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Relevant bibliographies by topics / First and Second Language Acquisition

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Academic literature on the topic 'First and Second Language Acquisition'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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Journal articles on the topic "First and Second Language Acquisition"

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Laufer, Batia, and Liubov Baladzhaeva. "First language attrition without second language acquisition." ITL - International Journal of Applied Linguistics 166, no. 2 (2015): 229–53. http://dx.doi.org/10.1075/itl.166.2.02lau.

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We investigate whether Russian immigrants in Israel with little or no knowledge of Hebrew (L2) experience attrition of Russian (L1). We compared immigrants with no knowledge of Hebrew (−Hebrew), immigrants who knew Hebrew (+Hebrew), and monolingual controls on correctness judgment of collocations and of complex grammatical constructions. On collocations, the −Hebrew immigrants performed similarly to the +Hebrew immigrants. On grammatical constructions, they performed worse. Results of grammatical constructions correlated positively with Hebrew proficiency and usage. We conclude that immigrants with no L2 knowledge can experience just as much, or even more, attrition of L1 as immigrants with L2 knowledge. Moreover, higher L2 proficiency may positively affect L1 maintenance.

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

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This study determined whether the long-range outcome of first-language acquisition, when the learning begins after early childhood, is similar to that of second-language acquisition. Subjects were 36 deaf adults who had contrasting histories of spoken and sign language acquisition. Twenty-seven subjects were born deaf and began to acquire American Sign Language (ASL) as a first language at ages ranging from infancy to late childhood. Nine other subjects were born with normal hearing, which they lost in late childhood; they subsequently acquired ASL as a second language (because they had acquired spoken English as a first language in early childhood). ASL sentence processing was measured by recall of long and complex sentences and short-term memory for signed digits. Subjects who acquired ASL as a second language after childhood outperformed those who acquired it as a first language at exactly the same age. In addition, the performance of the subjects who acquired ASL as a first language declined in association with increasing age of acquisition. Effects were most apparent for sentence processing skills related to lexical identification, grammatical acceptability, and memory for sentence meaning. No effects were found for skills related to fine-motor production and pattern segmentation.

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Savignon, Sandra J., and Carol Pfaff. "First and Second Language Acquisition Processes." Modern Language Journal 71, no. 4 (1987): 434. http://dx.doi.org/10.2307/328477.

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Slabakova, Roumyana. "Adult second language acquisition." Linguistic Approaches to Bilingualism 3, no. 1 (2013): 48–72. http://dx.doi.org/10.1075/lab.3.1.03sla.

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This review article selects and elaborates on the important issues of adult second language acquisition research in the second decade of the twenty-first century. The fundamental question of whether adult second language acquisition and child first language acquisition are similar or different is addressed throughout the article. The issues of a critical period for acquisition, the importance of the linguistic input, and processing are discussed. Generative as well as usage-based perspectives are considered. Future research concerns and promising areas of investigation are proposed.

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

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This paper explores the crosslinguistic influences of first and second language on third language acquisition. While it has earlier been argued that Universal Grammar is lost with subsequent language acquisition, some studies indicate that Universal Grammar is not lost and is also applied when acquiring other languages. By drawing on two studies of third language acquisition where the third languages are V2, it is shown that when it comes to acquiring a third language, transfer can happen from both the first and second languages. One study showed that both the first and second languages can influence the acquisition of a third language while another argued in favor of the second language being the most dominant influence. On the basis of an examination of different theoretical approaches to language transfer, this paper argues that the Typological Primacy Model provides the most convincing and pragmatic explanation in that language transfer depends on linguistic circumstances.

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Foster–Cohen, Susan. "SLA AND FIRST LANGUAGE ACQUISITION." Annual Review of Applied Linguistics 19 (January 1999): 3–21. http://dx.doi.org/10.1017/s0267190599190019.

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In a brief article published some years ago (Foster-Cohen 1993), I suggested that fruitful collaboration between the fields of first and second language acquisition was underexploited. I also suggested that second language researchers were, in general, better at keeping themselves informed of developments in first language studies than first language researchers were at paying attention to second language issues. I think it fair to say that there are some signs this is changing. One is the now established existence of the journal Language Acquisition (Lawrence Erlbaum Associates), started in 1990, which publishes work in both first and second language acquisition with a view to understanding the nature of language acquisition in general. Its preference for papers that address issues in formal linguistic theory complements well Applied Psycholinguistics (Cambridge University Press), which has always published material relevant to both fields, but which also goes well beyond acquisition issues in its brief. A second factor seems to be a gentle but insistent re-examination of issues in bilingualism and a growing awareness that bilingual studies, second language studies, and first language studies overlap in important ways in the study of the bilingual individual. One key indicator of this shift is the appearance of a new journal Bilingualism: Language and Cognition (Cambridge University Press).

