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Journal articles on the topic 'Language acquisition Language acquisition'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Ahibalova, Tetiana. "FOSSILIZATION IN ADULT SECOND LANGUAGE ACQUISITION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 6(74) (2019): 150–53. http://dx.doi.org/10.25264/2519-2558-2019-6(74)-150-153.

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2

DuPlessis, Rachel Blau. "Language Acquisition." Iowa Review 16, no. 3 (1986): 252–83. http://dx.doi.org/10.17077/0021-065x.3440.

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3

Dwyer, Nick. "Language acquisition." Language Learning Journal 39, no. 1 (2011): 121–22. http://dx.doi.org/10.1080/09571736.2011.553472.

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4

Rosdiana, Rosdiana. "Language Acquisition: Classroom Language Acquisition for Preschool Students." Scope : Journal of English Language Teaching 1, no. 01 (2017): 63. http://dx.doi.org/10.30998/scope.v1i01.1092.

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5

McLaughlin, Barry, and Michael Harrington. "Second-Language Acquisition." Annual Review of Applied Linguistics 10 (March 1989): 122–34. http://dx.doi.org/10.1017/s0267190500001240.

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As H. Douglas Brown pointed out in his review (1980), the field of second language acquisition [SLA] has emerged as its own discipline in the 1980s. A somewhat eclectic discipline, research in SLA involves methodologies drawn from linguistics, sociolinguistics, education, and psychology. Theoretical models are equally diverse (McLaughlin 1987), but in general a distinction is possible between representational and processing approaches (Carroll in press). Representational approaches focus on the nature and organization of second-language knowledge and how this information is represented in the mind of the learner. Processing approaches focus on the integration of perceptual and cognitive Processes with the learner's second-languages knowledge. This distinction is used here for purposes of exposition, although it is recognized that some approaches combine both representational and processing features, as any truly adequate model of second-language learning must.

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6

Cruz-Ferreira, Madalena. "First language acquisition and teaching." AILA Review 24 (December 21, 2011): 78–87. http://dx.doi.org/10.1075/aila.24.06cru.

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“First language acquisition” commonly means the acquisition of a single language in childhood, regardless of the number of languages in a child’s natural environment. Language acquisition is variously viewed as predetermined, wondrous, a source of concern, and as developing through formal processes. “First language teaching” concerns schooling in the language that is intended to become the child’s first (or “main”) one. Mainstream teaching practices similarly take languages as formal objects, focusing on literacy skills, so-called phonological awareness, and other teaching about the language. This article gives a first overview of folk beliefs associated with language acquisition and teaching, highlighting whether and how they can guide applied linguists’ concerns about child language development and early pedagogical practices.

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7

Hubackova, Sarka, and Ilona Semradova. "Two ways of second language vocabulary acquisition." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (2017): 01–06. http://dx.doi.org/10.18844/prosoc.v2i11.1897.

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8

Malaia, Evie, and Ronnie B. Wilbur. "Early acquisition of sign language." Sign Language and Linguistics 13, no. 2 (2010): 183–99. http://dx.doi.org/10.1075/sll.13.2.03mal.

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Early acquisition of a natural language, signed or spoken, has been shown to fundamentally impact both one’s ability to use the first language, and the ability to learn subsequent languages later in life (Mayberry 2007, 2009). This review summarizes a number of recent neuroimaging studies in order to detail the neural bases of sign language acquisition. The logic of this review is to present research reports that contribute to the bigger picture showing that people who acquire a natural language, spoken or signed, in the normal way possess specialized linguistic abilities and brain functions that are missing or deficient in people whose exposure to natural language is delayed or absent. Comparing the function of each brain region with regards to the processing of spoken and sign languages, we attempt to clarify the role each region plays in language processing in general, and to outline the challenges and remaining questions in understanding language processing in the brain.

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9

Satterfield, Teresa. "Language acquisition recapitulates language evolution?" Behavioral and Brain Sciences 31, no. 5 (2008): 532–33. http://dx.doi.org/10.1017/s0140525x08005232.

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AbstractChristiansen & Chater (C&C) focus solely on general-purpose cognitive processes in their elegant conceptualization of language evolution. However, numerous developmental facts attested in L1 acquisition confound C&C's subsequent claim that the logical problem of language acquisition now plausibly recapitulates that of language evolution. I argue that language acquisition should be viewed instead as a multi-layered construction involving the interplay of general and domain-specific learning mechanisms.

