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Journal articles on the topic 'First and Second Language Acquisition'
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1
Laufer, Batia, and Liubov Baladzhaeva. "First language attrition without second language acquisition." ITL - International Journal of Applied Linguistics 166, no. 2 (December 30, 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 (December 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 (February 25, 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 (March 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 (January 30, 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 (October 18, 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 (September 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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Nau, Nicole. "First and second language acquisition: Towards a reconcillation." Lingua Posnaniensis 56, no. 1 (July 24, 2015): 125–40. http://dx.doi.org/10.2478/linpo-2014-0008.
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Abstract For the past two decades, research on first language acquisition on the one side, and on second language acquisition and learning on the other have largely developed separately, probably as a reaction to the failure of earlier attempts to use the same methods or simply transfer insights gained in one of the fields to the other. T his article argues that a reconciliation may be fruitful, provided that different aspects which have often got blurred in the discussion are considered separately. These aspects include the assessment of multilingualism and monolingualism, the age factor and the definition of “first” and “second” language, the understanding of linguistic competence and of completeness of acquisition, different forms of acquisition and learning, and uniformity vs. individual differences in the process of language acquisition. By challenging some widely held views on characteristics of first language acquisition and its differences to second language learning, more fine-grained research questions are revealed, some of which have been addressed in recent studies on language acquisition and multilingualism
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Han, Weifeng. "First Language Bidialectism and Associative Learning in Second Language Acquisition." Studies in English Language Teaching 3, no. 1 (March 6, 2015): 65. http://dx.doi.org/10.22158/selt.v3n1p65.
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<em>The faculty of grammar has long been known to be critical to language acquisition, but recent studies have called into question whether innate capacities included only knowledge of grammatical structure. This paper reports research on language-learning impaired children’s language acquisition and first language (L1) bidialectal children learning a second language. It proposes that learners will benefit from their L1 bidialectal knowledge in second language (L2) learning, since L1 bidialectals exhibit better syntactic awareness of L2 specific structures. It further argues that mechanism of association, rather than rule computation, plays a more important role in L2 acquisition.</em>
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Gnevsheva, Ksenia, Anita Szakay, and Sandra Jansen. "Lexical preference in second dialect acquisition in a second language." International Journal of Bilingualism 26, no. 2 (October 31, 2021): 163–80. http://dx.doi.org/10.1177/13670069211036932.
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Aims and objectives/purpose/research questions: How does second dialect acquisition in a second language compare to that in a first language in terms of rates and predictors of second dialect vocabulary use? Design/methodology/approach: A lexical preference task was completed by four groups of participants residing in Australia: first language speakers of Australian (L1D1) and American (L1D2) English, and first language speakers of Russian who acquired Australian (L2D1) and American (L2D2) English first. The participants named objects which are denoted by different words in American and Australian English (e.g. bell pepper vs capsicum). Data and analysis: The response was coded as either American or Australian, and percentage of use of Australian items was calculated for each group. Findings/conclusions: L1D1 used Australian words the most and L1D2 the least. L2D1 and L2D2 fell between the two L1 groups. L1D2 rate of use was predicted by proportion of life spent in Australia. L2D1 were more likely to choose Australian words if they had lived in Australia longer and had positive attitudes toward Australia. L2D2 were less likely to use Australian words the longer they had lived in the USA. Similar, but not identical, factors predict second dialect acquisition in the first and second languages. Originality: The research is innovative in considering second dialect acquisition in second language speakers and creates a bridge between second language and second dialect acquisition research. Significance/implications: The finding that second language speakers may be more flexible in second dialect acquisition than first language speakers has important implications for our understanding of cognitive and social constraints on acquisition.
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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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Kachru, Yamuna. "Cognitive and Cultural Styles in Second Language Acquisition." Annual Review of Applied Linguistics 9 (March 1988): 149–63. http://dx.doi.org/10.1017/s0267190500000866.
