having an equivalent first language [L1] construction) collocations and incongruent (i.e., not having an equivalent L1 construction) collocations in a second language (L2). An acceptability judgment task was administered to native and advanced nonnative English speakers (L1 Swedish) to assess response times to and error rates for these collocations along with a matched set of unrelated items. The results suggested that advanced learners are highly sensitive to frequency effects for L2 collocations, which seems to support the idea that usage-based models of language acquisition can be fruitfully applied to understanding the processes that underlie L2 collocational acquisition. At the same time, however, the apparent continued influence of the L1 indicates that researchers may also want to draw on other models of language acquisition to gain a fuller understanding of the processes underlying the acquisition of collocations in a L2.

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Tsai, Mei-Hsing. "The effects of explicit instruction on L2 learners’ acquisition of verb–noun collocations." Language Teaching Research 24, no. 2 (September 5, 2018): 138–62. http://dx.doi.org/10.1177/1362168818795188.

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This study investigates the relative effectiveness of two methods for teaching a set of English verb–noun collocations: form-focused instruction (FFI) and concept-based instruction (CBI). The sample comprised 73 Chinese-speaking learners of English taking intermediate English courses, who were randomly assigned to one of three groups: an FFI intervention group, a CBI intervention group, and a control group. In order to determine the effects of the two instructional methods, the participants’ collocational knowledge was measured in three ways: via form recall testing, form recognition testing, and meaning recall testing. Specifically, all of the participants took pretests, immediate posttests, and one-week delayed posttests. The results of a comparison of the learning gains between the three groups showed that the CBI and FFI approaches each had a positive effect on establishing initial form–meaning relationships for verb–noun collocations. The CBI group significantly outperformed the FFI group on both collocational acquisition and retention. This result suggests that CBI’s focus on learning verbal meanings through image schemas and conceptualization practice is associated with a deeper understanding of English verb–noun collocations. The study concludes with pedagogical implications for teaching second language (L2) collocations.

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Huiping, Zhang, and Liu Yongbing. "A corpus study of most frequently used English verbs by Chinese beginner learners from a conceptual transfer perspective." International Journal of Corpus Linguistics 19, no. 2 (May 9, 2014): 252–79. http://dx.doi.org/10.1075/ijcl.19.2.05hui.

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This paper reports a study that examines the relationship between English word learning and conceptual transfer within the conceptual transfer hypothesis in second language acquisition (SLA). Specifically, the paper identifies the systematic features of the most frequently used English verbs in the extended ICCI sub-corpus of Mainland China by beginner learners of L2 English from a conceptual transfer perspective. The identified systematic features of these most frequently used English verbs are analyzed by means of their collocation, colligation, semantic prosody, and discussed in terms of the conceptual or categorization system. We found that (i) conceptual transfer errors were recurrent and systematic; (ii) these errors were different from those made by the German-speaking beginner learners of L2 English. These findings largely support the hypothesis of conceptual transfer in SLA. Based upon the findings, some suggestions for English learning and teaching are offered.

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Ye, Zhenyan. "Chinese to English Lexical Transfer Errors in the Writing of Rural Senior High School Students." Theory and Practice in Language Studies 9, no. 6 (June 1, 2019): 645. http://dx.doi.org/10.17507/tpls.0906.06.

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The influence of first language (L1) has been widely recognized as a crucial factor in Second Language Acquisition (SLA). Language transfer is a typical phenomenon originating from this impact of L1. Many studies have tried to explore the influence of learners’ L1 on their SLA. This paper reports a study conducted at a rural senior high school in eastern China. Based on the lexical transfer taxonomy proposed by Dodigovic et al (2015), this research attempted to at first identify examples of lexical transfer from Chinese to English caused by (1) Chinese polysemes, (2) Chinese collocations, and (3) multiword units (MWUs) yielded from learners writing. Subsequently, the patterns of and underlying reasons for lexical transfer were traced. 115 pieces of students writing were examined for error collection, and some typical examples from which were further analyzed to show how negative lexical transfer occurs. The results suggest that a great proportion of errors were caused by Chinese polysemes. The significant difference between the lexical specificity of Chinese and English as well as the word-for-word semantic equivalent assumption of L2 learners were found to be important reasons for negative lexical transfer. Pedagogical implications such adopting a wider range of semantization strategies and preventing learners from taking word-for-word relation between L1 and L2 for granted were drawn from the discussion.