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10

Lightfoot, David. "Language acquisition and language change." Wiley Interdisciplinary Reviews: Cognitive Science 1, no. 5 (2010): 677–84. http://dx.doi.org/10.1002/wcs.39.

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11

Avrutin, Sergey, Marco Haverkort, and Angeliek van Hout. "Language Acquisition and Language Breakdown." Brain and Language 77, no. 3 (2001): 269–73. http://dx.doi.org/10.1006/brln.2000.2400.

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12

Chater, Nick, and Morten H. Christiansen. "Language Acquisition Meets Language Evolution." Cognitive Science 34, no. 7 (2010): 1131–57. http://dx.doi.org/10.1111/j.1551-6709.2009.01049.x.

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13

Crain, Stephen, Takuya Goro, and Rosalind Thornton. "Language Acquisition is Language Change." Journal of Psycholinguistic Research 35, no. 1 (2006): 31–49. http://dx.doi.org/10.1007/s10936-005-9002-7.

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14

De, Uttaran. "Language acquisition and Language Learning." International Journal of English Learning & Teaching Skills 3, no. 1 (2020): 1671–78. http://dx.doi.org/10.15864/ijelts.3101.

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The requirement of language in day to day communication and the development of it has always been a interesting topic for research. The subject a permutation and combination of different segments of history, literature study, human psychology and also biological influences. This present paper goes through the topic of ‘Language acquisition and language learning’. The paper explores the common philosophical and psychological aspects of learning and acquisition to comment on the difference between the two and also narrates upon the fundamental concepts of language to evoke the relation between language and humans. The paper mainly consists of two segments. The first one talks of the involved terms in general, whereas the other, marks out the psychological and biological sciences hovering the topic suggested by linguists and researchers.

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15

O'Grady, William. "Language acquisition without an acquisition device." Language Teaching 45, no. 1 (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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16

Knight, Kevin. "Integrating knowledge acquisition and language acquisition." Applied Intelligence 1, no. 4 (1992): 277–95. http://dx.doi.org/10.1007/bf00122018.

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17

Kaplan, Robert B., and Wolfgang Klein. "Second Language Acquisition." Language 64, no. 4 (1988): 822. http://dx.doi.org/10.2307/414588.

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18

Shute, Sara. "Understanding Language Acquisition." International Studies in Philosophy 29, no. 2 (1997): 125–26. http://dx.doi.org/10.5840/intstudphil199729251.

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19

Rescorla, Leslie, and Jennifer Mirak. "Normal language acquisition." Seminars in Pediatric Neurology 4, no. 2 (1997): 70–76. http://dx.doi.org/10.1016/s1071-9091(97)80022-8.

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20

Rice, Mabel L. "Children's language acquisition." American Psychologist 44, no. 2 (1989): 149–56. http://dx.doi.org/10.1037/0003-066x.44.2.149.

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21

Eisikovits, Edina. "First language acquisition." Australian Review of Applied Linguistics 8, no. 2 (1985): 55–66. http://dx.doi.org/10.1075/aral.8.2.04eis.

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22

Lieven, Elena. "Bilingual Language Acquisition." Human Development 53, no. 5 (2010): 256–63. http://dx.doi.org/10.1159/000321285.

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23

Goodluck, Helen. "First language acquisition." Wiley Interdisciplinary Reviews: Cognitive Science 2, no. 1 (2010): 47–54. http://dx.doi.org/10.1002/wcs.95.

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24

Juffs, Alan. "Second language acquisition." Wiley Interdisciplinary Reviews: Cognitive Science 2, no. 3 (2010): 277–86. http://dx.doi.org/10.1002/wcs.106.

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25

Gorin, A. L., and S. E. Levinson. "Automated language acquisition." Journal of the Acoustical Society of America 86, S1 (1989): S67—S68. http://dx.doi.org/10.1121/1.2027607.

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26

Pichler, Deborah Chen. "Sign Language Acquisition." Sign Language Studies 11, no. 4 (2011): 637–46. http://dx.doi.org/10.1353/sls.2011.0005.

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27

Imbens-Bailey, Alison L. "Ancestral Language Acquisition." Journal of Language and Social Psychology 15, no. 4 (1996): 422–43. http://dx.doi.org/10.1177/0261927x960154002.