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The goals of second language acquisition research, as of first language acquisi-tion research, are to determine exactly what is acquired and precisely how it is acquired. The first concern leads to questions such as the following in the case of second language acquisition [SLA]•How comparable are the first and second languages of the learners?•What effect does the perceived closeness or distance of the two languages have on second language acquisition?•Do learners only acquire linguistic categories and structures of the second language, or do they also acquire a different set of cognitive structures and cultural categories? And finally,•Do they acquire only linguistic rules, or do they also acquire the sociocultural conventions of language use relevant to the second language?The second concern leads to the following question:•What role do cognitive styles, learning strategies, and personality factors—either innate or acquired as a result of socialization in a particular community—play in second language acquisition?
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MEISEL, JÜRGEN M. "The weaker language in early child bilingualism: Acquiring a first language as a second language?" Applied Psycholinguistics 28, no. 3 (June 11, 2007): 495–514. http://dx.doi.org/10.1017/s0142716407070270.
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Past research demonstrates that first language (L1)-like competence in each language can be attained in simultaneous acquisition of bilingualism by mere exposure to the target languages. The question is whether this is also true for the “weaker” language (WL). The WL hypothesis claims that the WL differs fundamentally from monolingual L1 and balanced bilingual L1 and resembles second language (L2) acquisition. In this article, these claims are put to a test by analyzing “unusual” constructions in WLs, possibly indicating acquisition failure, and by reporting on analyses of the use of French by bilinguals whose dominant language is German. The available evidence does not justify the claim that WLs resemble L2. Instead, it shows that WL development can be delayed, but does not suggest acquisition failure. Finally, reduced input is unlikely to cause acquisition failure. The fundamental issue at stake is to explore the limits of the human language making capacity.
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Coventry, Kenny, Pedro Guijarro-Fuentes, and Berenice Valdés. "On the First and Second Language Acquisition of Spatial Language." Spatial Cognition & Computation 12, no. 4 (October 2012): 219–30. http://dx.doi.org/10.1080/13875868.2012.713058.
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Clahsen, Harald, and Pieter Muysken. "How adult second language learning differs from child first language development." Behavioral and Brain Sciences 19, no. 4 (December 1996): 721–23. http://dx.doi.org/10.1017/s0140525x00043600.
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AbstractWe argue that the model developed in Epstein et al.'s target article does not explain differences between child first language (LI) acquisition and adult second language (L2) acquisition. We therefore sketch an alternative view, originally developed in Clahsen and Muysken (1989), in the light of new empirical findings and theoretical developments.
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Comrie, Bernard. "Second Language Acquisition and Language Universals Research." Studies in Second Language Acquisition 12, no. 2 (June 1990): 209–18. http://dx.doi.org/10.1017/s0272263100009098.
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To the extent that language universals represent internal properties of human beings, one would expect them to manifest themselves in first language (L1) acquisition. Whether they should also manifest themselves in second language (L2) acquisition depends on whether or not language universals remain accessible to adults. The relation between L2 acquisition and language universals research is examined with respect to three phenomena: extraction, where the subset principle makes interesting predictions, although the second language data are far from clear; structure dependence, where there is evidence for the continuation beyond puberty of a general formal property of language; and the distribution of overt reflexives, which has a functional basis and therefore poses the interesting question whether or not this functional basis is accessible to language learners.
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Foster-Cohen, Susan. "First language acquisition... second language acquisition: ‘What’s Hecuba to him or he to Hecuba?’." Second Language Research 17, no. 4 (October 2001): 329–44. http://dx.doi.org/10.1177/026765830101700403.
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Second language (L2) research appeals to first language acquisition research frequently and standardly. It is important, however, to take stock from time to time of the uses that second language acquisition (SLA) makes of its sister field. Whether we use first language (L1) research to generate or bolster the importance of a particular research question, to argue for a fundamental similarity or a fundamental difference between the two sorts of acquisition, or to offer guidance in the formulation of research paradigms, it is important that we do so with our critical eyes open.This article examines the possible and specific relationships between L1 acquisition and SLA, with the aim of showing that a number of assumptions warrant closer inspection. It begins by examining the expressions ‘first language acquisition’ and ‘second language acquisition’, suggesting that the syntactic and lexical parallelism between the two masks important issues internal to the fields involved. It then explores problems in distinguishing L1 from L2 acquisition from three different perspectives: individual language learner histories, the data, and the mechanisms proposed to account for the two types of acquisition. Finally, it takes a brief look at the sociology of L1 and L2 studies, and suggests that second language study has yet to assume fully its rightful place in the academy.