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

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Olshtain, Elite. "Is Second Language Attrition the Reversal of Second Language Acquisition?" Studies in Second Language Acquisition 11, no. 2 (June 1989): 151–65. http://dx.doi.org/10.1017/s0272263100000589.

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The study of language attrition, whether it is concerned with first or second languages, focuses on the effects resulting from an individual's reduced use of the attrited language. Such reduction in use can be due to a change in the linguistic environment or to the termination of an instructional program. In either case, some other language (or languages) is or becomes the dominant one.The present article reports on a series of studies, all focusing on individual attrition of English as a second language (ESL) in an environment where Hebrew is the dominant language. The predictor variables discussed are age, sociolinguistic features, input variables, and linguistic variables. The attrition process affecting English as a second language in a Hebrew dominant context seems to exhibit two major trends of change in language use: (a) a greater variability in the application of peripheral and highly marked structural rules, and (b) lower accessibility of specific lexical items. In each of these trends one can identify a limited reversal of the acquisition process, particularly with young children (5–8-year-olds) as well as a typological transfer process from the dominant language.

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White, Lydia. "Argument structure in second language acquisition." Journal of French Language Studies 1, no. 2 (September 1991): 189–207. http://dx.doi.org/10.1017/s0959269500000983.

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AbstractThis paper investigates the effects of the first language (LI) on second language (L2) argument structure, in two situations: (i) LI sentences form a superset of those permitted in the L2; (ii) L2 sentences form a superset of those permitted in the LI. An experiment was conducted on 55 anglophone children learning French in Canada. Subject completed a perference task, comparing sentences which varied the types of arguments and adjuncts, and their ordering. Result indicate that the subject differed from a native speaker control group in various ways; English argument structure had effects but learners were also sensitve to properties of French which are distinct from English.

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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 just the base-form had been studied and (3) words of which neither form had been studied. The test was administered to pupils in three grades of secondary school and a group of 1st year university students of English. Statistical treatment of the data neither confirmed nor falsified the original hypothesis, but it showed many correlations and gave rise to a large number of additional conclusions. Amongst other things, it was concluded that the presence of the proposed tentative change-over in learning approach, from learning words as whole entities to applying word-formation rules, may or may not have been present, but if it were, it had been completely obscured. It was evident from several different indications that a dominant influence on the pupils' scores was exerted by exposure. In addition, the data collected revealed numerous correlations concerning the influence of education level, word category, regularity, frequency, etc. Finally, suggestions are given for application of the test results in second language education in secondary school in general.

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Dissertations / Theses on the topic "English language Collocation (Linguistics) Second language acquisition"

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Shehata, Asmaa K. "L₁ influence on the reception and production of collocations by advanced ESL/EFL Arabic learners of English." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1218237449.

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Amarius, Sebastian, and Oliver Fredriksson. "Digital games and collocations : A study of the relationship between L2 learners' gaming habits and knowledge of collocations." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44779.

