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1
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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White, Lydia, Alyona Belikova, Paul Hagstrom, Tanja Kupisch, and Öner Özçelik. "Restrictions on definiteness in second language acquisition." Linguistic Approaches to Bilingualism 2, no. 1 (February 10, 2012): 54–89. http://dx.doi.org/10.1075/lab.2.1.03whi.
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In this paper we investigate whether learners of L2 English show knowledge of the Definiteness Effect (Milsark, 1977), which restricts definite expressions from appearing in the existential there-insertion construction. There are crosslinguistic differences in how restrictions on definiteness play out. In English, definite expressions may not occur in either affirmative or negative existentials (e.g. There is a/*the mouse in my soup; There isn’t a/*the mouse in my soup). In Turkish and Russian, affirmative existentials observe a restriction similar to English, whereas negative existentials do not. We report on a series of experiments conducted with learners of English whose L1s are Turkish and Russian, of intermediate and advanced proficiency. Native speakers also took the test in English, Turkish, and Russian. The task involved acceptability judgments. Subjects were presented with short contexts, each followed by a sentence to be judged as natural/unnatural. Test items included affirmative and negative existentials, as well as items testing apparent exceptions to definiteness restrictions. Results show that both intermediate and advanced L2ers respond like English native speakers, crucially rejecting definites in negative existentials. A comparison with the groups taking the test in Russian and Turkish confirms that judgments in the L2 are quite different from the L1, suggesting that transfer cannot provide the explanation for learner success.
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Kennedy Terry, Kristen M. "CONTACT, CONTEXT, AND COLLOCATION." Studies in Second Language Acquisition 39, no. 3 (July 18, 2016): 553–78. http://dx.doi.org/10.1017/s0272263116000061.
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This study uses a mixed-effects model to examine the acquisition of targetlike patterns of phonological variation by 17 English-speaking learners of French during study abroad in France. Naturalistic speech data provide evidence for the incipient acquisition of a phonological variable showing sociostylistic variation in native speaker speech: the elision of /l/ in third-person subject clitic pronouns (il vient [il vjɛ̃] ∼ [i vjɛ̃] “he is coming”). Speech data are compared and correlated with the results of a social network strength scale designed for the study abroad learning context. Results demonstrate that phonological variation patterns are acquired in a predictable order based on token type and collocation and that social networks with native speakers are statistically significant predictors of phonological variation patterns.
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Paradis, Johanne. "Individual differences in child English second language acquisition." Internal and External Factors in Child Second Language Acquisition 1, no. 3 (July 29, 2011): 213–37. http://dx.doi.org/10.1075/lab.1.3.01par.
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This study investigated how various child-internal and child-external factors predict English L2 children’s acquisition outcomes for vocabulary size and accuracy with verb morphology. The children who participated (N=169) were between 4;10 and 7;0 years old (mean = 5;10), had between 3 to 62 months of exposure to English (mean = 20 months), and were from newcomer families to Canada. Results showed that factors such as language aptitude (phonological short term memory and analytic reasoning), age, L1 typology, length of exposure to English, and richness of the child’s English environment were significant predictors of variation in children’s L2 outcomes. However, on balance, child-internal factors explained more of the variance in outcomes than child-external factors. Relevance of these findings for Usage-Based theory of language acquisition is discussed.
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Slabakova, Roumyana. "THE COMPOUNDING PARAMETER IN SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 24, no. 4 (October 28, 2002): 507–40. http://dx.doi.org/10.1017/s0272263102004011.
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This article presents an experimental study investigating the compounding parameter in the L2 Spanish interlanguage of English and French NSs in light of the Subset Principle and its predictions for the process of L2 development. The compounding parameter (Snyder, 1995, 2001) argues that languages permit complex predicate constructions like verb particles, resultatives, and double objects if and only if they can productively form N-N compounds. English exhibits the plus value of the parameter, allowing N-N compounds and the related constructions, whereas in Spanish and French these compounds and constructions are ungrammatical. Because English also allows periphrastic constructions of the same meaning, which are the only option in French and Spanish, English represents the superset parameter value to the Spanish and French subset value. At issue is whether L2 learners are able to acquire the subset value of the compounding parameter based on the naturalistic input they receive. In this case, the learning task involves realizing that some L1 constructions are unavailable in the L2. Results indicate that the learners initially transfer the L1 (superset) value and do not start with the subset value of the parameter. Findings also inform the debate on whether negative evidence can engage UG-related acquisition. Ten of the 26 advanced subjects were able to successfully reset the whole parameter based on negative data for only two of the four constructions in the cluster. This fact suggests that it is not impossible for negative evidence to be utilized in grammar reorganization.
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White, Lydia. "Markedness and Second Language Acquisition." Studies in Second Language Acquisition 9, no. 3 (October 1987): 261–85. http://dx.doi.org/10.1017/s0272263100006689.