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

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AbstractPrior to the late 1960s second language acquisition was thought to be a relatively uninteresting phenomenon; it involved transferring grammatical properties already activated in the first language (L 1) onto second language (L 2) vocabulary. Successful L 2 learners were those who could capitalise on the similarities between the L 1 and the L 2, and eradicate the differences; and successful language teaching involved training learners to overcome the L 1-L 2 differences. Today, perceptions of second language acquisition are more sophisticated and nuanced. Second language acquisition researchers are interested in questions bearing not only on the influence of the L 1, but also on the degree of systematicity in L 2 development, the role that L 1, but also on the degree of systematicity in L 2 development, the role that conscious knowledge plays, the sources of variability in second language speaker performance, the ultimate levels of success achieved by L 2 learners of different ages, and individual differences between learners. The purpose of this article is to present what the authors believe to be some of the key issues which characterise current second language acquisition research, and to consider those issues within the specific context of the acquisition of French as second language.

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Shadmanova, Nigora Irgashevna, and Umidaxon Abdikarimovna Usmonova. "EFFECTIVENESS OF FIRST LANGUAGE IN ACQUISITION OF SECOND LANGUAGE." Theoretical & Applied Science 93, no. 01 (2021): 235–37. http://dx.doi.org/10.15863/tas.2021.01.93.40.

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Derakhshan, Ali, and Elham Karimi. "The Interference of First Language and Second Language Acquisition." Theory and Practice in Language Studies 5, no. 10 (2015): 2112. http://dx.doi.org/10.17507/tpls.0510.19.

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Verhoeven, Ludo Th, and Hendrik E. Boeschoten. "First language acquisition in a second language submersion environment." Applied Psycholinguistics 7, no. 3 (1986): 241–55. http://dx.doi.org/10.1017/s0142716400007554.

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ABSTRACTIn the present paper a linguistic description is given of the process of first language acquisition of Turkish children aged 4 to 8 in a Dutch submersion environment in the Netherlands. On the basis of the assumption that language development involves the acquisition of distinct subskills in differential patternings, the development of lexical, morphosyntactic, and pragmatic abilities have been investigated separately. Furthermore, these longitudinal data are compared with cross-sectional language data of five- and seven-year-old children in Turkey. This comparison was made in order to be able to interpret whether the Turkish language skills of native Turkish-speaking children in the Netherlands were showing delay, stagnation, or attrition of skills. The overall results suggest that in the age range of 4 to 8 years the acquisition of first language skills by Turkish children in the Netherlands can best be characterized as stagnated.

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Dissertations / Theses on the topic "First and Second Language Acquisition"

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Lawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading." Diss., UMK access, 2005.

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Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005.<br>"A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.

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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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Li, Mingyue. "An investigation into the differential effects of subtitles (first language, second language, and bilingual) on second language vocabulary acquisition." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22013.

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Video recordings can be subtitled in three ways: with first language (L1) subtitles, with second language (L2) subtitles, or with first language plus second language (bilingual or L1+L2) subtitles. The first two types of subtitles are widely discussed in previous research with regard to how they affect language learning. However, the effects of bilingual subtitles have not been widely studied. This study aims to examine the pedagogical effects of bilingual subtitles on vocabulary acquisition in the L2 classroom. A seven-week quasi-experimental study was conducted with four English-major classes in year-3 in a Chinese university: three experimental groups and one control group. Students in the three experimental classes were exposed to three documentary films on very similar topics with the three different types of subtitles in turn. They then took a vocabulary test relating to the lexical items encountered in the films. At the end of the experiment, they were given a questionnaire to explore their opinions towards differential subtitles in relation to their language learning. The results demonstrated a significant advantage of bilingual subtitling in videos for students’ receptive vocabulary knowledge and recall at post-test and this advantage was maintained at delayed post-test. The bilingual subtitles probably are more effective than monolingual subtitles with regard to students’ vocabulary acquisition in short-term and long-term. Also, bilingual subtitles were preferred by a majority of students in respect of video understanding and vocabulary learning. L2 subtitles were favoured by more students for improving their listening comprehension. Pedagogical implications for the use of differential subtitles in the L2 classroom are discussed.