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Digital games are often considered a pastime activity with little to no real or tangible benefits. This, however, is contrary to studies on the usefulness of digital games in second language (L2) learning. There are several aspects of L2 learning that are affected positively by gaming, as well as other extramural English (EE) activities. One of these aspects is vocabulary, which has been proven to be substantially improved by gaming through incidental learning. Collocations are often referred to as word pairs that co-occur more frequently than any other two words. The definition of a collocation is a contested subject, making research and theories around collocations widespread and varied depending on what definition a given author subscribes to. In the present study Howarth’s (1996) definition of collocations has been used. The hard-to-define nature of collocations extends into the act of teaching - collocations are rarely taught because they follow no set rule or pattern. This means that L2 learners must acquire their collocation knowledge incidentally, either in the classroom or through EE activities. The present study aims to investigate the relationship between EE activities, primarily gaming, and the collocation knowledge of 87 Swedish teenagers in upper compulsory school and upper secondary school. This was done through a Productive Collocation Test (PCK) as well as a questionnaire. The results of the study show that students who engage in EE activities are more knowledgeable in terms of collocations than those who do not. Additionally, out of the EE activities included in the questionnaire gaming seems to be the best way to acquire collocation knowledge. The present study concludes that there is a connection between EE activities, especially gaming, and collocation knowledge. Informants that claimed to spend more time per week playing digital games generally scored higher on the collocation test. This was also true for the students who claimed to spend a considerable amount of time on visual media per week. These informants also had knowledge of collocations that very few of the respondents knew, particularly the students who partake in gaming. The findings of the present study suggest that digital games could be used as a tool for teaching collocations. However, more research is required to carry this idea further.

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Urponen, Marja Inkeri. "Ultimate attainment in postpuberty second language acquisition." Thesis, Boston University, 2004. https://hdl.handle.net/2144/32846.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The study examined ultimate attainment m postpuberty second language acquisition and the Critical Period Hypothesis as an explanation for non-nativeness. A grammaticality judgment task acted as an assessment instrument; a subject was considered to be native-like if the individual's subtest score was greater than or equal to the mean ratings of 90% of the control group members. The native-like subtests were totaled into a nativeness score. The study consisted of 6 research questions and followup interviews with the highest scoring and lowest scoring subjects. As a methodological innovation, the selection of Finnish-born spouses of native English speakers (N=104) as subjects controlled background variables (amount and quality ofL2 exposure, amount ofL2 and Ll use, education and language learning); 80% had studied EFL. 55 subjects had age on arrival of 2:16 years and had lived in USA/Canada for 20-60 years. 88% of the control group (N=40) obtained the nativeness score 6 or 5. The grammaticality judgments of 38% of Finnish-born subjects were indistinguishable from the judgments of the control group and contradicted the Critical Period Hypothesis as an only explanation for native-like ultimate attainment. The findings also indicate that Age on Arrival and Age English as a Foreign Language Began are separate age of exposure measures. The best logistic regression model with 11 binary variables predicted nativelikeness with 76.9% accuracy; the significant predictors were Age English as a Foreign Language Began, US Education, and Length of Exposure, but not Age on Arrival. However, the youngest age on arrival group (12-15 years) outperformed all other subject groupings. Their performance did not decline with aging; the nativeness scores of other subjects declined as Age at Testing increased after the peak performance age. ANOV As for Age English as a Foreign Language Began, Length of Exposure, Total Years of Education, and Age at Testing were significant for the 104 and 55 subject groupings. The n-shaped relationship between the nativeness score and Length of Exposure explains their low correlation. Age at Testing impacted on ultimate attainment by confounding with education and other background variables (prior foreign language study, second language proficiency on arrival, multilingualism, etc.).
2031-01-01

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Thibeau, Tully Jude. "English prepositions in phrasal verbs: A study in second language acquisition." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284018.