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Foster-Cohen, S. "First language acquisition . . . second language acquisition: ‘What’s Hecuba to him or he to Hecuba?’." Second Language Research 17, no. 4 (October 1, 2001): 329–44. http://dx.doi.org/10.1191/026765801681495859.
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Buckledee, Steve. "Motivation and Second Language Acquisition." ELOPE: English Language Overseas Perspectives and Enquiries 5, no. 1-2 (June 16, 2008): 159–70. http://dx.doi.org/10.4312/elope.5.1-2.159-170.
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A feature of Italian universities is the high student drop-out rate in nearly all degree courses. It is likely that among the causes of this phenomenon a significant factor is loss of motivation. This study represents the first stage of a longitudinal research project aimed at monitoring students’ motivation levels over a three-year period. At the beginning of the academic year 2008-2009 a questionnaire was administered to 150 newly enrolled students of English at the University of Cagliari in Italy. The closed-response items were designed to measure the respondents’ instrumental and intrinsic motivation. The responses were then considered in the light of the following variables: age, gender, level of competence in English and choice of degree course. The major finding was that a clear majority of respondents reported a considerably higher level of intrinsic than instrumental motivation, while the most significant variables were shown to be competence level and choice of degree.
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Haerazi, Haerazi. "PRINCIPLES OF SECOND LANGUAGE ACQUISITION IN CHILDREN." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 3, no. 1 (February 28, 2020): 1. http://dx.doi.org/10.33394/jo-elt.v3i1.2424.
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To understand the principles of second language acquisition, we could adopt a variety of perspective. Research on second language acquisition (SLA) by children and adults is characterized by many different subfields and perspectives, both cognitive and social in orientation. Although children feature as participants in this research, it is relatively rare to find reviews or overviews of SLA that deal specifically with child SLA although there are a few important exceptions. This general lack of focus on children’s SLA is somewhat surprising, considering that data from children as first language learners have often provided a basis and impetus for SLA theorizing. Among the best-known first language studies to prove influential was Brown’s seminal work showing a predictable order of morpheme acquisition by children under the age of three. Many early years settings now welcome children and families from different cultures who use languages other than English. Young children who are starting to learn English as an additional language may also be attending a nursery school, pre-school, day nursery or child-minder perhaps for the first time. They will bring with them many skills and experiences from their home culture and will be both anxious and excited about their new situation. A good foundation for learning English as an additional language is embedded in quality early years practice. To know more about the principle of second language acquisition in children, this paper will present some issues related with it such as the nature and the role of language learning and the logical problem in language learning.
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Dirix, Nicolas, and Wouter Duyck. "The first- and second-language age of acquisition effect in first- and second-language book reading." Journal of Memory and Language 97 (December 2017): 103–20. http://dx.doi.org/10.1016/j.jml.2017.07.012.
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Foster-Cohen, Susan H. "Directions of influence in first and second language acquisition research." Second Language Research 9, no. 2 (June 1993): 140–52. http://dx.doi.org/10.1177/026765839300900204.
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This article explores ways in which studies in second language acquisition (SLA) research can illuminate first language acquisition research. The discussion revolves around the issues of learner strategies, individual variation, the acquisition of late learned structures, bilingualism, the role of Universal Grammar (UG) and the fate of obsolete knowledge in acquisition. It is argued that second language research in these (and other) areas can provide fresh insights into familiar problems and raise issues not commonly given consideration in first language acquisition studies.
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Abrahamsson, Niclas. "Natural Phonology and Second Language Acquisition." EUROSLA 6 55 (January 1, 1996): 9–21. http://dx.doi.org/10.1075/ttwia.55.02abr.