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Berlin, Andreas, and Kajsa Hammarström. "First Language Use in Second and Foreign Language Teaching." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125620.

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The Swedish curriculum for the subject English in upper secondary school clearly states the English should be used“as far as possible” in the classroom. However, the possible amount of first language usage is never mentioned. Thisfact piqued our interest for investigating how much, if any, first language use is beneficial for learning a newlanguage. For this reason, we decided to pose our research questions as follows: What are the different views on theusage of the L1 in an L2 and foreign-language classroom according to the teachers and learners? What has been saidabout only target language usage from a historical and a contemporary perspective? Does the use of the L1 in asecond-language/foreign-language classroom have a positive or negative effect on the learners’ language learning?To answer these questions, we have read and analysed sixteen empirical studies. Firstly, the research shows that bothlearners and teachers prefer to use the second language/target language as much as possible. However, they alsorecognise the benefits that the first language can have. The second question we have answered using both empiricalstudies as well as theorists from second language acquisition research and sociocultural theory. Our literaturedescribes a shift in language learning and teaching, from the bilingual grammar-translation method towards a moremonolingual classroom where the first language has no place. However, the empirical studies signal a new shift insecond-language/foreign-language education, reverting back to a more bilingual approach. Finally, all studies agreethat the first language has a complementary role in the language classroom, and if used properly, it can have apositive effect on language acquisition. Through our results we argue that the first language can increase the learners’motivation, move the tasks along and create a non-threatening environment where learners can feel safe to use thetarget language. Although the first language can benefit second language learning, learners and teachers must beaware of the danger of extensive usage, as it should remain a supplement to the target language.

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Lu, Yuan. "The acquisition of Chinese connectives by second language learners." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5560.

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This study investigates the acquisition of Chinese connectives by second language learners under the theoretical framework of usage-based theory. Language is not a random set of words and phrases, but rather a coherent and cohesive set of utterances. As such, learning a second language (L2) entails, among other processes, learners’ development of employing cohesive devices to construct a coherent discourse in their target language. One type of cohesive devices frequently used by L2 learners is connectives. In Chinese, connectives are utilized to denote various semantic relationships between the clauses in a compound sentence. Due to their flexibility and complexity in nature, Chinese connectives present a huge challenge to L2 learners’ learning. However, to date no study has been set up to explore the learners’ development of Chinese connectives within L2 Chinese research community. This study aims to fill this gap in the literature and build an L2 acquisitional model of Chinese connectives under the theoretical framework of Constructionist Usage-based Theory. Constructionist Usage-based Theory maintains that the basic unit of language is constructions and that the syntactic and lexical form of constructions and its corresponding semantic and discourse functions are conventionalized in language usage. According to these notions, language learning is believed to be driven by the factors grounded in the form and function of constructions in language usage. This study specifically examines how the factors of frequency, form, function, contingency (interaction of form and function), and L1-tuned attention affect L2 Chinese learners’ development of Chinese connectives. Furthermore, the study investigates the learners’ knowledge about the distribution of Chinese connectives across different proficiency levels. Specifically, this study aims to address four research questions: (1) what is the relationship between L2 learners’ proficiency level and language background and the acquisition of Chinese connectives?; (2) do L2 learners overuse or underuse Chinese connectives in constructing responses when the other in a pair is given and what errors do L2 learners make when using Chinese connectives?; (3) how can 12 target pairs of Chinese connectives be categorized into (hierarchical) groups based on L2 Chinese learners’ performance?; and (4) how do theoretically-motivated models represent the factorial structure underlying L2 acquisition of Chinese connectives? To address the four research questions, this study elicited L2 Chinese learners’ performance in two tests: a mini-discourse completion test and a form-function association test. In the mini-discourse completion test, learners were required to supply a missing clause to complete a three-clause discourse in which one of paired connectives was embedded; in the form-function association test, learners were asked to choose options of paired connectives to link two given clauses where connectives were omitted. Results showed that the development of all Chinese paired connectives was positively correlated to L2 learners’ L2 proficiency level. Learners with heritage language background seemed to have an advantage over less frequent and less prototypical connectives. Predominantly, L2 learners underused Chinese connectives, resulting from the cross-linguistic influence of disparity between English and Chinese connectives at the structural level in particular and between English and Chinese textual cohesion at the discourse level in general. Based on L2 learners’ performances in the two tests, the 12 pairs of Chinese connectives were classifier into four hierarchical groups. Confirmatory factor analyses showed that the usage-based factors (i.e., frequency, co-occurrence strength, formulaicity, prototypicality, contingency, and L1-tuned attention) jointly determined the L2 acquisition and development of Chinese connectives in a complex, adaptive, dynamic manner. Summarizing these findings, this study proposed a usage-based acquisitional model of L2 Chinese connectives, providing theoretical contributions to the usage-based theory and pedagogical implications for Chinese connectives.