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In this paper, various definitions of markedness are discussed, including the difference in the assumptions underlying psychological and linguistic approaches to markedness. It is proposed that if one adopts a definition derived from theories of language learnability, then the second language learner's prior linguistic experience may predispose him or her towards transferring marked structures from the first language to the second, contrary to usual assumptions in the literature that suggest that second language learners will avoid marked forms. To test this hypothesis, adult and child learners of French as a second language were tested using grammaticality judgment tasks on two marked structures, preposition stranding and the double object construction, which are grammatical in English but ungrammatical in French, to see if they would accept French versions of these structures. It was found that the second language learners did not accept preposition stranding in French but did accept the double object construction, suggesting that transfer takes place only with one of the two marked structures. In addition, the children took tests on these structures in their native language to see if they perceived them as in any sense psycholinguistically marked. Results show that they do not treat marked and unmarked structures differently in the native language. It is suggested that the concept of markedness may cover a range of phenomena that need to be further clarified and investigated.
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Park, Hyeson. "When-questions in second language acquisition." Second Language Research 16, no. 1 (January 2000): 44–76. http://dx.doi.org/10.1191/026765800666268444.
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It has been observed that when-questions are one of the last wh-questions produced by children learning English either as a first language (L1) or as a second language (L2). Explanations proposed for the late appearance of when-questions in L1 acquisition have been mostly based on cognitive factors. However, the cognition-based approach to when-questions faces problems in explaining L2 acquisition data, which show that L2 children who are cognitively more mature than L1 children follow the same developmental sequence. In this paper, I propose a possible explanation based on internal linguistic factors. According to Enç (1987), tense is a referential expression and temporal adverbials are antecedents of tense. I develop Enç's theory further and propose that in a when-question, tense is a bound variable, which is bound by the quantificational interrogative when. Thus, in order to produce when-questions, children must be at a stage where they understand bound variable readings. According to Roeper and de Villiers (1991), English-speaking children learn a bound variable reading approximately after 36 months, and the learning continues through the kindergarten years. The age at which a bound variable reading first appears corresponds to the point at which when-questions begin to occur. I propose that the complexity of the interaction between the quantificational when and tense, a bound variable, causes the delayed production of when-questions in developing grammars.
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Gil, Kook-Hee, and Marsden Heather. "Existential quantifiers in second language acquisition." Linguistic Approaches to Bilingualism 3, no. 2 (May 17, 2013): 117–49. http://dx.doi.org/10.1075/lab.3.2.01gil.
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Lardiere’s (2005, 2008, 2009) Feature Reassembly Hypothesis proposes that L2 acquisition involves reconfiguring the sets of lexical features that occur in the native language into feature bundles appropriate to the L2. This paper applies the Feature Reassembly Hypothesis to findings from recent research into the L2 acquisition of existential quantifiers. It firstly provides a feature-based, crosslinguistic account of polarity item any in English, and its equivalents — wh-existentials — in Chinese, Korean and Japanese. We then test predictions built on the Feature Reassembly Hypothesis, about how learners map target existential quantifiers in the L2 input onto feature sets from their L1, and how they then reassemble these feature sets to better match the target. The findings, which are largely compatible with the predictions, show that research that focuses on the specific processes of first mapping and then feature reassembly promises to lead to a more explanatory account of development in L2 acquisition.
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Aitsiselmi, Farid. "Second language acquisition through email interaction." ReCALL 11, no. 2 (September 1999): 4–11. http://dx.doi.org/10.1017/s0958344000004900.
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This paper deals with the analysis of a communicative activity involving English learners of French, its advantages and drawbacks as well as the outcome that teachers can expect of such an activity. The first part examines some reasons, both theoretical and practical for using communication technology, particularly electronic mail, for promoting language acquisition and developing learner autonomy. The second pan of the paper deals with the theoretical framework within which the activity was carried out, that Is, Stephen Krashen's language acquisition theory which establishes a distinction between language acquisition and language learning. Email interaction offers the possibility of addressing both processes.
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Kalisa, Pasca. "Communication Strategies in English Second Language Acquisition." Language Circle: Journal of Language and Literature 14, no. 1 (October 1, 2019): 93–102. http://dx.doi.org/10.15294/lc.v14i1.21475.
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This research aims to describe and analyze communication strategies used by learners in the acquisition of a second language. In this case, this research analyzes the use of communication strategies in which English is the language of instruction.This study involved 21 students at the Department of English Language and Literature, in one of the state universities in Semarang, Indonesia. These students are second year students in the English Language and Literature Department. This research is a case study in the purpose of investigating the communication strategies used when the participants are engaged when the learning activities take place. The participants are given a conversation project in pairs and exposed to a variety of setting such as in the restaurant, in the professor’s room, and in a company. Data collection was carried out through video and audio recordings. The data obtained are then categorized into 13 categories of communication strategies (Dornyei, 1995) and sorted to obtain the frequency of occurrence. The findings indicate that the students mostly use time-gaining strategy (36%) to overcome the problem in their communication with the interlocutors. It is then followed by the use of meaningless words which occurs very frequently (18%) from all utterances, “repetition” strategy which occurs rather frequently about 16% of the total, literal translation (13%), and “use of non-linguistics means” (10%). In conclusion, choices of communication strategies are highly influenced by the level of the conversation tasks given (Wongsawang, 2001). The occurrence of certain types of communication strategies depends on the tasks given to the students and the level of difficulty of those tasks.
