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Relevant bibliographies by topics / Language Acquistion

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Academic literature on the topic 'Language Acquistion'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Language Acquistion"

1

Grimshaw, Jane, and Steven Pinker. "Positive and negative evidence in language acquistion." Behavioral and Brain Sciences 12, no. 2 (June 1989): 341–42. http://dx.doi.org/10.1017/s0140525x00048950.

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Engelbart, S. M., and B. Theuerkauf. "Defining context within vocabulary acquistion." Language Teaching Research 3, no. 1 (January 1, 1999): 57–69. http://dx.doi.org/10.1191/136216899677679823.

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Thi Thanh Dieu, Tran. "Some Vietnamese Viewpoints upon Second Language Acquistion Theories in Language Contact Environment." International Journal of Language and Linguistics 3, no. 4 (2015): 222. http://dx.doi.org/10.11648/j.ijll.20150304.15.

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Quintero, Kate Wolfe. "Learnability and the Acquistion of Extraction in Relative Clauses andWh-Questions." Studies in Second Language Acquisition 14, no. 1 (March 1992): 39–70. http://dx.doi.org/10.1017/s0272263100010469.

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Learnability theory is an investigation of the cognitive principles that determine developmental stages and eventual success in language acquistion. The focus of this study is on the learning principles within learnability theory that account for developmental stages in adult second language acquisition. Three learning principles, cumulative development, continuity, and conservatism, predict a complex sequence of development in the acquisition of relative clauses andwh-questions in English. They predict an early no-prep stage, gradual development through two additional stages of greater embeddedness of the extracted noun, stranded before nonstranded prepositional structures, and the likelihood of resumption at early stages. These predictions are confirmed by data from previous studies and are further investigated in this study by means of elicited production data collected from 35 Japanese learners of English and 17 native speakers of English. The data show the expected stages of development and confirm the relevance of learning principles to a comprehensive theory of learnability in second language acquisition (SLA).

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Durmaz, Assist Prof Yakup, Busra Nur DURMAZ, and Gulcin DUDUKCU. "THE EFFECTS OF MONOLINGUAL AND BILINGUAL DICTIONARIES ON EFL LEARNING FOR STUDENTS AT DBE AT METU." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 2 (March 21, 2016): 994–99. http://dx.doi.org/10.24297/jal.v6i2.2960.

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Dictionaries are the most importantpart of second language acquistion since they are used at every level of language learning. People use them while writing, reading, watching movies or listening to music in the language they are learning. They may choose different dictionaries for different activities since there are different types of dictionaries including monolingual and bilingual dictionaries. We focused on these two types of dictionaries in this research and we examined reasons behind the usage of monolingual and bilingual dictionaries among ESL students at Metu DBE ( Department of Basic English)

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Chimombo, Moira, and Al Mtenje. "Interaction of tone, syntax and semantics in the acquistion of chichewa negation.pdf." Studies in African Linguistics 20, no. 2 (August 1, 1989): 103–50. http://dx.doi.org/10.32473/sal.v20i2.107449.

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The data for three children learning Chichewa as their first language between the ages of 1.0 and 2.6 were analyzed to identify and describe the patterns of development of tone, morpho-syntax and semantics in the acquisition of negation. Not one of the subcategories of negation was completely mastered by 2.6; in four subcategories the tone patterns were acquired, with incomplete morphology; in no case was the morpho-syntax acquired without the tone. The results for first langauge acquisition are compared with previous results for bilingual and second language acquisition of Chichewa. The implications of these data for the identification of universals in language acquisition are discussed, as are the implications for phonological theory.

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Whitley, Stanley. "Lexical Errors and the Acquistion of Derivational Morphology in Spanish." Hispania 87, no. 1 (March 1, 2004): 163. http://dx.doi.org/10.2307/20063018.

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van de Craats, Ineke. "Hier is Woont Een van Mijn Vader Vriend Woont Hier." Toegepaste Taalwetenschap in Artikelen 53 (January 1, 1995): 145–57. http://dx.doi.org/10.1075/ttwia.53.13cra.

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For this study we used data collected within the framework of the European Science Foundation Project on second language acquistion by immigrants. Data from the core informants, two Moroccan and two Turkish learners of Dutch, were analyzed. In the work on the acquistion of word order published by Klein and Perdue, a functional perspective was taken. In this study the analyses are carried out from a structural perspective: the principles and parameters model. This has several advantages: phenomena below the level of the utterances can be analyzed; lexical and functional categories can play a role in the acquisition process; parallels can be drawn between nominal and verbal phrases; the important role of the source language appears (contradicting the conclusi-ons drawn by Klein and Perdue). An acquisition process in four steps is outlined relating to which part of the syntactic tree is activated and which part not yet. In the third phase functional categories play an important role: they force the L2 learners to model their L2 utterances for a major part on the structure of their L1. This is expressed in creative constructions as the title exhibits. Restructuring occurs mainly in the last stage but this is reached by hardly any of the ESF informants.