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Muramatsu, Chie. "Portraits of second language learners: agency, identities, and second language learning." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4885.

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This study is a qualitative examination of second language (L2) learning processes by four advanced learners of Japanese in the community of a summer intensive full-immersion program in the United States. Using L2 socialization theory as a theoretical framework, this study conceives of L2 learning as a process of social participation in a community of practice and examines L2 learning processes by four learners, focusing on the dynamic interplay between the affordances of the social community and the agency of the individual learners. The purpose of this study is twofold: (a) It investigates the ways in which the four learners exercise their agency to pursue their goals of learning Japanese and (b) it documents how the different ways in which the four learners exercise agency form different trajectories of learning and create different experiences of L2 socialization. This study has adopted an ethnographic case study approach to the investigation of research inquiries. Through the analyses of data obtained from multiple sources, including interviews with the four learners, observations of their engagement in the community of practice of the summer intensive full-immersion program, their audio-recorded conversations with other members of the community, and various artifacts, this study explores the role of L2 learner agency in the process of L2 socialization and describes in depth their experiences of learning Japanese from their emic perspectives. The case studies of the four learners have highlighted the different ways in which they engaged in the community of practice, understood their tasks of learning Japanese, interpreted the affordances of the social community, negotiated the meaning of their participations, defined and redefined their sense of self, and eventually achieved their L2 learning goals. The findings suggest that the richness and effectiveness of a social environment are not characterized by the physical and academic affordances of a social community alone; rather they are constructed in a dynamic relation between the affordance structure of a social community and the L2 learners' agency in the pursuit of the joint enterprise of making L2 learning happen. With regard to the role of L2 learner agency, the study has foregrounded the important role of the aspirations of the four L2 learners for personal transformation and negotiation of the meaning of self of the past, the present, and the future. The findings suggest that L2 learners' diverse and complex social and personal desires for learning an L2 may not be able to be explained using the notion of investment (Norton, 1995, 2000) alone. Since the SLA debate initiated by Firth and Wagner (1997, 2007), SLA research has begun to reconceptualize L2 learners as socially situated beings with diverse needs, wants, and identities. This study presents four portraits of L2 learners who engaged in the enterprise of learning Japanese, as a means of contributing to this reconceptualization, and explores for these four learners what it meant to learn Japanese in the summer of 2010.

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Lepine, Christine. "Adolescent learners' awareness of first language influence on their second language knowledge." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33912.

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This research is a replication and expansion of Lightbown and Spada (2000) which investigated the metalinguistic awareness of 11--12 year-old francophone learners of English as second language (ESL). Their research examined whether young L2 learners were able to make explicit L1 rules influencing their L2 performance. The present research builds on Lightbown and Spada (2000) by comparing their findings to those of older and more proficient francophone ESL learners (12--16 years old) in secondary school. As observed with the younger learners in Lightbown and Spada (2000), the interlanguage of the older learners revealed a clear influence of transfer of French even though they were more accurate in their overall performance. The results also indicated that the older learners were capable of considerable metalinguistic awareness regarding the target features (question formation and adverb placement). This contrasts sharply with Lightbown and Spada's (2000) in which there was no evidence of metalinguistic awareness on the part of the younger learners.

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Cho, Ji-Hyeon Jacee. "Remapping nominal features in the second language." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3278.