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Slabakova, Roumyana. "The parameter of aspect in second language acquisition." Second Language Research 15, no. 3 (July 1999): 283–317. http://dx.doi.org/10.1191/026765899674229440.
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The goal of this article is to present a detailed study of the second language acquisition (SLA) of English aspect by native speakers of Slavic languages. A parameterized distinction between English and Slavic aspect accounts for the subtle differences between English and Slavic telic and atelic sentences. Based on a syntax-theoretical treatment of aspect, the article investigates the process of SLA of aspect in Slavic speakers at three levels of proficiency in English: low intermediate, high intermediate and advanced. Second language (L2) learners are found to be capable of resetting the aspectual parameter value to the English setting, thus successfully acquiring a property of language almost never taught in language classrooms. The article also studies the acquisition of a cluster of constructions, which syntactic research relates to the English value of the aspectual parameter, and which have been found to appear together in the speech of English children (Snyder and Stromswold, 1997): double objects, verb–particles and resultatives. Results indicate that each of these constructions forms part of this aspect-related cluster and that knowledge of aspect and knowledge of the cluster co-occur. The results of the experimental study bring new evidence to bear on the theoretical choice between direct access to the L2 value (Epstein et al., 1996; Flynn, 1996) or starting out the process of acquisition with the L1 value of a parameter (Schwartz & Sprouse, 1994;1996),supporting the latter view.
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Juffs, Alan. "Semantics-syntax correspondences in second language acquisition." Second Language Research 12, no. 2 (April 1996): 177–221. http://dx.doi.org/10.1177/026765839601200203.
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This article investigates knowledge of semantics-syntax correspondences in SLA within the Principles and Parameters framework. A parameter of semantic structure is used to investigate knowledge of two distinct, but underlyingly related, verb classes: change of state locatives and 'psychologi cal' verbs. Chinese and English contrast in terms of the parameter setting. Experimental evidence indicates that adult Chinese learners of English L2 initially transfer parameter settings, but are able to reset the parameter. However, they only acquire L2 lexical properties and concomitant syntactic privileges with ease when L2 input adds a representation to their grammar. When positive L2 input should pre-empt overgeneralizations based on rep resentation transferred from the L1, for some learners L1 influence persists until quite advanced stages of acquisition. The implications of the results for the parameter-setting model of SLA are discussed.
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Crossley, Scott A., Stephen Skalicky, Kristopher Kyle, and Katia Monteiro. "ABSOLUTE FREQUENCY EFFECTS IN SECOND LANGUAGE LEXICAL ACQUISITION." Studies in Second Language Acquisition 41, no. 04 (January 31, 2019): 721–44. http://dx.doi.org/10.1017/s0272263118000268.
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AbstractA number of longitudinal studies of L2 production have reported frequency effects wherein learners' produce more frequent words as a function of time. The current study investigated the spoken output of English L2 learners over a four-month period of time using both native and non-native English speaker frequency norms for both word types and word tokens. The study also controlled for individual differences such as first language distance, English proficiency, gender, and age. Results demonstrated that lower level L2 learners produced more infrequent tokens at the beginning of the study and that high intermediate learners, when compared to advanced learners, produced more infrequent tokens at the beginning of the study and more frequent tokens toward the end of the study. Main effects were also reported for proficiency level, age, and language distance. These results provide further evidence that L2 production may not follow expected frequency trends (i.e., that more infrequent tokens are produced as a function of time).
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Rescorla, Leslie, and Sachiko Okuda. "Modular patterns in second language acquisition." Applied Psycholinguistics 8, no. 3 (September 1987): 281–307. http://dx.doi.org/10.1017/s014271640000031x.
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ABSTRACTAnalysis of data from the first six months of acquisition of English as a second language by a 5-year-old Japanese girl illustrates the role of modular “chunking” and coupling in the second language acquisition process. This process was apparent in the child's pre-copula and copula referential utterances. She produced a large number of creative and novel referential sentences by using a small number of patterns or modules. The same small set of patterns was seen in both adult and peer sessions, although advances in acquisition usually appeared in peer conversation before they were evident in adult session data.
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Mazurkewich, Irene. "Syntactic Markedness and Language Acquisition." Studies in Second Language Acquisition 7, no. 1 (February 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 theory of markedness and the property of adjacency which is crucial for Case assignment.
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Ellis, Rod. "Grammatically Judgments and Second Language Acquisition." Studies in Second Language Acquisition 13, no. 2 (June 1991): 161–86. http://dx.doi.org/10.1017/s0272263100009931.
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This article takes a critical look at grammaticality judgment tasks in second language acquisition research. It begins by examining the theoretical assumptions that underlie grammaticality judgment tasks, pointing out that previous studies have reported considerable differences between the results obtained from grammaticality judgment tasks and from other, production-oriented tasks. A description of the design features of grammaticality judgment tasks that have been used to date is then provided. There follows an account of a small-scale study designed to investigate the nature of learner judgments. Twenty-one adult advanced Chinese learners of English were asked to judge sentences designed to test their knowledge of dative alternation. The results indicated that the learners rarely used the “not sure” option in the test. Eight of these subjects were then administered a reduced version of the original test as a think-aloud task 1 week later. The results showed that these learners were inconsistent in 22.5% of their judgments. The think-aloud protocols showed that they resorted to a variety of strategies in making judgments. The article concludes by arguing that grammaticality judgment tasks elicit a particular kind of performance that needs to be understood much more thoroughly before it is used as a basis for investigating second language acquisition.