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Lefkowitz, Natalie. "Second Language acquistion-foreign language learningVanpatten Bill and F. Lee James (Eds.), Clevedon, UK:Multilingual matters, 1990. Pp. xii + 276." Studies in Second Language Acquisition 14, no. 2 (June 1992): 227–28. http://dx.doi.org/10.1017/s0272263100010913.

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dittmar, Norbert. "SLA Models and Issues: Acquisition of Semantics." Annual Review of Applied Linguistics 9 (March 1988): 54–71. http://dx.doi.org/10.1017/s0267190500000805.

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Semantic aspects of learner varieties have only recently gained the interest of second language acquistion [SLA] researchers. This is partly a consequence of some shifts in SLA theory and partly due to the discussion of “form” and “function” and the notions “pragmatics” and “semantics” in linguistic theory. There are two corollaries in recent SLA research: interlanguages should be described on the basis of their use in real communication situations, and the process of learning (strategies and stages in course of acquisition) should be the focus of empirical work. (For a discussion of process and product cf., Dittmar 1984.) As a matter of fact, the present standard paradigm in SLA is the description of learner varieties “outside the classroom” with a focus on “learning without explicit teaching” (also known by the somewhat misleading term undirected learning ) under natural conditions of communication with an emphasis on cross-sectional studies in the seventies (cf., Klein and Dittmar 1979) and on longi- tudinal research in the eighties (cf., Perdue 1982).

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Dissertations / Theses on the topic "Language Acquistion"

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Engemann, Helen Barbara. "Motion event expression in bilingual first language acquistion." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607879.

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Wong, Bee Eng. "Acquistion of Wh-movement in English questions and relative clauses by speakers of Malay." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285871.

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Sånglöf, Sharelle. "Pre- and Postmodification in Noun Phrases : A comparison of monolingual, bilingual and multilingual male learners of English in Sweden." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-235817.

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Students in Sweden are exposed to English education in the classroom from a very young age. This paper sets out to see whether bilingual or multilingual students perform better than monolingual students when acquiring English as a second or third language in Sweden. The research questions look at whether or not complex noun phrase structures can be connected to the language background of the students. The Dynamic Model of Multilingualism along with Second Language Acquisition theories suggest that students who have already acquired a second language have achieved a multilingual competence that monolingual speakers do not have, and that this multilingual competence can benefit a learner in acquiring additional languages. 64 students submitted language background surveys and essays. 12 essays were chosen to represent three different language categories: monolingual, bilingual and multilingual. The method of comparing the essays was based on the use of complex noun phrases. Two analyses were carried out: 1) on the modification of noun phrases at phrase level, and 2) on the embedding and modification of embedded noun phrases at the clause level. The results of the study are not statistically significant, but they may indicate that bilingual students create the most complex noun phrases, though the monolingual students were not far behind. The multilingual students used the least modification and also the least embedded noun phrases. Further research in this area is warranted based on the results found here.

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Banjar, Halah. "INTERLANGUAGE IDIOMATICS:THE ACQUISITION OF ENGLISH IDIOMS BY SAUDI LEARNERS." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1362.

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Mastery of idioms in a second language is an important part of learners' lexical and cultural competence. This study provided insights into the processes that partake in interlanguage idiomatics. It also looked at the role of participants' first language in the comprehension and production of idioms in their second language. Participants were 31 Saudi graduate students' who were learners of English. They were tested in receptive and productive knowledge of 15 English idioms of three types of idiomatic expressions: a) English idioms which have their exact equivalents in Arabic; b) English idioms which are similarly expressed in both languages, and c) English idioms which have no counterparts in Arabic. The data were examined through statistical analysis. Results showed that identical idioms were the easiest to comprehend and produce, followed by similar idioms. Different idioms were the most difficult to comprehend and produce and showed the highest interference from the first language. In addition, a rather unexpected negative correlation was found between participants' length of stay in the US and their knowledge of English idioms. These findings offer insightful implications for the teaching and learning of second language idioms. Most importantly language teachers and researchers should be aware that the acquisition of idioms is influenced by the similarities and differences between idioms in learners' L1s and the target L2. This suggests that building learners' idiomatic knowledge in a second language should be done in a systematic and persistent way. In more general terms, the study's results confirm the trends and patterns reported in previous research about the acquisition of second language idiomatic competence and its important role for the effective comprehension and production of the target language.

