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Journal articles on the topic 'Late Learners'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Nossal, Kim Richard. "Late Learners." International Journal: Canada's Journal of Global Policy Analysis 68, no. 1 (2013): 167–84. http://dx.doi.org/10.1177/002070201306800111.

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Olowoyo, Mary Motolani, Sam Ramaila, and Lydia Mavuru. "Differences in Factors Responsible for Lateness at School by Male and Female Learners in Selected Schools in Soshanguve Township, South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 7 (2021): 291–307. http://dx.doi.org/10.26803/ijlter.20.7.16.

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Late coming is an endemic problem in South African schools and has become increasingly difficult to eradicate. It has been identified as a major factor affecting learner academic performance and pass rate within the broader South African school context. This study examined factors that influence the late coming of both male and female learners in selected schools in the Soshanguve Township with a view to assessing their impact on learner academic performance and emotional stability within the school environment. The study adopted an exploratory descriptive survey design, involving eighty purpo

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Newman, Aaron J., Antoine Tremblay, Emily S. Nichols, Helen J. Neville, and Michael T. Ullman. "The Influence of Language Proficiency on Lexical Semantic Processing in Native and Late Learners of English." Journal of Cognitive Neuroscience 24, no. 5 (2012): 1205–23. http://dx.doi.org/10.1162/jocn_a_00143.

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We investigated the influence of English proficiency on ERPs elicited by lexical semantic violations in English sentences, in both native English speakers and native Spanish speakers who learned English in adulthood. All participants were administered a standardized test of English proficiency, and data were analyzed using linear mixed effects (LME) modeling. Relative to native learners, late learners showed reduced amplitude and delayed onset of the N400 component associated with reading semantic violations. As well, after the N400 late learners showed reduced anterior negative scalp potentia

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Dowens, Margaret Gillon, Marta Vergara, Horacio A. Barber, and Manuel Carreiras. "Morphosyntactic Processing in Late Second-Language Learners." Journal of Cognitive Neuroscience 22, no. 8 (2010): 1870–87. http://dx.doi.org/10.1162/jocn.2009.21304.

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The goal of the present study was to investigate the electrophysiological correlates of second-language (L2) morphosyntactic processing in highly proficient late learners of an L2 with long exposure to the L2 environment. ERPs were collected from 22 English–Spanish late learners while they read sentences in which morphosyntactic features of the L2 present or not present in the first language (number and gender agreement, respectively) were manipulated at two different sentence positions—within and across phrases. The results for a control group of age-matched native-speaker Spanish participant

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Bongaerts, Theo, Chantal van Summeren, Brigitte Planken, and Erik Schils. "AGE AND ULTIMATE ATTAINMENT IN THE PRONUNCIATION OF A FOREIGN LANGUAGE." Studies in Second Language Acquisition 19, no. 4 (1997): 447–65. http://dx.doi.org/10.1017/s0272263197004026.

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This paper reports on two studies that addressed the issue of ultimate attainment by late second language learners. The aim of the studies, which included a carefully screened group of highly successful Dutch learners of English in their designs, was to determine whether or not late second language learners who had achieved a nativelike performance in the pronunciation of a second language could be identified. Speech samples provided by two groups of learners, one of which consisted of highly successful learners only, and a native speaker control group were rated for accent by native speakers

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Phillips, Colin, and Lara Ehrenhofer. "The role of language processing in language acquisition." Epistemological issue with keynote article “The role of language processing in language acquisition” by Colin Phillips and Lara Ehrenhofer 5, no. 4 (2015): 409–53. http://dx.doi.org/10.1075/lab.5.4.01phi.

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Language processing research is changing in two ways that should make it more relevant to the study of grammatical learning. First, grammatical phenomena are re-entering the psycholinguistic fray, and we have learned a lot in recent years about the real-time deployment of grammatical knowledge. Second, psycholinguistics is reaching more diverse populations, leading to much research on language processing in child and adult learners. We discuss three ways that language processing can be used to understand language acquisition. Level 1 approaches (“Processing in learners”) explore well-known phe

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Williams, Joshua, and Sharlene Newman. "Phonological substitution errors in L2 ASL sentence processing by hearing M2L2 learners." Second Language Research 32, no. 3 (2016): 347–66. http://dx.doi.org/10.1177/0267658315626211.

