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Relevant bibliographies by topics / Language acquisition theory

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Academic literature on the topic 'Language acquisition theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Language acquisition theory"

1

Love, Nigel. "Chomsky’s theory of language acquisition." South African Journal of Linguistics 8, no. 4 (1990): 164–73. http://dx.doi.org/10.1080/10118063.1990.9723838.

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Aktan-Erciyes, Aslı. "Understanding language acquisition: Neural theory of language." Journal of Language and Linguistic Studies 17, no. 2 (2021): 697–705. http://dx.doi.org/10.52462/jlls.48.

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Bohnacker, Ute, and Marit Westergaard. "Introduction: The Nordic languages and second language acquisition theory." Nordic Journal of Linguistics 33, no. 2 (2010): 99–104. http://dx.doi.org/10.1017/s0332586510000132.

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The theme of this special issue of the Nordic Journal of Linguistics was intended to solicit contributions on Nordic languages being acquired as non-native languages as well as work on Nordic-language native speakers learning a second language, not necessarily a Nordic one. We adopted a wide definition of the term ‘second language’ (L2), i.e. a non-native (second, third, etc.) language acquired in late childhood, adolescence or adulthood, in a naturalistic or an instructed setting.

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Call, Mary Emily, Fred R. Eckman, Diane Highland, Peter W. Lee, Jean Mileham, and Rita Rutkowski Weber. "Second Language Acquisition Theory and Pedagogy." Modern Language Journal 82, no. 2 (1998): 268. http://dx.doi.org/10.2307/329216.

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Coppieters, René, Hugh Douglas Adamson, and Rene Coppieters. "Variation Theory and Second Language Acquisition." Language 66, no. 1 (1990): 163. http://dx.doi.org/10.2307/415289.

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Rosen, Sara Thomas, Suzanne Flynn, and Wayne O'Neil. "Linguistic Theory in Second Language Acquisition." Language 68, no. 1 (1992): 202. http://dx.doi.org/10.2307/416383.

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Thomas, Margaret, Fred R. Eckman, Diane Highland, Peter W. Lee, Jean Mileham, and Rita Rutkowski Weber. "Second Language Acquisition Theory and Pedagogy." Language 73, no. 1 (1997): 211. http://dx.doi.org/10.2307/416640.

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Lantolf, James P., and Aneta Pavlenko. "Sociocultural Theory and Second Language Acquisition." Annual Review of Applied Linguistics 15 (March 1995): 108–24. http://dx.doi.org/10.1017/s0267190500002646.

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Although the sociocultural theory (henceforth SCT) of mental activity, rooted in the work of L. S. Vygotsky and his colleagues, has certainly come to the fore in developmental and educational research (cf. Forman, et al. 1993, Lave and Wenger 1991, Moll 1990, Newman, et al. 1989), it is still very much the “new kid on the block” as far as SLA research is concerned. Recently, however, SCT has begun to enjoy increased attention among L2 researchers, as is amply attested in the bibliography of this paper. This research has focused on three general areas: activity theory and the relevance of motives and goals for L2 learning; the role of private speech in L2 learning; and learning in the zone of proximal development. These areas serve as the organizing basis for the survey that follows. The overview begins, however, with a brief, but necessary, overview of the theory itself.

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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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Lantolf, James P., and Tracy G. Beckett. "Sociocultural theory and second language acquisition." Language Teaching 42, no. 4 (2009): 459–75. http://dx.doi.org/10.1017/s0261444809990048.

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Second language acquisition (SLA) research informed by sociocultural theory (henceforth, SCT) began in earnest with the publication of Frawley & Lantolf's (1985) article on L2 (second language) discourse (described in the timeline proper). Since then, well over 300 journal articles, book chapters and doctoral dissertations have appeared in the research literature. Although the term ‘sociocultural’ is often applied to a wide array of approaches to research that seeks to understand what it means to be a human being, in the present timeline, we restrict its interpretation to refer to the specific theory of psychological development proposed by Vygotsky (1986). Other approaches that have appropriated the term, such as those emanating from the writings of Bakhtin (1981), while compatible in many respects with Vygotskian theory, have a different focus and are not strictly speaking psychological or psycholinguistic theories. To be sure, Vygotsky rarely used the term ‘sociocultural’, preferring instead ‘cultural psychology’ or ‘cultural-historical psychology’ to refer to his theory. Wertsch (1985) is generally credited with having coined the term ‘sociocultural’ as a way of capturing the notion that human mental functioning results from participation in, and appropriation of, the forms of cultural mediation integrated into social activities.

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Dissertations / Theses on the topic "Language acquisition theory"

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張少能 and Siu-nang Bruce Cheung. "A theory of automatic language acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31233521.

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Clark, Alexander Simon. "Unsupervised language acquisition : theory and practice." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394288.