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Oh, Eunjeong. "Recovery from first-language transfer: The second language acquisition of English double objects by Korean speakers." Second Language Research 26, no. 3 (July 2010): 407–39. http://dx.doi.org/10.1177/0267658310365786.
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Previous studies on second language (L2) acquisition of English dative alternation by Korean speakers (Oh and Zubizarreta, 2003, 2006a, 2006b) have shown that the acquisition of English benefactive double object (DO) (e.g. John baked Mary a cake) lags behind that of its counterpart goal double object (e.g. John sent Mary the letter). This asymmetry was attributed to grammatical differences between English and Korean benefactive DOs; goal DOs in the two languages have similar grammatical properties. Given the negative first language (L1) influence attested in the acquisition of English DOs by Korean speakers, this article examines the recovery process from these negative effects of L1 transfer and the triggering factors in such a process by investigating L2 learners’ knowledge of semantic properties pertinent to English DOs, using an Acceptability Judgment task with contexts. The present study found that most advanced learners are indeed capable of acquiring semantic properties of both types of English DOs, restructuring their interlanguage grammar in such a way that both types of DOs denote prospective possession. This article suggests that acquisition of the semantics of goal DOs, possibly attributed to L1 transfer, bootstraps acquisition of the semantics of benefactive DOs, and that this generalization from goal DOs to benefactive DOs is made possible by the surface generalization hypothesis (Goldberg, 2002), which states that argument structure patterns sharing the surface forms should be analysed on their own as a class. Furthermore, this article argues that this recovery process can be interpreted as evidence of a tie between syntax and semantics: developing sensitivity to the semantics of English DOs is indispensable for acquiring the syntax of English DOs (compare Lardiere, 2000; Slabakova, 2006). On this view, learning a construction essentially means learning its associated semantics, and acquisition of the syntax of a construction is a consequence of acquisition of the semantics of the construction.
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Crossley, Scott, Tom Salsbury, Ashley Titak, and Danielle McNamara. "Frequency effects and second language lexical acquisition." International Journal of Corpus Linguistics 19, no. 3 (September 1, 2014): 301–32. http://dx.doi.org/10.1075/ijcl.19.3.01cro.
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Frequency effects in an L1 and L2 longitudinal corpus were investigated using Zipfian distribution analyses and linear curve estimations. The results demonstrated that the NS lexical input exhibited Zipfian distributions, but that the L2 lexical output did not match the NS Zipfian patterns. Word frequency analyses indicated that NS interlocutors modify their lexicon such that frequency scores decrease as a function of time that L2 learners have studied English. In contrast, the word frequency scores for the L2 output increased as a function of time. Post-hoc analyses indicated that differences in frequency scores between NS input and L2 output were best explained by the repetition of infrequent words, but not frequent words by L2 learners in the early stages of language acquisition. The results question absolute frequency interpretations of lexical acquisition for L2 learners and provide evidence for usage-based approaches for language learning.
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Gibbs, D. "Second language acquisition of the English modals as predictive of expressive language proficiency." First Language 9, no. 27 (October 1989): 311–12. http://dx.doi.org/10.1177/014272378900902712.
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Lertola, Jennifer. "Second language vocabulary learning through subtitling." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32, no. 2 (November 5, 2019): 486–514. http://dx.doi.org/10.1075/resla.17009.ler.
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Abstract This article aims to contribute to shedding light on subtitling in the field of second language vocabulary learning while indicating possible directions for future research. In view of previous research, it investigates the effects of subtitling on incidental vocabulary acquisition. It is based on an experimental study carried out, after extensive piloting, with 25 English native speakers studying Italian as a Foreign Language (levels A1–A2) at the National University of Ireland, Galway. By triangulating quantitative and qualitative data, the experimental study shows that interlingual subtitling promotes the incidental acquisition of new word meanings in terms of productive recall.
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Flanigan, Beverly Olson. "Anaphora and Relativization in Child Second Language Acquisition." Studies in Second Language Acquisition 17, no. 3 (September 1995): 331–51. http://dx.doi.org/10.1017/s0272263100014236.
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The focus of this study is the development of control over anaphoric reference and relativization by children learning ESL in a pull-out classroom employing little overt grammar instruction. Twenty-three children aged 6.5–14 representing ESL proficiency levels 3–5 on the Bilingual Syntax Measure (BSM)were given paper-and-pencil tests to determine comprehension of anaphoric (reflexive and pronominal)reference in English; in addition, they were tested on both comprehension and production of restrictive relative clause types (SS, SO, OO, and OS)in English. Scores were higher on reflexives than on pronominals, with length of residence significant in ambiguous references. Relative clause interpretation varied significantly with proficiency level, but production was not predictable from general proficiency except at BSM level 5, and then only on SO and SS relativization. Transfer from the L1 was minimal. It is concluded that exposure and overall L2 proficiency, rather than age or L1 background, are the most significant factors in the development of these generally untaught and untested “late-learned” rules.