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This study examines whether grammar instruction treatment, input processing, facilitates in learners of English as a Second Language (ESL) a distinction among sets of phrasal verbs containing prepositions. Input processing emphasizes difficult grammatical forms and provides a model for the behavior of the varying roles of phrasal verb prepositions. Such instruction follows three steps: (i) explaining the relation between a grammatical form and its meaning, (ii) informing learners of language processes that adversely influence the form-meaning relation, and (iii) implementing "structured input" activities that target the form in linguistic input, facilitating form-meaning relations. Prepositions in phrasal verbs perform specific roles for exclusive purposes, for instance in verb-particle constructions eat up, clean out, send on where prepositions mark aspectual properties for "completion-of-activity" (telicity) as well as "affectedness" of phrasal verb objects. ESL students were selected for the control and treatment groups. Each group participated in a pretest and posttest. Each test included three tasks: one comprehension (yes/no multiple choice) and two production (sentence completion and written narration). Time (pretest/posttest) and instruction (informal IP/formal explanation) were independent variables. Scores were the dependent variable. Preposition use is difficult for ESL learners, yet no generalizations explain learning difficulty nor has instruction addressed this difficulty. Input Processing furnishes needed instruction and is consonant with current linguistic theory (Minimalism): Word-order phenomena obey "frame alternations" that shift meaning by varying syntactic configuration (movement to alternate sites in phrase structure). Language acquisition centers on mapping functions linking semantics with syntax; thus, pedagogical practice and linguistic theory are united. Structured input activities are likened to natural input that children are exposed to when they acquire language. Acquisition processes link meaningful items in a mental lexicon to grammatical patterns constructed by a mental computer. Second language learners create links between meaning and form because they make decisions about meaning in input structured to highlight the form in which meaning is conveyed. Statistical analyses show treatment effect for input processing instruction on the comprehension task, so subjects' ability is improved through attention to mapping. Production task data were inconclusive yet revealed significance of frequency of prepositions' functions.

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Swanson, Kimberly Anne Bankart. "Acquisition versus suppression of phonological processes in the second language acquisition of French and English." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243793.

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Thesis (Ph.D.)--Indiana University, Depts. of French & Italian and Linguistics, 2007.
Title from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4529. Advisers: Daniel A. Dinnsen; Albert Valdman.

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Yoon, Hyunsook. "An investigation of students' experiences with corpus technology in second language academic writing." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1109806353.

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Thesis (Ph. D.)--Ohio State University, 2005.
Document formatted into pages; contains 307 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 March 7.

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Nargis, Sultana Mahbuba. "Sensory Input and Mental Imagery in Second Language Acquisition." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1418370678.

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Song, Min Sun. "The first and second language acquisition of negative polarity items in English and Korean." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765031621&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1245438531&clientId=23440.

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Aitken, Meghan Elizabeth. "A Study of First Language Background and Second Language Order of Acquisition." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2674.

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One major topic that often appears in textbooks on second language acquisition (SLA) is that of order of acquisition of morphemes. Much research has been done on the issue in the past, and a particular acquisition order has been accepted by many in the field of SLA for second language learners of English. This order of morphemes is deemed invariant and not affected by the native language of the learner. This thesis examines this claim, using an elicited imitation test to target nine English morphemes. The results show that a learner's native language does indeed have an effect on the order of acquisition of morphemes; however, only a few limited claims can be made regarding this order (for example, Japanese and Korean seem to acquire the auxiliary morpheme earlier than in other languages). Previous research is examined in light of the differences between this and other studies, with a specific focus on methodological issues which could have a significant impact on both results and interpretation of results in studies related to order of acquisition of morphemes.

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Song, Hee-Jeong. "Second language acquisition of pronominal binding by learners of Korean and English." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/367037/.