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In the present study we aimed to investigate phonological substitution errors made by hearing second language (M2L2) learners of American Sign Language (ASL) during a sentence translation task. Learners saw sentences in ASL that were signed by either a native signer or a M2L2 learner. Learners were to simply translate the sentence from ASL to English. Learners’ responses were analysed for lexical translation errors that were caused by phonological parameter substitutions. Unlike previous related studies, tracking phonological substitution errors during sentence translation allows for the chara

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MACKAY, IAN R. A., JAMES E. FLEGE, and SATOMI IMAI. "Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent." Applied Psycholinguistics 27, no. 2 (2006): 157–83. http://dx.doi.org/10.1017/s0142716406060231.

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Immigrants' age of arrival (AOA) in a country where a second language (L2) must be learned has consistently been shown to affect the degree of perceived L2 foreign accent. Although the effect of AOA appears strong, AOA is typically correlated with other variables that might influence degree of foreign accent. This study examined the pronunciation of English by native Italian immigrants to Canada who differed in AOA. As in previous research, those who arrived as young adults (late learners) were somewhat older at the time of testing, and produced somewhat longer English sentences, than those wh

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ALARCÓN, IRMA V. "Spanish gender agreement under complete and incomplete acquisition: Early and late bilinguals' linguistic behavior within the noun phrase." Bilingualism: Language and Cognition 14, no. 3 (2011): 332–50. http://dx.doi.org/10.1017/s1366728910000222.

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The present study explores knowledge of Spanish grammatical gender in both comprehension and production by heritage language speakers and second language (L2) learners, with native Spanish speakers as a baseline. Most L2 research has tended to interpret morphosyntactic variability in interlanguage production, such as errors in gender agreement, as a lack of native-like representation in the learner's grammar because of maturational constraints. From this perspective, adult English-speaking learners of Spanish are incapable of acquiring gender fully, whereas heritage Spanish speakers, who have

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Dyson, Bronwen Patricia. "Variation, individual differences and second language processing." Linguistic Approaches to Bilingualism 6, no. 4 (2016): 341–95. http://dx.doi.org/10.1075/lab.14007.dys.

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Abstract Research on second language acquisition has located individual variation, without clarifying whether language processing prompts learners to differ systematically in the production of syntax and morphology. To address this issue, the study examined the hypothesis on variation in Processability Theory. This theory predicts that, within second language development, individual learners vary systematically in how they respond to developmental conflicts. Specifically, learners have distinct types, which are evident in their use of options and 'trailers' (structures which emerge late). Long

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Pfenninger, Simone E., and David Singleton. "Affect trumps age: A person-in-context relational view of age and motivation in SLA." Second Language Research 32, no. 3 (2016): 311–45. http://dx.doi.org/10.1177/0267658315624476.

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Recent findings (see, for example, Muñoz and Singleton, 2011) indicate that age of onset is not a strong determinant of instructed foreign language (FL) learners’ achievement and that age is intricately connected with social and psychological factors shaping the learner’s overall FL experience. The present study, accordingly, takes a participant-active approach by examining and comparing second language (L2) data, motivation questionnaire data, and language experience essays collected from a cohort of 200 Swiss learners of English as a foreign language (EFL) at the beginning and end of seconda

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Jo, jin suk. "Phenomenological Study on the Experience of Adult Learners of the 'Late Learner' Doctoral Program." Korean Educational Research Association 57, no. 3 (2019): 205–32. http://dx.doi.org/10.30916/kera.57.3.205.

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Barrios, Shannon, Nan Jiang, and William J. Idsardi. "Similarity in L2 Phonology: Evidence from L1 Spanish late-learners’ perception and lexical representation of English vowel contrasts." Second Language Research 32, no. 3 (2016): 367–95. http://dx.doi.org/10.1177/0267658316630784.