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This dissertation investigates second language (L2) development in the domains of morphosyntax and semantics. Specifically, it examines the acquisition of definiteness and specificity in Russian within the Feature Re-assembly framework (Lardiere, 2009), according to which the hardest L2 learning task is not to reset parameters but to reconfigure, or remap features from the way they are assembled in the L1 into new formal configurations in the L2. Within the Feature Re-assembly approach, it has been argued that re-assembling features that are represented overtly in the L1 and mapping them onto those that are encoded covertly by context in the L2 will present a greater difficulty than re-assembling features in the opposite direction (Slabakova, 2009). This dissertation examines the acquisition of four linguistic properties (types of modifiers, word order, indefinite determiners and case marking) that encode definiteness and specificity overtly or covertly in L2 Russian by English and Korean speakers. The native languages of the learners were chosen specifically in order to test various overt-covert mappings. The data obtained from two experimental tasks (grammaticality and felicity judgments) completed by 56 Russian native speaker controls, 51 English- and 53 Korean-speaking learners support Slabakova's prediction that overt-to-covert realization of the feature is more challenging than covert-to-overt realization. In addition, the findings uncovered other important factors facilitating or impeding acquisition, such as the nature of the form-to-meaning mapping (one-to-one or one-to-many) and the availability of clear, unambiguous evidence for a certain mapping in the input available to learners. Results also reveal that the presence or absence of the L1 transfer depends on the overt/covert status of the feature in the L2. That is, when the feature is marked overtly in both the L1 and L2, L1 transfer has facilitative effect on the acquisition of the feature. On the contrary, when the feature is marked covertly in both the L1 and L2, L1 transfer has no or negative effects. These findings provide new insights into the effects of the native language on L2 learnability and enable us to come to a more precise and fine-grained understanding of grammatical meaning acquisition in the second language.

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Gürel, Ayşe. "Linguistic characteristics of second language acquisition and first language attrition : Turkish overt versus null pronouns." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38201.

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This thesis investigates the binding of overt and null subject pronouns in second language (L2) acquisition and first language (L1) attrition of Turkish. The aim is to provide a comparative investigation of language transfer effects in the ultimate state of the L2 and L1 grammar. More specifically, it examines transfer effects from English L1 and English L2 into the grammars of Turkish L2 and Turkish L1, respectively.<br>In this thesis, I propose that the Subset Condition (Berwick, 1985; Manzini & Wexler, 1987) can account for transfer phenomena observed in both L2 acquisition and L1 attrition. I argue that the subset relation that holds between the L1 and the L2 can be a predictor for the extent and duration of cross-linguistic transfer in L2 acquisition and L1 attrition. In other words, whether or not a particular property will resist L2 acquisition and undergo L1 attrition can be determined by looking at the subset relationship between the L1 and the L2 with respect to that property.<br>The prediction is that in configurations where the 'influencing language' (L1 in L2 acquisition and L2 in L1 attrition) is the superset of the 'affected language' (L2 in L2 acquisition and L1 in L1 attrition), L1 transfer effect will persist in L2 acquisition and we will see more signs of L2 transfer into the L1 grammar, resulting in more attrition effects.<br>Pronominal binding is chosen to investigate such cross-linguistic transfer effects. English and Turkish differ with respect to governing domains and types of pronominals present in two languages. Turkish, being a pro-drop language, allows null subject pronouns in main and embedded clauses. It also has a special type of anaphoric pronominal, kendisi, for which English has no corresponding form.<br>Two experiments were conducted to test L2 acquisition and L1 attrition of binding properties of Turkish overt and null subject pronouns under the influence of English. Participants included native English-speakers living in Turkey (end-state L2 Turkish speakers) and native Turkish-speakers living in North America (end-state L2 English speakers). Overall, results obtained from the two studies reveal cross-linguistic transfer effects in the manner predicted. In particular, properties of English overt pronouns (e.g., him/her) are transferred onto the overt Turkish pronoun o in L2 acquisition and in attrition, whereas properties of the Turkish null pronoun and the anaphoric pronominal kendisi are unaffected by English.

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Yang, Shuyi. "Constructing informal diagnostic reading assessment instruments for lower-level Chinese as second language readers." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6343.