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This thesis presents a new study on the L2 acquisition of pronominal binding in Korean and English in order to examine accessibility to Universal Grammar (UG) (Chomsky 1981, 1986, 2000, 2001) in adult L2 acquisition. Specifically, the study examines the L2 acquisition of grammatical knowledge of the Overt Pronoun Constraint (OPC) (Montalbetti 1984) by English learners of Korean and the L2 acquisition of anaphoric binding by Korean learners of English. The first study investigates L2 speakers’ knowledge of the OPC, typically regarded as a universal constraint and a poverty-of-the-stimulus phenomenon. Previous L2 acquisition studies have only explored OPC effects when the pronoun is in subject position but not in object position. The current study aims to address this gap by investigating whether English learners of Korean can obtain nativelike knowledge of the OPC in subject and object positions. 41 English learners of Korean (intermediate and advanced) completed a co-reference comprehension task and a story-based translation task. Results from the experiment show that L2 speakers can successfully achieve nativelike knowledge of the OPC regardless of pronoun position and the study confirms the prediction that universal constraints need not be learnt. The second study focuses on L2 speakers’ knowledge of feature-based languagespecific constraints of anaphoric binding, following Hicks (2009), to examine the L2 acquisition of locality and orientation. 70 Korean learners of English (low-intermediate, intermediate, and advanced) completed a picture verification task and the results show that neither locality nor orientation constraints are properly acquired by most learners. This finding reveals that L2 speakers have difficulty in acquiring new feature configurations of the target grammar. This study also provides new evidence to support the view that cross-linguistic differences in this domain are derived from the interaction between language-specific feature specifications and universal reflexivisation mechanisms. In accordance with the results from the two studies, this thesis argues that while UG plays a significant role in explaining L2 speakers’ convergence to the L2 grammar, consistent with Full Access to UG (Schwartz & Sprouse 1994, 1996), divergence in L2 acquisition is caused by a failure to reconfigure new feature specifications. This is a result which supports the relevant role that Feature Assembly plays in second language acquisition (Lardiere 2008, 2009).

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Books on the topic "English language Collocation (Linguistics) Second language acquisition"

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Barfield, Andrew. Researching collocations in another language: Multiple interpretations. New York: Palgrave Macmillan, 2009.

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Barfield, Andrew. Researching collocations in another language: Multiple interpretations. New York: Palgrave Macmillan, 2009.

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Researching collocations in another language: Multiple interpretations. New York: Palgrave Macmillan, 2009.

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Cenoz, Jasone. An introduction to applied linguistics: English as a second language. País Vasco: Universidad del País Vasco, 2003.

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Annabelle, Gish, ed. Teaching English as a second language. South Melbourne, Vic: Oxford University Press, 2008.

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Kalinowski, Bob. American English sounds and sound changes: A self-help tutorial for the non-native speaker of American English and speech therapy for American English. Henderson, Nev: B&L Group, Inc., 2011.

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Lems, Kristin. Teaching reading to English language learners: Insights from linguistics. New York: Guilford Press, 2009.

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D, Miller Leah, and Soro Tenena M, eds. Teaching reading to English language learners: Insights from linguistics. New York: Guilford Press, 2010.

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Second, Language Research Forum (10th 1990 Eugene Ore ). Variability in second language acquisition: Proceedings of the tenth meeting of the Second Language Research Forum, March 1990, Department of Linguistics, American English Institute, University of Oregon. Eugene, Ore: [s. n., 1990.

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The second language acquisition of French tense, aspect, mood and modality. Amsterdam: John Benjamins Publishing Company, 2013.

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Book chapters on the topic "English language Collocation (Linguistics) Second language acquisition"

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Li Wei. "The early acquisition of English as a second language." In AILA Applied Linguistics Series, 95–112. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/aals.8.07wei.

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Conrad, Susan. "Challenges for English Corpus Linguistics in Second Language Acquisition Research." In Spoken Language Corpus and Linguistic Informatics, 67–88. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/ubli.5.06con.

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Łyda, Andrzej, and Krystyna Warchał. "Ethnic and Disciplinary Cultures and Understatement: Litotic Constructions in Polish and English Linguistics and Biology Research Articles." In Aspects of Culture in Second Language Acquisition and Foreign Language Learning, 193–216. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20201-8_15.

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Serna Dimas, Hector Manuel. "Writing and Young English Language Learners." In Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students, 251–70. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6508-7.ch015.