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Adult second language (L2) learners often experience difficulty producing and perceiving nonnative phonological contrasts. Even relatively advanced learners, who have been exposed to an L2 for long periods of time, struggle with difficult contrasts, such as /ɹ/–/l/ for Japanese learners of English. To account for the relative ease or difficulty with which L2 learners perceive and acquire nonnative contrasts, theories of L2 speech perception and phonology often appeal to notions of ‘similarity’, but how is ‘similarity’ best captured? In this article, we review two prominent approaches to simila

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Roncaglia-Denissen, M. Paula, Maren Schmidt-Kassow, Angela Heine, and Sonja A. Kotz. "On the impact of L2 speech rhythm on syntactic ambiguity resolution." Second Language Research 31, no. 2 (2014): 157–78. http://dx.doi.org/10.1177/0267658314554497.

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In an event-related potential (ERP) study we investigated the role of age of acquisition (AoA) on the use of second language rhythmic properties during syntactic ambiguity resolution. Syntactically ambiguous sentences embedded in rhythmically regular and irregular contexts were presented to Turkish early and late second language (L2) learners of German and to German monolingual controls. Regarding rhythmic properties, Turkish is syllable-timed and prefers the iamb as its metric foot, while German is stress-timed, relying on the trochee. To utilize rhythm during the processing of syntactic ambi

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Gor, Kira. "Morphosyntactic Knowledge in Late Second Language Learners and Heritage Speakers of Russian." Heritage Language Journal 16, no. 2 (2019): 124–50. http://dx.doi.org/10.46538/hlj.16.2.2.

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The current study pursues two goals. First, it establishes developmental trajectories in the acquisition of 10 morphosyntactic features of Russian by American learners, using a grammaticality judgment task (GJT), an offline test of morphosyntactic knowledge that allows for direct comparison of native and nonnative performance through a highly controlled set of materials. Second, it compares the performance of late second language learners and heritage speakers (early learners) of Russian matched in global proficiency as established by the ACTFL Oral Proficiency Interview (OPI), and ranging fro

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Hahne, Anja, and Angela D. Friederici. "Processing a second language: late learners' comprehension mechanisms as revealed by event-related brain potentials." Bilingualism: Language and Cognition 4, no. 2 (2001): 123–41. http://dx.doi.org/10.1017/s1366728901000232.

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Sentence comprehension in second language (L2) learners was examined using event-related brain potentials (ERPs). Native Japanese speakers who had learned German as a second language after puberty listened to German sentences which were either correct, semantically incorrect, syntactically incorrect or both semantically and syntactically incorrect. Brain responses were registered while participants listened to these sentences. Grammaticality judgments required after each sentence revealed that their overall performance was not perfect but clearly above chance. When comparing the L2-learners' b

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Gor, Kira, Anna Chrabaszcz, and Svetlana Cook. "Early and late learners decompose inflected nouns, but can they tell which ones are inflected correctly?" Journal of Second Language Studies 1, no. 1 (2018): 106–40. http://dx.doi.org/10.1075/jsls.17021.gor.

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Abstract An auditory lexical decision task tests morphological decomposition and sensitivity to violations in inflection in late second language learners, early learners (heritage speakers), and native speakers of Russian. Two datasets compared reaction times and error rates to real Russian inflected nouns and nonce nouns. Two parameters of real nouns were manipulated: case (the nominative, or the oblique case), and inflection (overt or zero). Nonce nouns had (a) real stems and inflections combined in an illegal way (lemoning), and (b) inflected nonce stems (lemosing). Results suggest that her

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Bunyan, Karen, and Anne Jordan. "Too late for the learning: lessons from older learners." Research in Post-Compulsory Education 10, no. 2 (2005): 267–88. http://dx.doi.org/10.1080/13596740500200197.

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van Hell, Janet G., and Natasha Tokowicz. "Event-related brain potentials and second language learning: syntactic processing in late L2 learners at different L2 proficiency levels." Second Language Research 26, no. 1 (2010): 43–74. http://dx.doi.org/10.1177/0267658309337637.