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Cheung, Siu-nang Bruce. "A theory of automatic language acquisition /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671601.

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Jordan, Geoffrey. "Theory construction in second language acquisition." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020474/.

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Whereas ten years ago most SLA researchers assumed a rationalist, "scientific" approach to theory construction, recently, growing numbers have adopted relativist positions that strongly criticise the methods, and authority of the rationalist/empiricist paradigm. Apart from the problem of research methodology, other problems make progress in the construction of a theory of SLA difficult: the proliferation of theories, contradictions among them, and, most important of all, confusion about the domain and objectives of a theory of SLA. This thesis addresses the problems outlined above by returning to first principles and asking what it is that we can know about the world, whether there is any such thing as reliable knowledge, what is special about scientific methodology, and what the best way of tackling the complex task of explaining SLA might be. While previous surveys of SLA research exist, no previous attempt has been made to examine SLA research in terms of its epistemological underpinnings and its relation to scientific method, or to evaluate different research programmes and putative theories in terms of how they form part of, and contribute towards, a rational, scientific explanation of the phenomena of SLA. Having outlined basic terms and the problems to be dealt with, I give a brief history of scientific method and explain the objections to a rationalist methodology raised by various relativists. I then attempt to defend rationality against relativists' attacks and suggest criteria that can guide a rationalist research programme in SLA. The questions of the domain of SLA theories, what counts as an explanation, and different theory types are examined. Having suggested guidelines for a rationalist approach to SLA theory construction, I examine different approaches to SLA in the history of SLA, assessing them in terms of the guidelines. Finally I suggest what the domain of a theory of SLA should be and discuss to what extent theories to date offer a satisfactory explanation of the phenomena within that domain.

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Pake, James Michael. "The marker hypothesis : a constructivist theory of language acquisition." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/26830.

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This thesis presents a theory of the early stages of first language acquisition. Language is characterised as constituting an instructional environment - diachronic change in the language serves to maintain and enhance sources of structural marking which act as salient cues that guide the development of linguistic representations in the child’s brain. Language learning is characterised as a constructivist process in which the underlying grammatical representation and modular structure arise out of developmental processes. In particular, I investigate the role of closed-class elements in language which obtain salience through their high occurrence frequency and which serve to both label and segment useful grammatical units. I adopt an inter-disciplinary approach which encompasses analyses of child language and agrammatic speech, psycholinguistic data, the development of an developmental linguistic theory based on the Dependency Grammar formalism, and a number of computational investigations of spoken language corpora. I conclude that language development is highly interactionist and that in trying to understand the processes involved in learning we must begin with the child and not with the end-point of adult linguistic competence.

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Hirakawa, Makiko. "Linguistic theory and second language acquisition : the acquisition of English reflexives by native speakers of Japanese." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=55607.

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Mackenzie, Kevin Roderick. "Teachers' beliefs about classroom practice : implications for the role of second language acquisition theory in teacher education /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19881964.

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Daniel, Mayra C. Rhodes Dent. "Theory and practice of writing instruction in the secondary foreign language classroom teachers' views vs. theory /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064490.

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Thesis (Ed. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed March 28, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Valeri Farmer-Dougan, Deborah Mounts. Includes bibliographical references (leaves 237-247) and abstract. Also available in print.

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O'Neal, Carol. "The acquisition of consonants in first language development." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51350/.

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This thesis reports on the longitudinal study of consonant production in fifteen typically-developing monolingual children living in the south-east of England acquiring non-rhotic accents of British English. The data relate to the consonant patterns found in spontaneous speech production as recorded in individual diaries kept by caregivers. The study follows two lines of enquiry. Firstly, the speech data are analysed to chart the emergence of English consonants in relation to phonemic targets. Separate analysis of the production of initial and final singletons and cluster consonants is undertaken. This reveals word-position asymmetries in the production of consonants and consonant classes, and identifies the classes and the contexts in which consonants are most avoided. Secondly, the speech data are analysed further for evidence of word-position bias in the use of the simplification processes identified in O'Neal (1998) as features of two discrete phonological profiles. Children who demonstrate tendencies towards either of these profiles in their patterns of consonant deletion, fronting, stopping and reduplication are identified, and their profiles compared and contrasted with those of other monolingual English-learning children.

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Mackenzie, Kevin Roderick. "Teachers' beliefs about classroom practice: implications for the role of second language acquisition theory inteacher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944887.

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Books on the topic "Language acquisition theory"

1

Syamala, V. Language acquisition, theory and practice. DLA Publications, 1993.

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Herdina, Philip. Language acquisition and syntactic theory. Verlag des Instituts für Sprachwissenschaft der Universität Innsbruck, 1996.

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Pierce, Amy E. Language Acquisition and Syntactic Theory. Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2574-1.