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This paper looks at whether Natural Phonology can be directly applied to second language acquisition. First, the original theory, as presented by Stampe and Donegan in the 1970s, is outlined. Secondly, its application to first language acquisition is presented, as this is highly crucial for the following discussion on the naturalness of second language phonology. Thirdly, an attempt is made to establish a preliminary model of the application to second language speech. Findings indicate that Natural Phonology is able to, if not resolve, then at least shed some light on a controversial issue in second language research, namely the distinction between interference and development. With the dichotomy of processes vs. rules offered by Natural Phonology, and hence the interpretation of deviations in second language research as the result of failure of suppression and limitation of processes (instead of as the result of interference from LI phonological rules), the interference/ development distinction collapses. In addition, a principle of closest phonetic value' is postulated in order to explain substitutional variation across learners with differing LI backgrounds. Although highly promising, application of Natural Phonology to second language issues also raises inherent problems in the original theory that need to be resolved. Instead of the notions of innateness and latency of processes proposed by Stampean Natural Phonology, in this paper, suggestions are made concerning the brain's early programming of processes in the form of a model which covers both first and second language acquisition.
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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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MAYBERRY, RACHEL I. "When timing is everything: Age of first-language acquisition effects on second-language learning." Applied Psycholinguistics 28, no. 3 (June 11, 2007): 537–49. http://dx.doi.org/10.1017/s0142716407070294.
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The present paper summarizes three experiments that investigate the effects of age of acquisition on first-language (L1) acquisition in relation to second-language (L2) outcome. The experiments use the unique acquisition situations of childhood deafness and sign language. The key factors controlled across the studies are age of L1 acquisition, the sensory–motor modality of the language, and level of linguistic structure. Findings consistent across the studies show age of L1 acquisition to be a determining factor in the success of both L1 and L2 acquisition. Sensory–motor modality shows no general or specific effects. It is of importance that the effects of age of L1 acquisition on both L1 and L2 outcome are apparent across levels of linguistic structure, namely, syntax, phonology, and the lexicon. The results demonstrate that L1 acquisition bestows not only facility with the linguistic structure of the L1, but also the ability to learn linguistic structure in the L2.
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Lima Júnior, Ronaldo Mangueira. "Complexity in second language phonology acquisition." Revista Brasileira de Linguística Aplicada 13, no. 2 (June 11, 2013): 549–76. http://dx.doi.org/10.1590/s1984-63982013005000006.
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This paper aims at situating the representation and investigation of second language phonology acquisition in light of complexity theory. The first section presents a brief historical panorama of complexity and chaos theory on second language acquisition, followed by the possible phonological representations and analyses aligned with such perspective. Finally, the issue of second language phonology acquisition is revisited.
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Spada, Nina, and Patsy M. Lightbown. "Instruction, First Language Influence, and Developmental Readiness in Second Language Acquisition." Modern Language Journal 83, no. 1 (March 1999): 1–22. http://dx.doi.org/10.1111/0026-7902.00002.
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Loewen, Shawn, and Masatoshi Sato. "Interaction and instructed second language acquisition." Language Teaching 51, no. 3 (June 7, 2018): 285–329. http://dx.doi.org/10.1017/s0261444818000125.
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Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and laboratory-based, that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output. The review continues with an overview of specific areas of interaction research. The first investigates interlocutor characteristics, including (a) first language (L1) status, (b) peer interaction, (c) participation structure, (d) second language (L2) proficiency, and (e) individual differences. The second topic is task characteristics, such as task conditions (e.g. information distribution, task goals), task complexity (i.e. simple or complex), and task participation structure (i.e. whole class, small groups or dyads). Next, the review considers various linguistic features that have been researched in relation to interaction and L2 learning. The review then continues with interactional contexts, focusing especially on research into computer-mediated interaction. The review ends with a consideration of methodological issues in interaction research, such as the merits of classroom and lab-based studies, and the various methods for measuring the noticing of linguistic forms during interaction. In sum, research has found interaction to be effective in promoting L2 development; however, there are numerous factors that impact its efficacy.
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Glahn, Esther, Gisela Håkansson, Björn Hammarberg, Anne Holmen, Anne Hvenekilde, and Karen Lund. "PROCESSABILITY IN SCANDINAVIAN SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 23, no. 3 (September 2001): 389–416. http://dx.doi.org/10.1017/s0272263101003047.