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Iakovleva, Tatiana. "Typological constraints in foreign language acquisition." Language, Interaction and Acquisition 3, no. 2 (December 19, 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 considerable differences between Russian and English native speakers’ performance, particularly with respect to the relative variability in their lexicalization patterns, idiosyncratic forms and structures produced by L2 learners rarely mirror motion conceptualization in their first language, which suggests the absence of a substantial transfer from L1.
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Zyzik, Eve, and Clara Azevedo. "WORD CLASS DISTINCTIONS IN SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 31, no. 1 (March 2009): 1–29. http://dx.doi.org/10.1017/s0272263109090019.
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Although the problem of word class has been explored in numerous first language studies, relatively little is known about this process in SLA. The present study measures second language (L2) learners’ knowledge of word class distinctions (e.g., noun vs. adjective) in a variety of syntactic contexts. English-speaking learners of Spanish from third-semester and third-year courses (N= 240) completed a receptive task that presented contrasting forms belonging to the same word family (e.g.,feliz“happy” andfelicidad“happiness”). The results indicate that learners from both groups are often unable to distinguish among word classes. In particular, learners have significant difficulty in discriminating between adjectives and nouns. Although ambiguous surface morphology contributes to word class confusions, the results suggest that L2 learners do not always recognize derivational suffixes that clearly mark word class. These difficulties are interpreted as stemming from weak syntactic morphological knowledge as well as incomplete knowledge of L2 distributional regularities.
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Kostadinova, Viktorija, Nuria Yáñez-Bouza, Gea Dreschler, Sune Gregersen, Beáta Gyuris, Kathryn Allan, Maggie Scott, et al. "I English Language." Year's Work in English Studies 98, no. 1 (2019): 1–166. http://dx.doi.org/10.1093/ywes/maz004.
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Abstract This chapter has fourteen sections: 1. General; 2. History of English Linguistics; 3. Phonetics and Phonology (not covered this year); 4. Morphology; 5. Syntax; 6. Semantics; 7. Lexicography, Lexicology, and Lexical Semantics; 8. Onomastics; 9. Dialectology and Sociolinguistics; 10. New Englishes and Creolistics; 11. Second Language Acquisition. 12. English as a Lingua Franca; 13. Pragmatics and Discourse. 14. Stylistics. Section 1 is by Viktorija Kostadinova; section 2 is by Nuria Yáñez-Bouza; sections 4 and 5 are by Gea Dreschler and Sune Gregersen; section 6 is by Beáta Gyuris; section 7 is by Kathryn Allan; section 8 is by Maggie Scott; section 9 is by Lieselotte Anderwald; section 10 is by Sven Leuckert; section 11 is by Tihana Kraš; section 12 is by Tian Gan, Ida Parise, Sum Pok Ting, Juliana Souza da Silva and Alessia Cogo; section 13 is by Beke Hansen; section 14 is by Jessica Norledge.
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Snape, Neal, and Tanja Kupisch. "Ultimate attainment of second language articles: A case study of an endstate second language Turkish-English speaker." Second Language Research 26, no. 4 (September 24, 2010): 527–48. http://dx.doi.org/10.1177/0267658310377102.
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An area of considerable interest in second language (L2) acquisition is the difficulties learners face with the acquisition of articles. This article examines the role of prosody in the acquisition of articles by an endstate L2 English speaker focusing on the free morphemes the and a. In order to analyse the articles produced by a Turkish speaker named SD, we used the Praat (Boersma and Weenink, 2006) phonetic analysis software to determine the prosodic shape of each article in article + noun configurations and article + adjective + noun configurations. The aim of the analysis is to see whether a more detailed analysis of the data would be fully consistent with the strong or weak interpretation of the Prosodic Transfer Hypothesis. The findings of our analysis show that SD produces a large percentage of stressed articles, which are non target-like. We discuss the implications of our analysis for the interlanguage representation of articles by SD as well as the Prosodic Transfer Hypothesis.
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Henderson, Lalitha. "Interference in Second Language Learning." ITL - International Journal of Applied Linguistics 81-82 (January 1, 1988): 73–111. http://dx.doi.org/10.1075/itl.81-82.04hen.
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Abstract This study deals with the acquisition of English and Tamil as a second language and to explain the errors found in the speech of L2 learners caused by the interference from the first language within the frame of reference of the phonological system of the target language (L2) as perceived and produced by the native speaker of the first language (L1). The overall systems are compared so as to highlight the most genera] similarities and differences. The comparison also focuses on the similarities and contrasts between the phonetic manifestations of each phonological unit of L1 and its counterpart in L2. The data from the actual speech of English and Tamil by the L2 speakers are used to bring out the contrast between the two languages and the L1 interference on L2.
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Hamid, M. Obaidul, and Linh Dieu Doan. "The problematic of second language errors." Australian Review of Applied Linguistics 37, no. 2 (January 1, 2014): 123–44. http://dx.doi.org/10.1075/aral.37.2.03ham.