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Conlon, Clare. Language acquisition theory and foreign language teaching. The Author), 1990.

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5

Adamson, Hugh. Variation theory and second language acquisition. UMI, 1988.

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Flynn, Suzanne, and Wayne O’Neil, eds. Linguistic Theory in Second Language Acquisition. Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2733-9.

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Theory construction in second language acquisition. J. Benjamins Pub., 2004.

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Variation theory and second language acquisition. Georgetown University Press, 1988.

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Niżegorodcew, Anna. Theory and research in second language acquisition. Nakł. Uniwersytetu Jagiellońskiego, 1985.

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Language acquisition and the theory of parameters. D. Reidel Pub. Co., 1986.

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Book chapters on the topic "Language acquisition theory"

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de Villiers, Jill G., and Peter A. de Villiers. "Complements Enable Representation of the Contents of False Beliefs: The Evolution of a Theory of Theory of Mind." In Language Acquisition. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230240780_8.

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DeKeyser, Robert. "Skill Acquisition Theory." In Theories in Second Language Acquisition. Routledge, 2020. http://dx.doi.org/10.4324/9780429503986-5.

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Grimshaw, Jane, and Sara Thomas Rosen. "Obeying the Binding Theory." In Language Processing and Language Acquisition. Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-011-3808-6_15.

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Itani-Adams, Yuki. "Bilingual first language acquisition." In Studying Processability Theory. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/palart.1.10bil.

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Chapelle, Carol A. "3. L2 vocabulary acquisition theory." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/lllt.12.05cha.

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Huebner, Thom. "Second language acquisition." In Cross Currents in Second Language Acquisition and Linguistic Theory. John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/lald.2.03hue.

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Chipman, Harold. "Aspects of Language Acquisition." In The Future of Piagetian Theory. Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4925-9_6.

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Clark, Eve V. "Semantics and Language Acquisition." In The Handbook of Contemporary Semantic Theory. John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118882139.ch23.

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Pierce, Amy E. "Language Acquisition and Syntactic Theory." In Studies in Theoretical Psycholinguistics. Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2574-1_1.

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Pienemann, Manfred, and Anke Lenzing. "Processability Theory 1." In Theories in Second Language Acquisition. Routledge, 2020. http://dx.doi.org/10.4324/9780429503986-8.

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Conference papers on the topic "Language acquisition theory"

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Yang, Charles D. "A selectionist theory of language acquisition." In the 37th annual meeting of the Association for Computational Linguistics. Association for Computational Linguistics, 1999. http://dx.doi.org/10.3115/1034678.1034744.

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Orlova, Elena S. "A HOLISTIC MODEL OF SECOND LANGUAGE ACQUISITION THEORY." In FUNCTIONAL ASPECTS OF INTERCULTURAL COMMUNICATION. TRANSLATION AND INTERPRETING ISSUES. Peoples' Friendship University of Russia, 2019. http://dx.doi.org/10.22363/2712-7974-2019-6-58-65.

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Clark, Alexander. "Distributional Learning as a Theory of Language Acquisition." In Proceedings of the 5th Workshop on Cognitive Aspects of Computational Language Learning (CogACLL). Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/w14-0506.

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Sun, Yan. "Second Language Acquisition Feature Exploration based on Affordance Theory." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.185.

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Sun, Yan. "Krashen's Second Language Acquisition Theory in Business English Teaching." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.299.

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Viktoria, Dobrova, Labzina Polina, Ageenko Natalia, Nurtdinova Lilia, and Elizarova Evgenia. "Virtual and Augmented Reality in Language Acquisition." In International Conference on the Theory and Practice of Personality Formation in Modern Society (ICTPPFMS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/ictppfms-18.2018.38.

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Zeng, Xiaoyan, and Tongtao Zheng. "Second Language Acquisition in the Target Language Environment based on the Theory of Affordances." In 2015 International Conference on Education Reform and Modern Management. Atlantis Press, 2015. http://dx.doi.org/10.2991/ermm-15.2015.62.

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Fontanari, Jose F., and Leonid I. Perlovsky. "Language acquisition and category discrimination in the Modeling Field Theory framework." In 2007 International Joint Conference on Neural Networks. IEEE, 2007. http://dx.doi.org/10.1109/ijcnn.2007.4371125.

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Ma, Fumin, and Jingwen Chen. "Second Language Acquisition Theory Based Bilingual Teaching Methods of Computer Science." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.24.

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Orlova, Elena S. "THE RATIONALE OF AN INVARIANT-BASED TEXTBOOK THEORY OF SECOND LANGUAGE ACQUISITION." In CURRENT ISSUES IN MODERN LINGUISTICS AND HUMANITIES. RUDN University, 2020. http://dx.doi.org/10.22363/09835-2020-284-293.

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Reports on the topic "Language acquisition theory"

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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>

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