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Reading in a second language (L2) is a complex process that poses formidable obstacles for readers, especially those in the initial stages of learning. The challenge is particularly daunting for lower-level Chinese L2 readers with an alphabetic first language (L1) background. Chinese is a logographic, deep orthography with unique linguistic features that necessitate specific reading processes and skills. The development of Chinese L2 reading competence is heavily dependent upon instruction. Effective instruction requires accurate diagnoses of the learners’ reading problems and appropriate selection of instructional materials. Compared with standardized proficiency tests that provide little diagnostic information, and formal diagnostic assessments that are inconvenient to use in daily instruction for diagnostic purposes, informal diagnostic assessment tools enable language teachers to better accommodate the instructional needs of learners to identify reading weaknesses and select suitable materials. However, thus far, instruction-informative, diagnostically rich, and flexible informal diagnostic reading assessment for Chinese L2 reading is lacking. This study aims to fill a gap in the Chinese L2 reading assessment field by exploring the applicability of three tasks as informal reading diagnostic assessment tools to measure comprehension performance, detect reading problems, and determine instructional material difficulty levels for lower-level Chinese L2 readers. These three assessment instruments are: oral word reading, word segmentation, and oral passage reading. This study is a necessary step towards constructing diagnostic Chinese reading assessment instruments that can be used by classroom teachers. It also contributes to the Chinese L2 reading field theoretically because it examines whether an L1 English reading theory can be applied to explain L2 Chinese reading. The participants in this study were 70 lower-level English-speaking learners of Chinese from several universities in the United States and China. The results showed that all three of the informal diagnostic instruments effectively predict reading comprehension, with oral passage reading emerging as the strongest indicator. One shared construct, oral reading fluency, underlies the three diagnostic instruments. Oral reading fluency strongly predicts comprehension, suggesting that there is commonality in reading across languages, and theories designed for L1 alphabetic language reading can be well applied to Chinese L2 reading. Chinese orthographic characteristics also exert influence on reading, as manifested in the stronger role of fluency in predicting comprehension and the word segmenting processes in reading. The informal diagnostic instruments can also be used to evaluate instructional material difficulty. Two of the three textbook-equivalent texts examined in this study fit the learners’ reading level, while most learners felt one of the texts was too difficult to read. L2 readers have diverse profiles and they develop their componential skills in different ways, whereas the crucial role of word-level processing in reading remains stable across reader patterns. Generally speaking, the three diagnostic instruments were moderately difficult for the participants in this study, and the two oral reading tasks were more challenging than the word segmentation. The quantity and quality of learners’ errors when completing these three diagnostic instruments reveal rich information about their reading processes and problems. The findings offered strong support for the three instruments as effective tools for diagnostic purposes in Chinese lower-level L2 reading instruction and indicated the importance of developing reading fluency and training word-level processing skills.

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Books on the topic "First and Second Language Acquisition"

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First and Second Language Acquisition: Parallels and Differences. Cambridge University Press, 2011.

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Consonant gemination in first and second language acquisition. Pacini editore, 2014.

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Richards, Brian, Michael H. Daller, David D. Malvern, Paul Meara, James Milton, and Jeanine Treffers-Daller, eds. Vocabulary Studies in First and Second Language Acquisition. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230242258.

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Blom, Elma, Ineke van de Craats, and Josje Verhagen, eds. Dummy Auxiliaries in First and Second Language Acquisition. DE GRUYTER, 2013. http://dx.doi.org/10.1515/9781614513476.

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Blom, Elma. Dummy auxiliaries in first and second language acquisition. De Gruyter Mouton, 2013.

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Bogdan, Dorothy. The importance of first language literacy in the acquisition of a second language: Research report. Canadian Multilingual Literacy Centre, 1995.

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Miles, Turnbull, and Dailey-O'Cain Jennifer, eds. First language use in second and foreign language learning. Multilingual Matters, 2009.

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Loebel, Thomas. First before second: The importance of first language in literacy acquisition. Adult Basic Education Unit, Board of Education for the City of Toronto, 1993.

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Division, California Child Development, ed. Assessing the development of a first and a second language in early childhood: Resource guide. The Department, 1998.

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Wilder, Chris. Chinese matters: From grammar to first and second language acquisition. Tapir Academic Press, 2010.

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Book chapters on the topic "First and Second Language Acquisition"

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Nunan, David. "First-language and second-language acquisition." In What is This Thing Called Language? Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-28499-0_9.

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Meisel, Jürgen M. "Child second language acquisition or successive first language acquisition?" In Current Trends in Child Second Language Acquisition. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/lald.46.04mei.

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Rast, Rebekah. "6. First exposure." In Cognitive Processing in Second Language Acquisition. John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/celcr.13.10ras.

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Schmid, Monika. "First Language Attrition." In The Routledge Handbook of Second Language Acquisition and Speaking. Routledge, 2022. http://dx.doi.org/10.4324/9781003022497-37.

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Kail, Michèle, and Maya Hickmann. "Introduction. New perspectives in the study of first and second language acquisition." In Language Acquisition and Language Disorders. John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/lald.52.01kai.