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The significance of errors in explicating Second Language Acquisition (SLA) processes led to the growth of error analysis in the 1970s which has since maintained its prominence in English as a second/foreign language (L2) research. However, one problem with this research is errors are often taken for granted, without problematising them and their identification. Against this background, the present study aimed to: (a) measure L2 English teachers’ ability to interpret L2 learner intentions in idiosyncratic expressions, and (b) bring to light factors that facilitate error identification. Findings show that: (1) there is a significant difference between L2 students’ intentions and teachers’ interpretations of those intentions; and (2) L2 English teachers’ knowledge of students’ L1 is not an advantage in error detection. Teacher interview data were drawn on to explicate text interpretation, reconstruction and error identification, suggesting implications for L2 research and pedagogy.
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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 (April 24, 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 immersion, and phonological environment. Findings/Conclusion: Performance was better overall on the voiceless than the voiced inter-dental, but the phonological environment mattered: performance was at ceiling for both in the medial position, but less good in the initial and final positions. Early age of acquisition conspired with length of residence in the USA to foster better production for both sounds. However, substitutions for target segments were still observed in the most fluent speakers. These results indicate that in determining speakers’ proficiency in the second language, we must consider all of these factors—phonological environment, age of acquisition, and length of stay—together to gain a comprehensive picture of development. Originality: Few studies have examined Ghanaian speakers’ English, even though English is the official language of Ghana. Further, previous studies on second-language speakers’ abilities with inter-dental fricatives have largely focused on word-initial environments. The present study reveals that distinct phonological environments may not show the same effect. Here, speakers were particularly accurate in intervocalic positions. Significance: This study contributes to theoretical debates concerning the roles of input and age of acquisition for second-language learning. It also provides insights on some of the possible hurdles that second-language learners face as they strive to acquire additional languages, which can assist second-language teachers in designing appropriate methodologies to help learners.
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Moloi, Francina L. "Regularisation of irregular verbs in child English second language acquisition." Southern African Linguistics and Applied Language Studies 31, no. 1 (March 2013): 61–70. http://dx.doi.org/10.2989/16073614.2013.793951.
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Chen, Chen. "A Study on Positive Transfer of Native Language and Second Language Teaching Methods." Theory and Practice in Language Studies 10, no. 3 (March 1, 2020): 306. http://dx.doi.org/10.17507/tpls.1003.06.
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Native language is one of the important factors that affect second language acquisition (SLA). However, compared with the heated discussion about the negative transfer of native language, the positive transfer of native language lacks due attention. Taking Chinese and English as a case study, this paper first reveals the similarities between the two languages, then discusses the positive effects of native language on SLA, and finally explores English teaching methods so as to promote the positive transfer of native language and reduce the negative transfer.
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Ko, Heejeong, Tania Ionin, and Ken Wexler. "The Role of Presuppositionality in the Second Language Acquisition of English Articles." Linguistic Inquiry 41, no. 2 (April 2010): 213–54. http://dx.doi.org/10.1162/ling.2010.41.2.213.
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This article investigates the role of presuppositionality (defined as the presupposition of existence) in the second language (L2) acquisition of English articles. Building upon the proposal in Wexler 2003 that young English-acquiring children overuse the with presuppositional indefinites, this article proposes that presuppositionality also influences article (mis)use in adult L2 acquisition. This proposal is supported by experimental results from the L2 English of adult speakers of Korean, a language with no articles. The experimental findings indicate that presuppositional indefinite contexts trigger overuse of the with indefinites in adult L2 acquisition, as in child L1 acquisition (cf. Wexler 2003). The effects of presuppositionality are teased apart from the effects of other semantic factors previously examined in acquisition, such as scope (Schaeffer and Matthewson 2005) and specificity (Ionin, Ko, and Wexler 2004). The results provide evidence that overuse of the in L2 acquisition is a semantic rather than pragmatic phenomenon. Implications of these findings for overuse of the in L1 acquisition are discussed. This article also has implications for the study of access to Universal Grammar in L2 acquisition, as well as for the number and type of semantic universals underlying article choice crosslinguistically.
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Ton, Nu Linh Thoai. "Bridging Second Language Acquisition Research and English Language Teaching: An Interview with Robert DeKeyser." RELC Journal 51, no. 2 (July 15, 2020): 324–30. http://dx.doi.org/10.1177/0033688220936742.
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Işik, Ali. "The Role of Input in Second Language Acquisition." ITL - International Journal of Applied Linguistics 129-130 (January 1, 2000): 225–74. http://dx.doi.org/10.1075/itl.129-130.04isi.
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The present study investigates the combined effects of different amounts of comprehension-based and form-focused instruction on skill-based proficiency and knowledge of grammatical structures of beginner-level efl students. Specifically, the study addresses the following research questions : 1) Does a basically comprehension-based program of instruction supported by form-focused instruction help beginner-level efl learners improve/develop their listening, reading and writing abilities more than a basically form- focused program of instruction? 2) Does a basically form-focused program of instruction help beginner-level efl learners improve their knowledge of grammatical structures more than a basically comprehension-based program of instruction? One experimental and one control group, each containing 20 lycee prep level Turkish efl students, participated in the study. The subjects in the experimental and control groups were randomly selected from among lycee prep classes in two different schools. The experimental group enrolled in a program of comprehension-based instruction supported by form- focused instruction; whereas, the control group enrolled in a basically form-focused program of instruction. Both the experimental and control groups had 29 hours of efl instruction per week for 36 weeks. Different instruments were used to see the effects of these two different types of instruction on their reading, listening, writing skills and knowledge of grammatical structures. At the end of the fourth month, both groups were given the listening, reading and writing components of the Key English Test (ket) and the grammar component of the Oxford Placement Test. At the end of the eighth month, they were given the Preliminary English Test (pet) and another version of the grammar component of the Oxford Placement Test. The results indicated that the program of comprehension-based efl instruction supported by form-focused instruction was more effective than a basically form-focused program of instruction in helping beginner-level students develop their listening, reading, and writing skills as well as their knowledge of grammatical structures.