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28

Jaensch, Carol. "Third language acquisition." Linguistic Approaches to Bilingualism 3, no. 1 (2013): 73–93. http://dx.doi.org/10.1075/lab.3.1.04jae.

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Up until around ten years ago, third language acquisition (L3A) research was generally subsumed under the umbrella term of second language acquisition (L2A). In this short space of time, however, L3A has established itself as an independent strand of linguistic research, providing an invaluable source of information into language and language acquisition. This paper emphasises the crucial differences between L2A and L3A. It provides a snapshot of the current state of cognitive research into L3A, discussing studies in the domains of morphology, syntax, phonology and lexicon. Recently proposed (specific L3) generative models are discussed, such as Cumulative Enhancement Model (Flynn, Foley & Vinnitskaya, 2004), L2 Status Factor (Bardel & Falk, 2007) and Typological Primacy Model (Rothman, 2011) together with an alternative proposal (Contextual Complexity Hypothesis, Hawkins & Casillas, 2007). Finally this paper highlights the gaps in our knowledge and the direction for future research in this fast-growing area of research.

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29

Abend, Omri, Tom Kwiatkowski, Nathaniel J. Smith, Sharon Goldwater, and Mark Steedman. "Bootstrapping language acquisition." Cognition 164 (July 2017): 116–43. http://dx.doi.org/10.1016/j.cognition.2017.02.009.

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30

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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31

Smith, Daniel. "Spanish and English contact and morpheme acquisition." Normas 7, no. 2 (2017): 297. http://dx.doi.org/10.7203/normas.v7i2.11166.

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Regarding the order of morpheme acquisition in both first language (L1) and second language (L2) acquisiton there appears to be a so-called 'natural order' of acquisition. In addition, there are peculiarities which are part of the morphosyntax of any language influencing the order of morpheme acquisition in L2, whether it be from the L1, or as in the case of simultaneous bilinguals, another L1. We use Myers-Scotton's (2002) 4-M model to help us analyze and discuss the data. The analysis shows a tendency for speakers to acquire language morphology in a natural order, regardless of the L1, but with special reference to Spanish and English we show that the two languages can influence each other and make changes in the order of acquisition.

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32

Montrul, Silvina. "Current Issues in Heritage Language Acquisition." Annual Review of Applied Linguistics 30 (March 2010): 3–23. http://dx.doi.org/10.1017/s0267190510000103.

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An increasing trend in many postsecondary foreign language classes in North America is the presence of heritage language learners. Heritage language learners are speakers of ethnolinguistically minority languages who were exposed to the language in the family since childhood and as adults wish to learn, relearn, or improve their current level of linguistic proficiency in their family language. This article discusses the development of the linguistic and grammatical knowledge of heritage language speakers from childhood to adulthood and the conditions under which language learning does or does not occur. Placing heritage language acquisition within current and viable cognitive and linguistic theories of acquisition, I discuss what most recent basic research has so far uncovered about heritage speakers of different languages and their language learning process. I conclude with directions for future research.

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33

Ramlan, Ramlan. "The Correlation between Language Acquisition and Language Planning." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, no. 1 (2018): 20–26. http://dx.doi.org/10.33258/birci.v1i1.3.

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Language acquisition is a process which can take place at any period of one's life. In the sense of first language acquisition, however, it refers to the acquisition (unconscious learning) of one's native language (or languages in the case of bilinguals) during the first 6 or 7 years of one's life (roughly from birth to the time one starts school).Language acquisition planning has a significant correlation to the language acquisition by the students. Because the students’ age in between zero up to five years is the appropriate moment to acquire a certain language.

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34

Alonso, Rosa Alonso. "L1 influence on Second Language Acquisition and Teaching." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 9 (2017): 136–49. http://dx.doi.org/10.18844/gjhss.v2i9.1094.

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35

Hyeyeon Chung. "I&T Acquisition and Language Acquisition." Journal of Translation Studies 11, no. 1 (2010): 191–212. http://dx.doi.org/10.15749/jts.2010.11.1.007.

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36

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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37

Zähner, Christopher. "Second language acquisition and the computer: variation in second language acquisition." ReCALL 7, no. 1 (1995): 34–48. http://dx.doi.org/10.1017/s0958344000005097.