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There are several major questions in the literature on late second language (L2) learning and processing. Some of these questions include: Can late L2 learners process an L2 in a native-like way? What is the nature of the differences in L2 processing among L2 learners at different levels of L2 proficiency? In this article, we review studies that addressed these questions using event-related brain potentials (ERPs) in late learners and that focused on syntactic processing. ERPs provide an on-line, millisecond-by-millisecond record of the brain’s electrical activity during cognitive processing.

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KIM, JI-HYE, SILVINA MONTRUL, and JAMES YOON. "Dominant language influence in acquisition and attrition of binding: Interpretation of the Korean reflexive caki." Bilingualism: Language and Cognition 13, no. 1 (2009): 73–84. http://dx.doi.org/10.1017/s136672890999037x.

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This study investigates how the dominant language of Korean heritage speakers (English) influences Korean (minority language) in the domain of binding interpretations by comparing the performance of Korean immigrants in English dominant context with that of incomplete learners of Korean and L2 learners of Korean. Four groups (10 Korean immigrants, 17 simultaneous bilinguals, 14 late L2 learners, and 30 Korean native speakers) were tested. Differences between English and Korean in Governing Category and structural constraints were tested through a Truth Value Judgment Task with stories. Overall

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Rossi, Sonja, Manfred F. Gugler, Angela D. Friederici, and Anja Hahne. "The Impact of Proficiency on Syntactic Second-language Processing of German and Italian: Evidence from Event-related Potentials." Journal of Cognitive Neuroscience 18, no. 12 (2006): 2030–48. http://dx.doi.org/10.1162/jocn.2006.18.12.2030.

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The present study investigated the role of proficiency in late second-language (L2) processing using comparable stimuli in German and Italian. Both sets of stimuli consisted of simple active sentences including a word category violation, a morphosyntactic agreement violation, or a combination of the two. Four experiments were conducted to study high- and low-proficiency L2 learners of German as well as high- and low-proficiency L2 learners of Italian. High-proficiency L2 learners in both languages showed the same event-related potential (ERP) components as native speakers for all syntactic vio

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Cuza, Alejandro, Ana Teresa Pérez-Leroux, and Liliana Sánchez. "THE ROLE OF SEMANTIC TRANSFER IN CLITIC DROP AMONG SIMULTANEOUS AND SEQUENTIAL CHINESE-SPANISH BILINGUALS." Studies in Second Language Acquisition 35, no. 1 (2012): 93–125. http://dx.doi.org/10.1017/s0272263112000691.

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This study examines the acquisition of the featural constraints on clitic and null distribution in Spanish among simultaneous and sequential Chinese-Spanish bilinguals from Peru. A truth value judgment task targeted the referential meaning of null objects in a negation context. Objects were elicited via two clitic elicitation tasks that targeted anaphoric contexts and left-dislocated topics. An acceptability task tested sensitivity to left-dislocated object drop. Although simultaneous bilinguals were mostly undistinguishable from monolinguals, the late learners differed from both of these grou

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O'BRIEN, MARY GRANTHAM, CARRIE N. JACKSON, and CHRISTINE E. GARDNER. "Cross-linguistic differences in prosodic cues to syntactic disambiguation in German and English." Applied Psycholinguistics 35, no. 1 (2012): 27–70. http://dx.doi.org/10.1017/s0142716412000252.

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ABSTRACTThis study examined whether late-learning English–German second language (L2) learners and late-learning German–English L2 learners use prosodic cues to disambiguate temporarily ambiguous first language and L2 sentences during speech production. Experiments 1a and 1b showed that English–German L2 learners and German–English L2 learners used a pitch rise and pitch accent to disambiguate PP-attachment sentences in German. However, the same participants, as well as monolingual English speakers, only used pitch accent to disambiguate similar English sentences. Taken together, these results

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Qureshi, Muhammad Asif. "Age and knowledge of morphosyntax in english as an additional language: grammatical judgment and error correction." International Review of Applied Linguistics in Language Teaching 58, no. 1 (2020): 29–50. http://dx.doi.org/10.1515/iral-2015-0062.