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This paper reports on a test of the validity of Pienemann's (1998) Processability Theory (PT). This theory predicts that certain morphological and syntactic phenomena are acquired in a fixed sequence. Three phenomena were chosen for this study: attributive adjective morphology, predicative adjective morphology, and subordinate clause syntax (placement of negation). These phenomena are located at successive developmental stages in the hierarchy predicted by PT. We test whether they actually do appear in this predicted hierarchical order in the L2 of Danish, Norwegian, and Swedish learners. The three languages mentioned are very closely related and have the same adjective morphology and subordinate clause syntax. We can, therefore, treat them as one language for the purposes of this study. Three analyses have been carried out: The first follows Pienemann's theory and is concerned only with syntactic levels; the second is a semantic analysis of the acquisition of number versus that of gender; the third analysis studies the various kinds of mismatches between the inflection of the noun, the controller, and the adjective. The results are the following: The first test supports PT as it has been described by Pienemann. The second analysis shows that there is an acquisitional hierarchy such that number is acquired before gender (in adjectives), and the mismatch analysis raises questions about the fundamental assumptions of the theory.
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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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Stringer, David. "Spatial Feature Assembly in First and Second Language Acquisition." Spatial Cognition & Computation 12, no. 4 (October 2012): 252–74. http://dx.doi.org/10.1080/13875868.2011.568271.
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Steinhauer, Karsten. "How dynamic is second language acquisition?" Applied Psycholinguistics 27, no. 1 (January 2006): 92–95. http://dx.doi.org/10.1017/s0142716406060176.
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Clahsen and Felser (CF) present a thought-provoking article that is likely to have a strong impact on the field, in particular, on developmental psycholinguistics and second language (L2) acquisition research. Unlike the majority of previous work on language acquisition that focused on “competence,” that is, the knowledge basis underlying grammar, CF emphasize the need to approach language acquisition with psycholinguistic measures of processing. Based primarily on behavioral and electrophysiological on-line data, they argue that language acquisition in early first language (L1) and late L2 follows different patterns.
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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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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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Thomas, Margaret. "The doctorate in Second Language Acquisition." Linguistic Approaches to Bilingualism 3, no. 4 (October 11, 2013): 509–31. http://dx.doi.org/10.1075/lab.3.4.05tho.
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This article surveys nine graduate programs that confer doctoral degrees in Second Language Acquisition, the first of which was founded in 1988, 25 years ago. I examine warrants for the establishment of PhD programs in second language acquisition, the array of institutional bases on which they rest, and their curricula. I also point out distinctive features of particular programs, and report some of the ways in which this relatively new option for graduate education in the field of second language acquisition can be assessed. The goal is to reflect on what the existence and content of PhD programs in second language acquisition contributes to the discipline overall.
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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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Dörnyei, Zoltán. "Individual differences in second language acquisition." AILA Review 19 (November 9, 2006): 42–68. http://dx.doi.org/10.1075/aila.19.05dor.
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Ever since the early days of its existence, the field of psychology has been trying to achieve two different and somewhat contradictory objectives: to understand the general principles of the human mind and to explore the uniqueness of the individual mind. The latter direction has formed an independent subdiscipline within the field, usually referred to as individual difference (ID) research. IDs are a prominent feature of SLA because a great deal of the variation in language learning outcomes is attributable, either directly or indirectly, to various learner characteristics. This paper first provides an overview of the five most important ID variables (personality, aptitude, motivation, learning styles and learning strategies) and then concludes by describing certain common themes in contemporary ID research.
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Ellis, Rod. "Second language acquisition, teacher education and language pedagogy." Language Teaching 43, no. 2 (September 10, 2009): 182–201. http://dx.doi.org/10.1017/s0261444809990139.
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Various positions regarding the Second Language Acquisition (SLA) – Language Pedagogy (LP) nexus have been advanced. Taking these as a starting point, this article will examine the nature of the SLA/LP relationship both more generally and more concretely. First, it will place the debates evident in the different positions regarding the relationship in a broader educational and professional context by examining the nature of the theory/practice nexus – because the issues at stake do not just concern SLA. Second, it will examine critically a number of options for bridging the divide (e.g. through presenting the pedagogical implications of research, engaging teachers in researching their own classroom or promoting research–teacher collaboration). Third, it will probe the relationship in terms of a framework that links (i) SLA researchers, (ii) classroom researchers, (iii) teacher educators and (iv) language teachers. This framework will serve as a basis for formulating a set of eleven principles that can guide attempts to use SLA theory and research in teacher education programmes.