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Sadeghi, Karim. "First Language Attrition and SLA: An Interview with Monika Schmid." In Talking About Second Language Acquisition. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99758-8_10.

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Littlemore, Jeannette. "15. Metaphoric competence in the first and second language." In Cognitive Processing in Second Language Acquisition. John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/celcr.13.20lit.

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Birdsong, David. "Negative Evidence in First- and Second-Language Acquisition." In Metalinguistic Performance and Interlinguistic Competence. Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/978-3-642-74124-1_6.

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Schmid, Monika S., Concepción Soto, and Julia Heimann. "The Psycholinguistics of First Language Attrition." In The Routledge Handbook of Second Language Acquisition and Psycholinguistics. Routledge, 2022. http://dx.doi.org/10.4324/9781003018872-7.

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Dechert, Hans, and Manfred Raupach. "5. Prosodic patterns of proceduralized speech in second and first language narratives." In Sound Patterns in Second Language Acquisition, edited by Allan James and Jonathan Leather. De Gruyter, 1986. http://dx.doi.org/10.1515/9783110878486-006.

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Conference papers on the topic "First and Second Language Acquisition"

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Gao, Xin-Yan. "A Comparison of First and Second Language Acquisition." In International Conference on Humanity and Social Science (ICHSS2016). WORLD SCIENTIFIC, 2017. http://dx.doi.org/10.1142/9789813208506_0041.

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Meurant, R. C. "The Relevance of Spatial Play to First and Second Language Acquisition." In 2006 International Conference on Hybrid Information Technology. IEEE, 2006. http://dx.doi.org/10.1109/ichit.2006.253480.

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Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.

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"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"

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Maximova, Olga, and Yury Medvedev. "CROSS-LINGUISTIC INFLUENCE IN THIRD LANGUAGE ACQUISITION: THE CASE OF GERMAN AS THE FIRST FOREIGN LANGUAGE AND ENGLISH AS THE SECOND FOREIGN LANGUAGE." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0939.

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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. 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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Grujić, Tatjana. "L2 TENSE TRANSFER IN EFL LEARNING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.441g.

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In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult bilinguals have shown a bidirectional interaction between the two linguistic systems: not only does L1 influence L2, but L2 influences L1 as well. In this study, conducted among adult students of English (B2 to C1 level language users, according to CEFR), we examine the influence of English as a foreign language upon Serbian as a native tongue in terms of tense transfer. More precisely, the study explores how the subjects interpret and translate the secondary meanings of the English past tense. The basic meaning of the past tense is to locate an event (or state) in the past. However, in its secondary meanings (backshift past in reported clauses, counterfactual present in adverbial clauses of condition and ‘past subjunctive’ when expressing wishes and regrets) it does not refer to the past time. The error analysis of students’ English to Serbian translations provides evidence of L2 influence: learners tend to use the Serbian past rather than the present tense in their translations. Pedagogical implications of this study of misuse of L1 tense include focusing on explicit corrective feedback and polishing instructional materials.

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Settles, Burr, Chris Brust, Erin Gustafson, Masato Hagiwara, and Nitin Madnani. "Second Language Acquisition Modeling." In Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications. Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-0506.

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Applin, Anne Gates. "Second language acquisition and CS1." In the thirty-second SIGCSE technical symposium. ACM Press, 2001. http://dx.doi.org/10.1145/364447.364579.

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Jun, Sun-Ah, and Mira Oh. "Acquisition of second language intonation." In 6th International Conference on Spoken Language Processing (ICSLP 2000). ISCA, 2000. http://dx.doi.org/10.21437/icslp.2000-754.

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Reiter, Ehud, Roma Robertson, and Liesl Osman. "Knowledge acquisition for natural language generation." In the first international conference. Association for Computational Linguistics, 2000. http://dx.doi.org/10.3115/1118253.1118283.

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Reports on the topic "First and Second Language Acquisition"

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Alderks, Cathie E. An Annotated Bibliography on Second Language Acquisition. Defense Technical Information Center, 1994. http://dx.doi.org/10.21236/ada282713.

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Bess, Dee. The Constraints of a Typological Implicational Universal for Interrogatives on Second Language Acquisition. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6962.

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O'Malley, J. M., Anna U. Chamot, Lisa Kupper, and Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Defense Technical Information Center, 1987. http://dx.doi.org/10.21236/ada192006.