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AbstractResearch on age and second language acquisition (L2A) is vast, but inconclusive. Such research has mainly been motivated by the Critical Period Hypothesis (CPH), which postulates that language acquisition becomes extremely difficult after the onset of puberty. Also, there is a lack of research on age and third/additional language (L3/Ln) learning. To fill this gap, this article examines differences in morphosyntactic knowledge between early and late learners of English as a L3/Ln. In this study, ‘early’ and ‘late’ learners are those participants first exposed to English as a medium of

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WHITE, ERIN JACQUELYN, DEBRA TITONE, FRED GENESEE, and KARSTEN STEINHAUER. "Phonological processing in late second language learners: The effects of proficiency and task." Bilingualism: Language and Cognition 20, no. 1 (2015): 162–83. http://dx.doi.org/10.1017/s1366728915000620.

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Using event related brain potentials (ERPs), we examined the neurocognitive basis of phonological discrimination of phoneme /h/ in native English speakers and Francophone late second language (L2) learners, as a function of L2 proficiency and stimulus/task demands. In Experiment 1, native and non-native (L2 only) phonological contrasts were presented as syllables during a task that directed attention to phonological form. Phonological categorization was assessed with MMN, N2b and P3b effects. In Experiment 2, the same contrasts were presented as words/ pseudowords during a task that directed a

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Dallas, Andrea, and Edith Kaan. "Second Language Processing of Filler-Gap Dependencies by Late Learners." Language and Linguistics Compass 2, no. 3 (2008): 372–88. http://dx.doi.org/10.1111/j.1749-818x.2008.00056.x.

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Santos, Ana Lúcia, and Cristina Flores. "Comparing heritage speakers and late L2-learners of European Portuguese." Linguistic Approaches to Bilingualism 6, no. 3 (2016): 308–40. http://dx.doi.org/10.1075/lab.14006.san.

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Abstract This study compares the performance of Portuguese-German heritage children and adult L2 speakers of European Portuguese whose L1 is German with respect to two aspects of grammar, adverb placement and VP-ellipsis, which depend on a core syntactic property of the language, verb movement. The results show that both groups have acquired V-to-I and adverb placement, showing no influence of a V2 grammar. Performance in the VP-ellipsis task is more complex: heritage children produce VP-ellipsis at the level of controls, as opposed to L2 speakers; however, both L2 and heritage speakers show t

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von Grebmer zu Wolfsthurn, Sarah, Leticia Pablos Robles, and Niels O. Schiller. "Cross-linguistic interference in late language learners: An ERP study." Brain and Language 221 (October 2021): 104993. http://dx.doi.org/10.1016/j.bandl.2021.104993.

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Casillas, Joseph V., та Miquel Simonet. "Production and perception of the English /æ/–/ɑ/ contrast in switched-dominance speakers". Second Language Research 32, № 2 (2015): 171–95. http://dx.doi.org/10.1177/0267658315608912.

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This study investigates how fluent second-language (L2) learners of English produce and perceive the /æ/–/ɑ/ vowel contrast of Southwestern American English. Two learner groups are examined: (1) early, proficient English speakers who were raised by Spanish-speaking families but who became dominant in English during childhood and, as adults, lack communicative abilities in Spanish, and (2) Spanish-speaking late learners of English who continue to be dominant in Spanish. The participants provided data in three tasks: one production and two perceptual. The study finds that both learner groups dif

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Azaz, Mahmoud, and Joshua Frank. "Bidirectional cross-linguistic influence in late bilingualism." Linguistic Approaches to Bilingualism 8, no. 4 (2017): 411–45. http://dx.doi.org/10.1075/lab.15012.aza.

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Abstract The container-content relation represents a set of nominal configurations unexplored in the acquisition literature. Whereas in English the switch from a noun-noun compound (water bottle) to a noun-prepositional phrase (bottle of water) is associated with a semantic shift from container to content, Spanish and Arabic adopt single canonical configurations for both conditions, noun-prepositional phrase and noun phrase, respectively. Importantly, Spanish, Arabic, and English display structural overlap in the content condition maintained by head-first isomorphic strings. In the container c

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Sanders, Lisa D., Helen J. Neville, and Marty G. Woldorff. "Speech Segmentation by Native and Non-Native Speakers." Journal of Speech, Language, and Hearing Research 45, no. 3 (2002): 519–30. http://dx.doi.org/10.1044/1092-4388(2002/041).