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In this paper I will argue that learner variation in second language acquisition poses a potentially serious problem for the successful design and application of CALL and ICALL software'. Whereas a teacher is able to use direct and immediate feedback from students to adapt to different learning styles, rates of progress and acquisition paths, the possibilities of computer software are much more limited.

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38

Hammine, Madoka, Pigga Keskitalo, and Erika Katjaana Sarivaara. "Sámi language teachers’ professional identities explained through narratives about language acquisition." Australian Journal of Indigenous Education 49, no. 1 (2019): 89–97. http://dx.doi.org/10.1017/jie.2018.22.

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AbstractConducted in northern Finland, this study examines Sámi language teachers’ professional identities through their narratives of language acquisition. We focus on how teachers’ professional identities are shaped by their language acquisition process. The results are based on the narratives of nine North, Inari and Skolt Sámi language teachers. Two aspects of teachers’ narratives were significantly linked to their identities as Sámi language teachers: (1) their backgrounds (indigenous/non-indigenous) and (2) their language acquisition experiences (acquired Sámi language in childhood/adulthood). Indigenous teachers appeared to express their professional identities strongly despite their challenging acquisition experiences and were inclined to work towards the future of Sámi languages. In addition, non-indigenous teachers were willing to further the development of Sámi languages although they are not indigenous, which perhaps contributes towards the future of Sámi languages. Teachers narrated complex thoughts about language acquisition and their professional identity and helped develop indigenous language education in their respective indigenous communities. We recommend that teachers’ in pre-service and service education should prepare and support indigenous language teachers by sharing knowledge about multilingual education practices and coping skills, particularly to help the latter manage varied tasks and heterogeneous contexts. Thus, this research study shows that both teachers’ language acquisition experiences and their current work situations shape their professional identity.

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39

Cumming, Alister, Bill Vanpatten, and James F. Lee. "Second Language Acquisition/Foreign Language Learning." Modern Language Journal 75, no. 2 (1991): 240. http://dx.doi.org/10.2307/328836.

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40

Bernhardt, Elizabeth B., and Rod Ellis. "Second Language Acquisition and Language Pedagogy." Modern Language Journal 77, no. 3 (1993): 373. http://dx.doi.org/10.2307/329109.

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41

Clyne, Michael. "Bilingual language acquisition and language separation." Journal of Intercultural Studies 6, no. 1 (1985): 41–48. http://dx.doi.org/10.1080/07256868.1985.9963271.

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42

Broselow, Ellen. "LANGUAGE UNIVERSALS AND SECOND-LANGUAGE ACQUISITION." World Englishes 5, no. 1 (1986): 89–108. http://dx.doi.org/10.1111/j.1467-971x.1986.tb00643.x.

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43

Gass, Susan M. "Language Universals and Second-Language Acquisition*." Language Learning 39, no. 4 (1989): 497–534. http://dx.doi.org/10.1111/j.1467-1770.1989.tb00901.x.

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44

Unsworth, Sharon. "Current Issues in Multilingual First Language Acquisition." Annual Review of Applied Linguistics 33 (March 2013): 21–50. http://dx.doi.org/10.1017/s0267190513000044.

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Multilingual first language acquisition refers to the language development of children exposed to two or more languages from birth or shortly thereafter. Much of the research on this topic adopts a comparative approach. Bilinguals are thus compared with their monolingual peers, and trilinguals with both bilinguals and monolinguals; within children, comparisons are made between a child's two (or more) languages, and between different domains within those languages. The goal of such comparisons is to determine the extent to which language development proceeds along similar paths and/or at a similar rate across groups, languages, and domains, in order to elaborate upon the question of whether these different groups acquire language in the same way, and to evaluate how language development in multilingual settings is influenced by environmental factors. The answers to these questions have both theoretical and practical implications.The goal of this article is to discuss the results of some of this recent research on multilingual first language acquisition by reviewing (a) properties of the developing linguistic system in a variety of linguistic domains and (b) some of the characteristics of multilingual first language acquisition that have attracted attention over the past five years, including cross-linguistic influence, dominance, and input quantity/quality. Trilingual first language acquisition is covered in a dedicated section.

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45

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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46

PETITTO, LAURA ANN, MARINA KATERELOS, BRONNA G. LEVY, KRISTINE GAUNA, KARINE TÉTREAULT, and VITTORIA FERRARO. "Bilingual signed and spoken language acquisition from birth: implications for the mechanisms underlying early bilingual language acquisition." Journal of Child Language 28, no. 2 (2001): 453–96. http://dx.doi.org/10.1017/s0305000901004718.