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Barnes-Hawkins, Colonda LaToya. "English Language Learners' Perspectives of the Communicative Language Approach." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2520.

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The communicative language approach (CLA) dominates pedagogical practice in second language acquisition classrooms in the US. However, this approach does not emphasize independent pronunciation instruction, leaving learners to improve pronunciation on their own. This study explored the perspectives of English language learners (ELLs) being instructed via the CLA regarding the effectiveness of the CLA in providing intelligible pronunciation skills. The intelligibility principle of language served as the theoretical foundation underlying this study guided by research questions addressing how well the CLA met ELLs' pronunciation intelligibility needs and their perspectives on receiving independent pronunciation instruction to meet these needs. Using qualitative case study methods, the research questions were addressed through an analysis of interviews of 10 community college ELL adult volunteers who received instruction using the CLA as current or former students in the intensive English program, had linguistic skill levels ranging from beginner to advanced, and were graduates of U.S. schools. A typological analysis model was followed where the data were organized by themes, patterns, and identified relationships. Participants reported wanting to improve their pronunciation and that their pronunciation had improved with the CLA instructional strategies. Although all participants desired to receive some independent instruction in pronunciation, their preferred instructional modes differed. It is recommended that ELLs' perspectives be heard and that English as a Second Language educators instruct with the CLA while also providing explicit pronunciation instruction. The results of this study indicating student satisfaction with the CLA may elicit positive social change within the ELL community by providing a voice to ELLs.

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Vincent, Erin Ann. "Effects of repeated reading and sequential reading on flunecy and word acquistion." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1245336955.

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Dotton, Zura, and Zura Dotton. "Language Policy and Language Planning in Kazakhstan: About the Proposed Shift from the Cyrillic Alphabet to the Latin Alphabet." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621896.

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The dissertation is an analysis of the history, current state, and possible future directions of the development of language policy in the Republic of Kazakhstan. Although language planning in the republics of the former Soviet Union has been a major subject of debate on government nation building agendas over the last two decades, the situation and implementation of language policies significantly differ in Kazakhstan due to the conditions of multilingualism and diglossia, in addition to other geographic and historical factors that resulted in the extended penetration of the Russian language during the Soviet era (Isayev, 1977:20). In the first chapter of the study, I trace the history of language legislation and political practices throughout the period of Russian-Kazakh diglossia (Fishman, 1967), a language situation in which the use of two unrelated languages (Kazakh and Russian) performed as high and low varieties at different levels prestige, and provide an analysis of important aspects of implementing legislative decisions and practices aimed at the development and promotion of the Kazakh language. The second and third chapters of this study are devoted to legislative documents and practices aimed at the modernization of Kazakh, especially with regards to the proposed switch from a Cyrillic to a Latin orthography, and amendments to the trinity of the Kazakh, Russian and English language status policies. This study of "language modernization" (switching from Cyrillic to Latin) is an attempt to define linguistic, literary, and social conditions and challenges, especially in the remote areas. The analysis of the modernization is based on the results of an extensive review of 1) official documents related to language policies; 2) on-line/magazine/newspaper and scholarly articles on Kazakh history, culture, language, education, and politics; 3) interviews with the officials of the educational departments, schools and language specialists.

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Cha, Jae Guk. "EFL in Korea : the teaching and learning of English as a foreign language in the context of South Korean culture." Thesis, University of Stirling, 1998. http://hdl.handle.net/1893/2208.

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The objective of the present research is to explore the present state of EFL (English as a foreign language) in Korean culture which is assumed to be different from that of English speaking countries, and to investigate learners' attitudes toward needs and motivation for the English language. Since it seems to be recognised that language and culture are inseparable, EFL in the Korean cultural context might reflect its own typical aspects. Chapter 1 deals with problems in EFL in Korea, and the relationship between foreign language acquisition and cultural background. The meaning of culture and its importance in a foreign language learning and teaching is elaborated. Chapter 2 reflects the characteristics of Korean culture, with an account of her history, education system and national policy of EFL. Current implementation of English language teaching at Korean universities, with its developmental history, is presented with evidences obtained from previous research. Chapter 3 reviews the theoretical literature on needs, attitudes, interest, anxiety and motivation in foreign/second language learning, since they are recognised as central to foreign language acquisition. Research studies on these variables are introduced, compared with each other and critically discussed. In Chapter 4, research questions and hypotheses are drawn, based on the theoretical framework reviewed in Chapter 3. The research design (sampling, methods of and procedures for data-collection) is elaborated. Chapter 5 begins with a description of data-interpretation methods employed in the study. Data obtained from these instruments were statistically analysed through a computer programme `SPSS'. The findings of the research are presented, followed by a discussion of the results. In Chapter 6, more detailed profiles of analysis than those given in Chapter 5 are presented. Particularly, item-by-item comparison is made between the college students' and graduates' questionnaires. Chapter 7, as a closing chapter of the present research, reviews the foregoing chapters and derives conclusions, suggesting implications for further research. Key implications arising from the research are: priority for teaching EFL from intercultural perspectives, and (so far as learners are concerned) to tolerating the new approaches to teaching that are required.