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Varying degrees of plasticity in different subsystems of language have been demonstrated by studies showing that some aspects of language are processed similarly by native speakers and late-learners whereas other aspects are processed differently by the two groups. The study of speech segmentation provides a means by which the ability to process different types of linguistic information can be measured within the same task, because lexical, syntactic, and stress-pattern information can all indicate where one word ends and the next begins in continuous speech. In this study, native Japanese and

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Cox, Jessica G. "EXPLICIT INSTRUCTION, BILINGUALISM, AND THE OLDER ADULT LEARNER." Studies in Second Language Acquisition 39, no. 1 (2015): 29–58. http://dx.doi.org/10.1017/s0272263115000364.

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Little is known about older adult language learners and effects of aging on L2 learning. This study investigated learning in older age through interactions of learner-internal and -external variables; specifically, late-learned L2 (bilingualism) and provision of grammar explanation (explicit instruction, EI). Forty-three older adults (age 60+) who were monolingual English or bilingual English/Spanish speakers learned basic Latin morphosyntax using a computer program with or without EI. Results showed no overall effects of EI, although bilinguals with EI had advantages when transferring skills.

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Lipińska, Dorota. "“Never too late to spot a difference”: the development of L2 speech perception in adults." Language in Focus 2, no. 2 (2016): 1–11. http://dx.doi.org/10.1515/lifijsal-2016-0006.

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Abstract Learning correct pronunciation of a second/foreign language always represents a considerable challenge for language learners (e.g. Rojczyk, 2010a), especially for adults (e.g. Flege, 2007). There is an abundance of studies (e.g. Nowacka, 2010; Flege, 1991) showing that second language learners whose first language (L1) phonetic system has only one sound where L2 is characterized by noticeable richness of separate sound categories, encounter serious problems when they try to distinguish those new sounds and, moreover, they tend to apply their native vowels or consonants in L2 speech. I

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GATHERCOLE, VIRGINIA C. MUELLER, and RUBA ABDELMATLOUB MOAWAD. "Semantic interaction in early and late bilinguals: All words are not created equally." Bilingualism: Language and Cognition 13, no. 4 (2010): 385–408. http://dx.doi.org/10.1017/s1366728909990460.

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This study examines L1–L2 interaction in semantic categorization in early and late L2 learners. Word categories that overlapped but were not identical in Arabic and English were tested. Words always showed a ‘wider’ range of application in one language, ‘narrower’ in the other. Three types of categories – ‘classical’, ‘radial’, and ‘homophones’ – were examined. Monolingual Arabic, monolingual English, early bilingual, and late bilingual speakers were tested for their understanding of the Arabic or English words. Early bilinguals’ semantic structure is affected in both directions, late bilingua

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Batterink, Laura, and Helen Neville. "Implicit and Explicit Second Language Training Recruit Common Neural Mechanisms for Syntactic Processing." Journal of Cognitive Neuroscience 25, no. 6 (2013): 936–51. http://dx.doi.org/10.1162/jocn_a_00354.

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In contrast to native language acquisition, adult second-language (L2) acquisition occurs under highly variable learning conditions. Although most adults acquire their L2 at least partially through explicit instruction, as in a classroom setting, many others acquire their L2 primarily through implicit exposure, as is typical of an immersion environment. Whether these differences in acquisition environment play a role in determining the neural mechanisms that are ultimately recruited to process L2 grammar has not been well characterized. This study investigated this issue by comparing the ERP r

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Ito, Kikuyo, Franzo F. Law, Mieko N. Sperbeck, et al. "Speeded discrimination of American vowels by experienced Japanese late L2 learners." Journal of the Acoustical Society of America 121, no. 5 (2007): 3073. http://dx.doi.org/10.1121/1.4781885.

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Pérez, Alejandro, Margaret Gillon Dowens, Nicola Molinaro, et al. "Complex brain network properties in late L2 learners and native speakers." Neuropsychologia 68 (February 2015): 209–17. http://dx.doi.org/10.1016/j.neuropsychologia.2015.01.021.