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Pienemann, Manfred, Malcolm Johnston, and Geoff Brindley. "Constructing an Acquisition-Based Procedure for Second Language Assessment." Studies in Second Language Acquisition 10, no. 2 (June 1988): 217–43. http://dx.doi.org/10.1017/s0272263100007324.
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This article reports on a first attempt to develop and test run an observation procedure for assessing the syntactic and morphological development of adult learners of English as a second language (ESL) as evidenced in spontaneous speech production. The procedure is based on the profile analysis approach, which was first developed by Crystal, Fletcher, and Gorman (1976) for the assessment of impaired speech (English) and later adapted to the assessment of second language development (German) by Clahsen (1985). The theoretical basis of the procedure is the multidimensional model of second language acquisition (SLA) developed by Meisel, Clahsen, and Pienemann (1981) and extended to ESL acquisition by Pienemann and Johnston (1987a). According to the model, invariant developmental stages in the acquisition of certain syntactic and morphological elements in German and English can be predicted and explained in terms of hierarchically ordered speech processing constraints.In order to assess the developmental stage of ESL learners, an observation form was drawn up, incorporating a selection of morphosyntactic features whose presence or absence in a taped sample of natural speech was monitored by assessors. The ratings made by the assessors were then compared to those assigned through a detailed linguistic analysis to test the feasibility of using a “shorthand” version of a profile analysis.Analysis of the outcomes of the test run revealed significant correlations between the assessments and the linguistic analysis. But some variation was found in the assessors' ability to apply the assessment criteria, and the extent of agreement between the assessors' observations and the linguistic analysis was less than would be acceptable in the given theoretical framework. However, the source of these problems was identified through the first test run and suggestions were made for further refining the procedure to improve its accuracy.
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Haznedar, Belma. "The acquisition of tense—aspect in child second language English." Second Language Research 23, no. 4 (October 2007): 383–417. http://dx.doi.org/10.1177/0267658307080330.
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The aim of this article is two-fold: to test the Aspect Hypothesis, according to which the early use of tense—aspect morphology patterns by semantic/aspectual features of verbs, and Tense is initially defective (e.g. Antinucci and Miller, 1976; Bloom et al., 1980; Andersen and Shirai, 1994; 1996; Robison, 1995; Shirai and Andersen, 1995; Bardovi-Harlig, 1998; Shirai, 1998); and to test Gavruseva's aspectual features account, according to which inherent aspectual properties of the verbs such as telicity and punctuality determine which verbs will be non-finite and which verbs will not (Gavruseva, 2002; 2003; 2004) in child L2 acquisition. Based on longitudinal data from a Turkish child second language (L2) learner of English, we present counter evidence for both hypotheses. First, it is shown that despite the fact that the early production of past tense morphology occurs exclusively with punctual predicates, data from copula be, auxiliary do and pronominal subjects do not show any evidence for defective tense. Second, contrary to what is predicted in Gavruseva's hypothesis, the rate of uninflected punctual verbs is much higher than that of uninflected non-punctual verbs in the child L2 grammar.
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Mo, Junhua. "Second Language Acquisition of English Unaccusative Verbs: A Theoretical Critique and Prospects for Future Studies." Theory and Practice in Language Studies 10, no. 6 (June 1, 2020): 657. http://dx.doi.org/10.17507/tpls.1006.05.
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Unaccusative verbs are a focus of second language acquisition research. Taking the second language acquisition of English unaccusative verbs as an example, this study first reviews the Unaccusative Hierarchy Hypothesis, the Unaccusative Trap Hypothesis and the Semantic Verb Class Hypothesis, which are exclusively concerned with the acquisition of unaccusative verbs. Then it examines the Entrenchment Hypothesis and the Interface Hypothesis, which address language acquisition in general, but shed light on the second language acquisition of English unaccusative verbs. This study maintains that these five hypothesis help to provide a panoramic view of second language acquisition of English unaccusative verbs. But it also points out that these hypotheses need to be further tested. It advises future studies to take a usage-based theoretical approach. It also calls for more attention to the possible between-verb variations, the possible influence of L1 transfer and the online processing of English unaccusative verbs
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Weisberg, Jill, Shannon Casey, Zed Sevcikova Sehyr, and Karen Emmorey. "Second language acquisition of American Sign Language influences co-speech gesture production." Bilingualism: Language and Cognition 23, no. 3 (May 15, 2019): 473–82. http://dx.doi.org/10.1017/s1366728919000208.