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Bogren, Emelie. "Läromedel och metoder för andraspråksinlärning : En undersökning om hur läromede används vid skrivinlärning hos elever med ett annat modersmål." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43538.

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This research aims to find out how a small sized school in western Sweden, where the experience regarding second language students is not very high, accept the challenge to find and use teaching methods adapted to the students. It will investigate what specific methods or theaching materials are used and why they have been chosen, all this with a focus on literacy learning. The method applied is qualitive interviews. Four teachers have been interviewed from three different grades. In the result and discussion the empiricism according to the four issues about teaching materials and choice of methods is presented. The results show that the teachers more or less use specific methods and materials. Among these are genre pedagogy and copying as methods for second language students learning swedish writing skills. The materials presented include something called ”ZickZack” and ” my words” and are used mainly during Swedish class.

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Ioannou, Dimitra. "Literacy skills in Greek first graders : Predictors of literacy acquistion in typically developing and speech sound disordered children with or without language impairment." Thesis, University of York, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533461.

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Books on the topic "Language Acquistion"

1

The acquistion of second-language syntax. London: Arnold, 1998.

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Universal grammar in second language acquistion: A history. New York: Routledge, 2004.

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Universal grammar and parameter resetting in second language acquistion. Frankfurt am Main: P. Lang, 2001.

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Nelson, Beryl. Learning English: How school reform fosters language acquistion and development for limited English proficient elementary school students. Santa Cruz, Calif: National Center for Research on Cultural Diversity and Second Language Learning, 1996.

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Język w zagrożeniu: Przyswajanie języka polskiego w warunkach polsko-szwedzkiego bilingwizmu. Kraków: Universitas, 2009.

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Miles, Christine. Bilingual children in special education: Acquistion of language and culture by British Pakistani children attending a school for pupils with severe learning difficulties. [Washington, D.C.]: ERIC, 1996.

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7

Santelmann, Lynn. Annual Review of Language Acquistion. John Benjamins Pub Co, 2004.

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Brice, Alejandro E., and Roanne Brice. Language Development: Monolingual and Bilingual Acquistion. Prentice Hall, 2007.

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Brice, Alejandro E., and Roanne Brice. Language Development: Monolingual and Bilingual Acquistion. Prentice Hall, 2007.

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(Editor), Elaine C. Klein, and Gita Martohardjono (Editor), eds. The Development of Second Language Grammars: A Generative Approach (Language Acquistion and Language Disorders). John Benjamins Pub Co, 1999.

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Book chapters on the topic "Language Acquistion"

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Hyams, Nina. "Seven Not-So-Trivial Trivia of Language Acquistion." In Point Counterpoint, 71. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/lald.3.03hya.

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"Children’s first language acquistion from a usage-based perspective." In Handbook of Cognitive Linguistics and Second Language Acquisition, 178–206. Routledge, 2008. http://dx.doi.org/10.4324/9780203938560-16.

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"Accounting for Parsing Principles: From Parsing Preferences to Language Acquistion." In Attention and Performance XVI. The MIT Press, 1996. http://dx.doi.org/10.7551/mitpress/1479.003.0030.

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Conference papers on the topic "Language Acquistion"

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Lee, Seungmi, and Key-Sun Choi. "Automatic acquistion of language model based on head-dependent relation between words." In the 36th annual meeting. Morristown, NJ, USA: Association for Computational Linguistics, 1998. http://dx.doi.org/10.3115/980845.980966.

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Lee, Seungmi, and Key-Sun Choi. "Automatic acquistion of language model based on head-dependent relation between words." In the 17th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 1998. http://dx.doi.org/10.3115/980451.980966.

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Fiona, Finda, and Agustina Agustina. "Phonology Acquistion of Children of Age 2,5 Years (Case Studi on Akhwa Febrianto)." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.93.

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