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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.

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Sowers, Andrew. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second Language Vocabulary Acquisition. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5865.

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O'Malley, J. M., R. P. Russo, and A. U. Chamot. Basic Skills Resource Center. A Review of the Literature on the Acquisition of English as a Second Language: The Potential for Research Applications. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada160395.

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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.

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Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

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This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises several issues that have to be attended in order to achieve success. Since learning a language implies hard work and effort, teachers must try different methods and approaches relying upon scientific evidence based on one fundamental assumption: people learn by doing things themselves.

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Horwitz, Benjamin A., and Barbara Gillian Turgeon. Fungal Iron Acquisition, Oxidative Stress and Virulence in the Cochliobolus-maize Interaction. United States Department of Agriculture, 2012. http://dx.doi.org/10.32747/2012.7709885.bard.

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Our project focused on genes for high affinity iron acquisition in Cochliobolus heterostrophus, a necrotrophic pathogen of maize, and their intertwined relationship to oxidative stress status and virulence of the fungus on the host. An intriguing question was why mutants lacking the nonribosomal peptide synthetase (NRPS) gene (NPS6) responsible for synthesis of the extracellular siderophore, coprogen, are sensitive to oxidative stress. Our overall objective was to understand the mechanistic connection between iron stress and oxidative stress as related to virulence of a plant pathogen to its host. The first objective was to examine the interface where small molecule peptide and reactive oxygen species (ROS) mechanisms overlap. The second objective was to determine if the molecular explanation for common function is common signal transduction pathways. These pathways, built around sensor kinases, response regulators, and transcription factors may link sequestering of iron, production of antioxidants, resistance to oxidative stress, and virulence. We tested these hypotheses by genetic manipulation of the pathogen, virulence assays on the host plant, and by following the expression of key fungal genes. An addition to the original program, made in the first year, was to develop, for fungi, a genetically encoded indicator of redox state based on the commercially available Gfp-based probe pHyper, designed for animal cell biology. We implemented several tools including a genetically encoded indicator of redox state, a procedure to grow iron-depleted plants, and constructed a number of new mutants in regulatory genes. Lack of the major Fe acquisition pathways results in an almost completely avirulent phenotype, showing how critical Fe acquisition is for the pathogen to cause disease. Mutants in conserved signaling pathways have normal ability to regulate NPS6 in response to Fe levels, as do mutants in Lae1 and Vel1, two master regulators of gene expression. Vel1 mutants are sensitive to oxidative stress, and the reason may be underexpression of a catalase gene. In nps6 mutants, CAT3 is also underexpressed, perhaps explaining the sensitivity to oxidative stress. We constructed a deletion mutant for the Fe sensor-regulator SreA and found that it is required for down regulation of NPS6 under Fe-replete conditions. Lack of SreA, though, did not make the fungus over-sensitive to ROS, though the mutant had a slow growth rate. This suggests that overproduction of siderophore under Fe-replete conditions is not very damaging. On the other hand, increasing Fe levels protected nps6 mutants from inhibition by ROS, implying that Fe-catalyzed Fenton reactions are not the main factor in its sensitivity to ROS. We have made some progress in understanding why siderophore mutants are sensitive to oxidative stress, and in doing so, defined some novel regulatory relationships. Catalase genes, which are not directly related to siderophore biosynthesis, are underexpressed in nps6 mutants, suggesting that the siderophore product (with or without bound Fe) may act as a signal. Siderophores, therefore, could be a target for intervention in the field, either by supplying an incorrect signal or blocking a signal normally provided during infection. We already know that nps6 mutants cause smaller lesions and have difficulty establishing invasive growth in the host. Lae1 and Vel1 are the first factors shown to regulate both super virulence conferred by T-toxin, and basic pathogenicity, due to unknown factors. The mutants are also altered in oxidative stress responses, key to success in the infection court, asexual and sexual development, essential for fungal dissemination in the field, aerial hyphal growth, and pigment biosynthesis, essential for survival in the field. Mutants in genes encoding NADPH oxidase (Nox) are compromised in development and virulence. Indeed the triple mutant, which should lack all Nox activity, was nearly avirulent. Again, gene expression experiments provided us with initial evidence that superoxide produced by the fungus may be most important as a signal. Blocking oxidant production by the pathogen may be a way to protect the plant host, in interactions with necrotrophs such as C. heterostrophus which seem to thrive in an oxidant environment.

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