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AbstractPrevious work indicates that 1) adults with native sign language experience produce more manual co-speech gestures than monolingual non-signers, and 2) one year of ASL instruction increases gesture production in adults, but not enough to differentiate them from non-signers. To elucidate these effects, we asked early ASL–English bilinguals, fluent late second language (L2) signers (≥ 10 years of experience signing), and monolingual non-signers to retell a story depicted in cartoon clips to a monolingual partner. Early and L2 signers produced manual gestures at higher rates compared to non-signers, particularly iconic gestures, and used a greater variety of handshapes. These results indicate susceptibility of the co-speech gesture system to modification by extensive sign language experience, regardless of the age of acquisition. L2 signers produced more ASL signs and more handshape varieties than early signers, suggesting less separation between the ASL lexicon and the co-speech gesture system for L2 signers.
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PARADIS, JOHANNE, MABEL L. RICE, MARTHA CRAGO, and JANET MARQUIS. "The acquisition of tense in English: Distinguishing child second language from first language and specific language impairment." Applied Psycholinguistics 29, no. 4 (October 2008): 689–722. http://dx.doi.org/10.1017/s0142716408080296.
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ABSTRACTThis study reports on a comparison of the use and knowledge of tense-marking morphemes in English by first language (L1), second language (L2), and specific language impairment (SLI) children. The objective of our research was to ascertain whether the L2 children's tense acquisition patterns were similar or dissimilar to those of the L1 and SLI groups, and whether they would fit an (extended) optional infinitive profile, or an L2-based profile, for example, the missing surface inflection hypothesis. Results showed that the L2 children had a unique profile compared with their monolingual peers, which was better characterized by the missing surface inflection hypothesis. At the same time, results reinforce the assumption underlying the (extended) optional infinitive profile that internal constraints on the acquisition of tense could be a component of L1 development, with and without SLI.
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Pica, Teresa. "Morpheme Data Analysis in Second Language Acquisition Research." ITL - International Journal of Applied Linguistics 79-80 (January 1, 1988): 77–112. http://dx.doi.org/10.1075/itl.79-80.04pic.
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Abstract This article will review options which confront second language acquisition researchers in their analysis of a learner’s morpheme production. It will first critically examine several different procedures which can be used to compute production accuracy, particularly when assigning values to morpheme oversuppliance, substitution, and regularization, and then review various ways in which morpheme suppliance scores can be computed within individual linguistic contexts or on overall basis, across a speaker’s corpus. Conversations with 18 native Spanish speaking adult acquirers of English L2 will be used to highlight the often contradictory results obtained when one procedure is chosen over another to quantify the same corpus of morphemes, and to set forth problems which arise when comparisons are made of learners whose morpheme production accuracy has not been computed under the same procedures. Finally, the argument will be made that issues arising from procedural choices in morpheme data analysis are also relevant to research on other dimensions of second language acquisition.
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Fitzpatrick, Tess. "Review of doctoral research in second language acquisition in Wales (2003–2008)." Language Teaching 43, no. 4 (August 23, 2010): 496–521. http://dx.doi.org/10.1017/s0261444810000029.
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An objective selection protocol identified 25 Ph.D. theses from Welsh universities in the period 2003–2008 which are relevant to the field of second language acquisition. Most of these fall into three broad subject areas: language in school, acquisition and assessment of spoken language, and lexical issues. The last of these encompasses the majority of theses reviewed here, and includes studies of vocabulary assessment, collocation and association, and the organisation of the bilingual lexicon. Research methods vary greatly, from classroom observations and questionnaires to lexical decision tasks and ERP (event-related potentials) techniques, and the stronger Ph.D.s tend to use mixed-methods research design. One persistent theme is that confounding complexities emerge from even the most specific and precise experimental studies. The most valuable doctoral research here recognises that its role is to investigate, with academic rigour, well-defined aspects of those complexities, and to clearly state its position in a larger investigative context.
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Aljumah, Fahad Hamad. "Second Language Acquisition: A Framework and Historical Background on Its Research." English Language Teaching 13, no. 8 (July 31, 2020): 200. http://dx.doi.org/10.5539/elt.v13n8p200.
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Research shows many problems and ambiguities of second language acquisition (SLA), which have made learners and readers worldwide unsatisfied. Therefore, this study attempts to highlight theories and research that have comprehensive explanations of the problems and ambiguities of second language acquisition, which learners of English as a Foreign Language (EFL) face while learning a second or foreign language. After that, the study discusses a framework discussion on second language acquisition (SLA). It discusses the historical background of SLA research on different decades and the most notable views of different scholars throughout the past decades on second language acquisition. This study is a longitudinal research that identifies the advantages that could be an assist to English as Foreign Language (EFL) learners. Longitudinal research is always based on the qualitative method. This study's data is based on the qualitative method that collects views, opinions, materials, and earlier studies on second language acquisition (SLA). It reveals the most significant theories which precisely connected to second language acquisition (SLA) and largely to applied linguistics. The study resulted in that: (i) second language acquisition still has several doubts and ambiguities in its many different aspects, (ii). In this study, the researcher summarizes second language acquisition (SLA) research's main goals and draws comparisons on the scholars' dissimilarities between language learning and second language acquisition (SLA) on different perceptions that could give insights towards learning of second and foreign languages easily by the English as Foreign Language (EFL) learners.