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Bilingual education has been based on theories and research stemming from fields of linguistics, psychology, first and second language acquisition while the study of second language acquisition requires a change of paradigm that involves the social and cultural views of language and literacy learning. Within the context of this analysis, the paradigm in question includes the conception of literacy processes based on the ideas of identity, subjectivity, and agency. This study used classroom observations, open interviews, and students' documents to conceptualize the literacy processes of Spanish/English learners in a bilingual K-12 school in Colombia. The data of this study indicate that students have a sense of their identity as bilingual learners. It should be remarked that the variables of these concepts greatly depend on the school culture's official first and second agenda for literacy education, which often overlooks the facts on how students understand their circumstances of being bilingual and biliterate.

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Zainnuri, Hasan, Ngadiso, and Dewi Cahyaningrum. "The implementation of MOOC using Schoology in second language acquisition towards students’ learning outcomes." In English Linguistics, Literature, and Language Teaching in a Changing Era, 165–71. Routledge, 2019. http://dx.doi.org/10.1201/9780429021039-22.

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"Corpus Linguistics and Second Language Acquisition: Rules and Frequency in the Acquisition of English Multiple wh-Questions." In Corpus Analysis, 255–72. Brill | Rodopi, 2003. http://dx.doi.org/10.1163/9789004334410_015.

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Rahal, Aicha. "English or Englishes?" In Advances in Linguistics and Communication Studies, 83–102. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6992-3.ch004.

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The discipline of World Englishes has been one of the most thriving branches of English linguistics. This branch has become the focal focus of considerable debate. The chapter mainly aims to show the multilingual reality of English. It is an attempt to answer the question “Do we have English or Englishes?” The chapter tries to study the recent situation of English as a lingua franca. It first gives an overview of the spread of English and the emergence of new Englishes. Then, it presents the principals of traditional applied linguistics and second language acquisition. It also discusses the concepts of World Englishes, multilingualism, and pluralism. After that, the chapter presents the World Englishes debate to show the gap between monocentrists and pluralists. Finally, the study sheds light on the fact that Englishes reflect the multilingual reality of English.

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Rothgerber, John. "The Causes of Learner Pronunciation Problems in English." In Advances in Linguistics and Communication Studies, 361–79. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8467-4.ch015.

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This chapter will provide the language teacher with an introduction to the theory behind the challenges and problems that learners from a variety of language backgrounds face as they learn to pronounce the sounds of English. The primary focus will be on the influence of the first language in second language phonological acquisition. This will include an overview of the role of perception of non-native sounds, as well as a consideration of phonological representation in the mental lexicon and articulatory constraints, all of which can have an effect on difficulties that learners encounter as they learn to pronounce English sounds. Attention will be given to the various components that make up the phonological system, including segmentals, suprasegmentals, phonotactics, and phonological processes. This theoretical understanding will then be applied to pronunciation instruction within the classroom by addressing what teachers can do to maximize the effectiveness of instruction.

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Conference papers on the topic "English language Collocation (Linguistics) Second language acquisition"

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Lahodová, Marie. "Speech acts of request and apology realised by Czech students of English as a foreign language: Selected findings of a pilot study." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-6.

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During the second half of the 20th century, there was a shift in focus in second-language-acquisition research from linguistic competence to communicative and pragmatic competence (Hymes 1972, Canale & Swain 1980, Bachman 1990, Bachman & Palmer 1996, Usó-Juan & Martínez-Flor 2006). This resulted in a growing number of studies on speech acts in general. Motivated by a lack of studies on the speech acts of apology in conversations of Czech learners of English as a foreign language, my study aims to shed light on request and apology strategies used by Czech university students. The aim of this paper is to present the findings of a pilot investigation into the speech acts of apology and request. The first aim of the study is to compare two data collection techniques: the open-ended written discourse completion task (DCT) and the oral production task (OPT). The second aim is to investigate the use of request and apology strategies by Czech learners of English. The findings suggest that both of the data collection techniques produced very similar data. In terms of requests, most respondents opted for a conventional indirect strategy. In terms of apologies, respondents opted for statements of remorse, offers of repair and account.

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