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Kao, Chieh, and Yang Zhang. "Differential Neurobehavioral Effects of Cross-Modal Selective Priming on Phonetic and Emotional Prosodic Information in Late Second Language Learners." Journal of Speech, Language, and Hearing Research 63, no. 8 (2020): 2508–21. http://dx.doi.org/10.1044/2020_jslhr-19-00329.

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Purpose Spoken language is inherently multimodal and multidimensional in natural settings, but very little is known about how second language (L2) learners undertake multilayered speech signals with both phonetic and affective cues. This study investigated how late L2 learners undertake parallel processing of linguistic and affective information in the speech signal at behavioral and neurophysiological levels. Method Behavioral and event-related potential measures were taken in a selective cross-modal priming paradigm to examine how late L2 learners ( N = 24, M age = 25.54 years) assessed the

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Saumya, Saumya, and Tushar Singh. "Open and distance learning in social work programme: a study of MSW learners of India." Asian Association of Open Universities Journal 15, no. 3 (2020): 371–93. http://dx.doi.org/10.1108/aaouj-07-2020-0050.

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PurposeThe paper reports the feedback collected from students of the Master of Social Work (MSW) Programme of the School of Social Work (SOSW), Indira Gandhi National Open University (IGNOU), through open and distance learning (ODL), in India. The paper discusses findings related to learner profile, student support services, assignments, academic counselling, fieldwork, audio/video/teleconferencing facilities, Internet access and challenges faced by the learners. The findings will be useful for researchers and practitioners, will help in improving the overall quality of the programme, in desig

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JACOB, GUNNAR, ELISABETH FLEISCHHAUER, and HARALD CLAHSEN. "Allomorphy and affixation in morphological processing: A cross-modal priming study with late bilinguals." Bilingualism: Language and Cognition 16, no. 4 (2013): 924–33. http://dx.doi.org/10.1017/s1366728913000291.

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This study presents results from a cross-modal priming experiment investigating inflected verb forms of German. A group of late learners of German with Russian as their native language (L1) was compared to a control group of German L1 speakers. The experiment showed different priming patterns for the two participant groups. The L1 German data yielded a stem-priming effect for inflected forms involving regular affixation and a partial priming effect for irregular forms irrespective of stem allomorphy. By contrast, the data from the late bilinguals showed reduced priming effects for both regular

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Muñoz, Carmen, and David Singleton. "Foreign accent in advanced learners." EUROSLA Yearbook 7 (August 10, 2007): 171–90. http://dx.doi.org/10.1075/eurosla.7.10mun.

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Research has generally found age of learning (AOL) (i.e., age of initial significant L2 exposure) to predict degree of foreign accent (FA), while length of residence (LOR) has sometimes been seen as simply a corollary of AOL. The subjects in the present study were twelve late L2 learners of English with an average AOL of 22.5 and an average LOR of 10, plus a native-speaker control group. All the English-L2 subjects had Spanish and/or Catalan as L1. Short extracts were taken from their oral retelling of a film narrative and judged for FA by four native speakers of English. Language background d

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Wijayanto, Agus, and Diyah Murti Hastuti. "Communication Strategies by Indonesian EFL Learners in English Conversation Class." JURNAL ARBITRER 8, no. 1 (2021): 72. http://dx.doi.org/10.25077/ar.8.1.72-81.2021.

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To be able to conduct smooth communication has been the focus of teaching and learning L2. Since the late 1970s, developing language learners’ communicative competence has become the center of L2 teaching. This paper is part of a study investigating how elementary-level English learners at an English course in Surakarta-Indonesia conduct English conversations. It particularly observes how they use communication strategies. The data was obtained through recording the conversations between instructors and the learners in teaching and learning activities. This study revealed that the learners fre

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Wilden, Eva, Raphaela Porsch, and Michael Schurig. "An early start in primary EFL education and the role of teacher qualification and teaching quality." Language Teaching for Young Learners 2, no. 1 (2020): 28–51. http://dx.doi.org/10.1075/ltyl.19002.wil.