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Van der Slik, Frans W. P. "ACQUISITION OF DUTCH AS A SECOND LANGUAGE." Studies in Second Language Acquisition 32, no. 3 (June 29, 2010): 401–32. http://dx.doi.org/10.1017/s0272263110000021.
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This study reports on the impact of 11 West European first languages on the acquisition of Dutch. Using data from nearly 6,000 second-language learners, it was found that the mother tongue had a rather large impact on two language skills—namely, oral and written proficiency—as measured by the scores received by these learners on the State Examination of Dutch as a Second Language. Multilevel analyses showed that the effect of the mother tongue can adequately be modeled by means of the cognate linguistic distance measure, adopted from McMahon and McMahon (2005). The explanative power of the genetic linguistic distance measure (Cavalli-Sforza, Menozzi, & Piazza, 1994), on the other hand, was rather poor. Additionally, learner characteristics (age of arrival, length of residence, hours studying Dutch, education, and gender) and context characteristics (quality of schooling in the country of origin and multilingual country of origin) explained part of the variation in Dutch speaking and writing skills.
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White, Lydia. "Second Language Acquisition and Universal Grammar." Studies in Second Language Acquisition 12, no. 2 (June 1990): 121–33. http://dx.doi.org/10.1017/s0272263100009049.
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In this article, the motivation for Universal Grammar (UG), as assumed in the principles and parameters framework of generative grammar (Chomsky, 1981a, 1981b), is discussed, particular attention being paid to thelogical problemof first language acquisition. The potential role of UG in second language (L2) acquisition is then considered. Three different positions are reviewed: (a) the claim that UG is not available to L2 learners; (b) the claim that UG is fully available; and (c) the claim that the L2 learner's access to UG is mediated by the mother tongue. This raises the issue of what kind of evidence can be used to decide between these three positions. Recent experimental research which argues for one or another of these positions by investigating the L2 status of the Subjacency Principle is reviewed, and the implications of this research are discussed.
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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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Slabakova, Roumyana. "Semantic Theory and Second Language Acquisition." Annual Review of Applied Linguistics 30 (March 2010): 231–47. http://dx.doi.org/10.1017/s0267190510000139.
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The article identifies four different types of meaning situated in different modules of language. Such a modular view of language architecture suggests that there may be differential difficulties of acquisition for the different modules. It is argued that second language (L2) acquisition of meaning involves acquiring interpretive mismatches at the first and second language (L1-L2) syntax-semantics interfaces. In acquiring meaning, learners face two types of learning situations. One situation where the sentence syntax presents less difficulty but different pieces of functional morphology subsume different primitives of meaning is dubbed simple syntax–complex semantics. Another type of learning situation is exemplified in less frequent, dispreferred, or syntactically complex sentences where the sentential semantics offers no mismatch; these are labeled complex syntax–simple semantics. Studies representative of these learning situations are reviewed. The issues of importance of explicit instruction with respect to interpretive properties and the effect of the native language are addressed. Studies looking at acquisition of language-specific discourse properties and universal pragmatics are also reviewed. These representative studies and numerous other studies on the L2 acquisition of meaning point to no visible barrier to ultimate success in the acquisition of semantics and pragmatics.
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Gasser, Michael. "Connectionism and Universals of Second Language Acquisition." Studies in Second Language Acquisition 12, no. 2 (June 1990): 179–99. http://dx.doi.org/10.1017/s0272263100009074.
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This article examines the implications of connectionist models of cognition for second language theory. Connectionism offers a challenge to the symbolic models which dominate cognitive science. In connectionist models all knowledge is embodied in a network of simple processing units joined by connections which are strengthened or weakened in response to regularities in input patterns. These models avoid the brittleness of symbolic approaches, and they exhibit rule-like behavior without explicit rules. A connectionist framework is proposed within which hypotheses about second language acquisition can be tested. Inputs and outputs are patterns of activation on units representing both form and meaning. Learning consists of the unsupervised association of pattern elements with one another. A network is first trained on a set of first language patterns and then exposed to a set of second language patterns with the same meanings. Several simulations of constituent-order transfer within this framework are discussed.