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Divergent hypotheses exist concerning the types of knowledge underlying early bilingualism, with some portraying a troubled course marred by language delays and confusion, and others portraying one that is largely unremarkable. We studied the extraordinary case of bilingual acquisition across two modalities to examine these hypotheses. Three children acquiring Langues des Signes Québécoise and French, and three children acquiring French and English (ages at onset approximately 1;0, 2;6 and 3;6 per group) were videotaped regularly over one year while we empirically manipulated novel and familiar speakers of each child's two languages. The results revealed that both groups achieved their early linguistic milestones in each of their languages at the same time (and similarly to monolinguals), produced a substantial number of semantically corresponding words in each of their two languages from their very first words or signs (translation equivalents), and demonstrated sensitivity to the interlocutor's language by altering their language choices. Children did mix their languages to varying degrees, and some persisted in using a language that was not the primary language of the addressee, but the propensity to do both was directly related to their parents' mixing rates, in combination with their own developing language preference. The signing-speaking bilinguals did exploit the modality possibilities, and they did simultaneously mix their signs and speech, but in semantically principled and highly constrained ways. It is concluded that the capacity to differentiate between two languages is well in place prior to first words, and it is hypothesized that this capacity may result from biological mechanisms that permit the discovery of early phonological representations. Reasons why paradoxical views of bilingual acquisition have persisted are also offered.

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47

Breathnach, Caoimhghin S. "Temporal determinants of language acquisition and bilingualism." Irish Journal of Psychological Medicine 10, no. 1 (1993): 41–47. http://dx.doi.org/10.1017/s0790966700013331.

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AbstractModern methods of investigation in conscious subjects have shown that in normal brain, language is catered for by several essential areas localised in the frontal and temperoparietal cortex and by widely dispersed neurones that serve subsidiary, specialised linguistic functions. These sensory specific, phonological, articulatory and semantic ‘modules’ are activated in parallel. A relatively limited amount of language heard during the sensitive period, when one or other cerebral hemisphere usually becomes dominant for language, is all that is required for any normal child to develop fluency. The specific details of the code, or ‘set’, developed are dependent on the language of the child's environment; they are culturally acquired, but the propensity for language is inborn. During this sensitive period, two languages may be as easily accommodated as one. In stark contrast to the acquisition of natural bilingualism, after about the age of 10 years, any new language is acquired with difficulty for it must be translated into the individual's established language or languages. If a nation is to become bilingual, full advantage of the evanescent sensitive period must be taken by regularly exposing the pre-school child, rather than the older child undergoing formal education, to two languages.

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48

Genesee, Fred. "Introduction." Bilingualism: Language and Cognition 3, no. 3 (2000): 167–72. http://dx.doi.org/10.1017/s1366728900000316.

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This special issue of Bilingualism: Language and Cognition is devoted to syntactic aspects of bilingual acquisition. For the purposes of this issue, bilingual acquisition is defined as the acquisition of two languages during the period of primary language development, extending from birth onward. Bilingual acquisition can entail the acquisition of more than two languages (see Cenoz and Jessner, 2000) as well as the acquisition of a spoken and signed language (e.g., Richmond-Welty and Siple, 1999) or of two spoken languages; only studies of the simultaneous acquisition of two spoken languages are reported in this volume. An ideal definition of bilingual acquisition would include not only reference to the age of first exposure to two languages, but also reference to the regularity and extent of exposure to each language. While such stipulations are not necessary in defining the context for monolingual acquisition since virtually all children receive sufficient language exposure to fully acquire one language, they are important considerations in cases of bilingual acquisition since some children have insufficient exposure to two languages, either in terms of amount or continuity, to attain full bilingual proficiency.

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49

Marcus, Gary F., Steven Pinker, Michael Ullman, et al. "Overregularization in Language Acquisition." Monographs of the Society for Research in Child Development 57, no. 4 (1992): i. http://dx.doi.org/10.2307/1166115.

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50

DeLisle, Helga H., and Judith R. Strozer. "Language Acquisition after Puberty." Die Unterrichtspraxis / Teaching German 28, no. 2 (1995): 228. http://dx.doi.org/10.2307/3531159.

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