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Abstract This study investigates the receptive L2 proficiency of early and late starters in primary EFL education in the German context. Thus, the L2 reading and listening proficiency of primary EFL learners was assessed at the end of primary schooling in year 4 in two German federal states with different ages of onset. A special focus of the study is on indicators of teaching quality as well as teacher qualification. The study did not find significant differences in the receptive L2 proficiency between early starters and late startes. When controlling for teaching quality or teacher qualifica

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Shport, Irina A., Dorian Dorado, and María Gabriela Puscama. "Lexical access in English-Spanish bilinguals." Linguistic Approaches to Bilingualism 8, no. 3 (2018): 372–92. http://dx.doi.org/10.1075/lab.17039.shp.

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Abstract Does early onset age of language learning in an informal setting always have a long-term advantage? We compared lexical access in adult heritage speakers of Spanish and late learners of Spanish in two word-production tasks, while also considering the speakers’ oral proficiency in their non-dominant language. In all speakers, word recall in the picture-naming task was less accurate and slower than in the translation task. Heritage speakers and late learners of high Spanish proficiency level were different only in the translation task, where learners were faster than heritage speakers,

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Véronique, Georges Daniel. "The acquisition of additive scope particles by Moroccan Arabic L1 learners of French." Language, Interaction and Acquisition 3, no. 1 (2012): 114–39. http://dx.doi.org/10.1075/lia.3.1.07ver.

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The paper analyzes the acquisition of the additive particles aussi (‘also’), même (‘even’) and encore (‘still’) by five Moroccan Arabic L1 adult learners of French, participants in the ESF project (Perdue 1984). On the basis of a comparison between the French scope particles and their Moroccan Arabic equivalents, it is hypothesised that transfer from L1 plays an indirect role in the acquisition of French scope particles because of major semantic and syntactic differences between the two languages. The paper sets out to describe the emergence and use of additive scope particles in a sample of t

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Saito, Kazuya. "Experience Effects on the Development of Late Second Language Learners’ Oral Proficiency." Language Learning 65, no. 3 (2015): 563–95. http://dx.doi.org/10.1111/lang.12120.

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Banaszkiewicz, Anna, Jacek Matuszewski, Łukasz Bola, et al. "Multimodal imaging of brain reorganization in hearing late learners of sign language." Human Brain Mapping 42, no. 2 (2020): 384–97. http://dx.doi.org/10.1002/hbm.25229.

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Harada, Tetsuo. "Phonemic perception under noise condition by early and late learners of English." Journal of the Acoustical Society of America 130, no. 4 (2011): 2573. http://dx.doi.org/10.1121/1.3655314.

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BOSCH, SINA, HELENA KRAUSE, and ALINA LEMINEN. "The time-course of morphosyntactic and semantic priming in late bilinguals: A study of German adjectives." Bilingualism: Language and Cognition 20, no. 3 (2016): 435–56. http://dx.doi.org/10.1017/s1366728916000055.

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How do late proficient bilinguals process morphosyntactic and lexical-semantic information in their non-native language (L2)? How is this information represented in the L2 mental lexicon? And what are the neural signatures of L2 morphosyntactic and lexical-semantic processing? We addressed these questions in one behavioral and two ERP priming experiments on inflected German adjectives testing a group of advanced late Russian learners of German in comparison to native speaker (L1) controls. While in the behavioral experiment, the L2 learners performed native-like, the ERP data revealed clear L1

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HARTSUIKER, ROBERT J., and SARAH BERNOLET. "The development of shared syntax in second language learning." Bilingualism: Language and Cognition 20, no. 2 (2015): 219–34. http://dx.doi.org/10.1017/s1366728915000164.

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According to Hartsuiker et al.'s (2004) shared-syntax account bilinguals share syntactic representations across languages whenever these representations are similar enough. But how does such a system develop in the course of second language (L2) learning? We will review recent work on cross-linguistic structural priming, which considered priming in early second language learners and late second language learners as a function of proficiency. We will then sketch our account of L2 syntactic acquisition. We assume an early phase in which the learner relies on transfer from L1 and imitation, follo

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