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Pallotti, Gabriele. "Towards an Ecology of Second Language Acquisition." EUROSLA 6 55 (January 1, 1996): 121–34. http://dx.doi.org/10.1075/ttwia.55.10pal.
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Recent work in second language acquisition research has seen a renewed interest in 'external factors' affecting the acquisition process. However, few studies have adressed the question of how the interactional features of the social context in which naturalistic learning takes place, can influence second language development. The research presented in this paper is an attempt to fill this gap, in applying a 'language socialization' (Schieffelin & Ochs, 1986) perspective on non-instructed second language acquisition. The subject of the study is a Moroccan five-year- old girl, who was videotaped in an ethnographic study of her acquisition of Italian as a second language. This approach allowed to collect data both on the girl's linguistic development and on the socio-interactional environment in which it took place. It was thus possible to investigate the systematic relationships between interlanguage and its context of acquisition. This preliminary investigation focuses on three different language levels. The first is the lexicon: the very first words learned by the girl can be shown to have a particular relevance for the nursery school's communicative economy. The second area of investigation is morphology. Here, too, one can see how some of the first grammatical morphemes acquired, diminutives and superlatives, played a role in facilitating the learner's socialization. Finally, an examination of how syntactic structures were initially produced, shows that sentence construction was influenced by the interactional needs of the speaker in a particular communicative context. It is argued that all these aspects of second language acquisition can -at least partially - be explained by reference to the socio-cultural context of learning. Given the importance recently attributed to interaction as one of the most powerful determinants of naturalistic second language acquisition, it is suggested that the study of the sociolinguistic environment - or the 'ecology' of second language acquisition - is a profitable direction for future research.
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O'Grady, William. "Language acquisition without an acquisition device." Language Teaching 45, no. 1 (May 11, 2011): 116–30. http://dx.doi.org/10.1017/s026144481000056x.
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Most explanatory work on first and second language learning assumes the primacy of the acquisition phenomenon itself, and a good deal of work has been devoted to the search for an ‘acquisition device’ that is specific to humans, and perhaps even to language. I will consider the possibility that this strategy is misguided and that language acquisition is a secondary effect of processing amelioration: attempts by the processor to facilitate its own functioning by developing routines of particular sorts.
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Clahsen, Harald. "The Comparative Study of First and Second Language Development." Studies in Second Language Acquisition 12, no. 2 (June 1990): 135–53. http://dx.doi.org/10.1017/s0272263100009050.
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This article discusses the relationship of first language (L1) and second language (L2) acquisition. First, different approaches to comparing L1 and L2 development are summarized. Then, I argue for a particular version of the fundamental difference hypothesis. Finally, I illustrate the hypothesis with some evidence from the acquisition of German syntax. It is claimed that the Universal Grammar (UG) approach provides a theoretical framework to explain differences between L1 and (adult) L2 development. In particular I argue that the observed L1/L2 differences can be accounted for by assuming that adult L2 learners cannot use principles of UG as a learning device in the same way as L1 learners use them.
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Ayoun, Dalila. "The subset principle in second language acquisition." Applied Psycholinguistics 17, no. 2 (April 1996): 185–213. http://dx.doi.org/10.1017/s0142716400007633.
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ABSTRACTThis study investigates the applicability of the Subset Principle in the second language (L2) acquisi:ion of the Oblique-Case Parameter by 45 learners of French. First, the Subset Principle is defined and discussed, along with its learnability predictions in first language (L1) acquisition. Then, a brief overview of the relevant literature in L2 acquisition shows that the applicability of the Subset Principle is very much debated. In the present study, the results of a grammaticality judgment task and a correction task provide partial support for the Subset Principle. It seems that the learners have acquired the lack of Exceptional-Case marking and preposition stranding, two of the syntactic properties tested, based on the positive evidence available to them. However, they failed to reject a number of ungrammatical instances of dative alternation and dative passive, leading them to an overgeneralized grammar. It is suggested that L2 learners may need direct or indirect negative evidence to constrain their grammar. Further research is needed to conclude whether the Oblique-Case Parameter really is a parameter of Universal Grammar, and if so, whether adult L2 learners are able to reset their parameters to the proper target language values.