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Journal articles on the topic 'Second language acquisition Languages'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

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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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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Olshtain, Elite. "Is Second Language Attrition the Reversal of Second Language Acquisition?" Studies in Second Language Acquisition 11, no. 2 (June 1989): 151–65. http://dx.doi.org/10.1017/s0272263100000589.

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The study of language attrition, whether it is concerned with first or second languages, focuses on the effects resulting from an individual's reduced use of the attrited language. Such reduction in use can be due to a change in the linguistic environment or to the termination of an instructional program. In either case, some other language (or languages) is or becomes the dominant one.The present article reports on a series of studies, all focusing on individual attrition of English as a second language (ESL) in an environment where Hebrew is the dominant language. The predictor variables discussed are age, sociolinguistic features, input variables, and linguistic variables. The attrition process affecting English as a second language in a Hebrew dominant context seems to exhibit two major trends of change in language use: (a) a greater variability in the application of peripheral and highly marked structural rules, and (b) lower accessibility of specific lexical items. In each of these trends one can identify a limited reversal of the acquisition process, particularly with young children (5–8-year-olds) as well as a typological transfer process from the dominant language.

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Bohnacker, Ute, and Marit Westergaard. "Introduction: The Nordic languages and second language acquisition theory." Nordic Journal of Linguistics 33, no. 2 (September 22, 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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Schönström, Krister. "Sign languages and second language acquisition research: An introduction." Journal of the European Second Language Association 5, no. 1 (2021): 30–43. http://dx.doi.org/10.22599/jesla.73.

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Park, Hyeson. "A minimalist approach to null subjects and objects in second language acquisition." Second Language Research 20, no. 1 (January 2004): 1–32. http://dx.doi.org/10.1191/0267658304sr228oa.

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Studies of the second language acquisition of pronominal arguments have observed that: (1) L1 speakers of null subject languages of the Spanish type drop more subjects in their second language (L2) English than first language (L1) speakers of null subject languages of the Korean type and (2) speakers of Korean-type languages drop more objects than subjects in their L2 English. An analysis of these two asymmetries is conducted within the Minimalist Program framework (MP), which hypothesizes that language acquisition involves the learning of formal features of a target language.I propose, based on Alexiadou and Anagnostopoulou (1998), that the licensing of null subjects is conditioned by the interpretability of agreement features. When a language has [+interpretable] agreement features, raising of the verb to T (X-movement) satisfies the EPP requirement: hence, a null subject is allowed. On the other hand, in a language with [-interpretable] agreement features, the subject is obligatory since merger of the subject in the specifier of TP (XP-merge) is required to check the EPP feature. Learning of the obligatory status of English subjects is easier for Korean learners than for Spanish speakers since syntactically both English and Korean have the same feature value [-interpretable] (although null subjects are allowed in Korean for pragmatic reasons). Spanish has the opposite syntactic feature value [+interpretable] and resetting of this is more difficult. Licensing of null objects is hypothesized to be related to the strength of theta-features. Languages with strong theta-features, such as English and Spanish, do not allow null objects, whereas languages with weak theta-features like Korean allow null objects. It takes time for Korean speakers to learn the different value of English theta-features, resulting in the extended null object period in L2 English of Korean L1 speakers.

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7

Ahibalova, Tetiana. "FOSSILIZATION IN ADULT SECOND LANGUAGE ACQUISITION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 6(74) (June 27, 2019): 150–53. http://dx.doi.org/10.25264/2519-2558-2019-6(74)-150-153.

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8

Kachru, Yamuna. "Cognitive and Cultural Styles in Second Language Acquisition." Annual Review of Applied Linguistics 9 (March 1988): 149–63. http://dx.doi.org/10.1017/s0267190500000866.

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The goals of second language acquisition research, as of first language acquisi-tion research, are to determine exactly what is acquired and precisely how it is acquired. The first concern leads to questions such as the following in the case of second language acquisition [SLA]•How comparable are the first and second languages of the learners?•What effect does the perceived closeness or distance of the two languages have on second language acquisition?•Do learners only acquire linguistic categories and structures of the second language, or do they also acquire a different set of cognitive structures and cultural categories? And finally,•Do they acquire only linguistic rules, or do they also acquire the sociocultural conventions of language use relevant to the second language?The second concern leads to the following question:•What role do cognitive styles, learning strategies, and personality factors—either innate or acquired as a result of socialization in a particular community—play in second language acquisition?

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Izumi, Shinichi. "THE ACQUISITION OF JAPANESE AS A SECOND LANGUAGE.Kazue Kanno (Ed.). Amsterdam: Benjamins, 1999. Pp. xi + 181. $72.00 cloth." Studies in Second Language Acquisition 25, no. 4 (November 24, 2003): 587–88. http://dx.doi.org/10.1017/s0272263103240250.

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This volume, focusing on Japanese as a second language (JSL), is part of the Language acquisition and language disorders series by Benjamins. As the editor points out in the introductory chapter, there is a pressing need to investigate the acquisition of languages other than English and other European languages if SLA claims to be a discipline broad enough to encompass acquisition of any second language (L2). In particular, given the importance of Japanese as one of the most commonly studied languages in Asia and the fact that Japanese has many linguistic features not found in European languages, research on the acquisition of JSL should have important implications for both practical applications in language teaching and theoretical investigation of language universals, innate principles, and the like.

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Myles, Florence. "The development of theories of second language acquisition." Language Teaching 43, no. 3 (June 10, 2010): 320–32. http://dx.doi.org/10.1017/s0261444810000078.

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Second language acquisition (SLA) is a relatively new field of enquiry. Before the late 1960s, educators did write about L2 learning, but very much as an adjunct of language teaching pedagogy, underpinned by behaviourism, the then-dominant learning theory in psychology. In this view, the task facing learners of foreign languages was to rote-learn and practise the grammatical patterns and vocabulary of the language to be learnt, in order to form new ‘habits’, that is to create new stimulus–response pairings which would become stronger with reinforcement. In order for the ‘old habits’ of the L1 not to interfere with this process by being ‘copied’, or transferred, into the L2, researchers embarked on thorough descriptions of pairs of languages to be learnt, in order to identify areas that are different and would thus be difficult.

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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 (June 28, 2017): 01–06. http://dx.doi.org/10.18844/prosoc.v2i11.1897.

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Nurhidayah, Rafika. "The Role of Motivation in Second Language Acquisition." Jurnal Ilmiah Spectral 6, no. 2 (September 29, 2020): 096–104. http://dx.doi.org/10.47255/spectral.v6i2.59.

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This paper aims to explore the role of motivation in second language acquisition. Motivation is one of the most important factors for learning a second language proficiently. Motivation is unavoidable linked with language achievement in the sense that language achievement can not happen without motivation. In short, motivation is used as a concept for explaining the success or failure of a language learner. There are many advantages for knowing other languages but they are not absolutely necessary, and as a consequence, motivation can play an important role in learning second language. And there are many factors that can affect this motivation.

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13

White, Lydia. "Universal Grammar, crosslinguistic variation and second language acquisition." Language Teaching 45, no. 3 (June 15, 2012): 309–28. http://dx.doi.org/10.1017/s0261444812000146.

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According to generative linguistic theory, certain principles underlying language structure are innately given, accounting for how children are able to acquire their mother tongues (L1s) despite a mismatch between the linguistic input and the complex unconscious mental representation of language that children achieve. This innate structure is referred to as Universal Grammar (UG); it includes universal principles, as well as parameters which allow for constrained variation across languages.

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Akabogu, J. U. "Second Language Acquisition, Attrition of Indigenous Languages in Nigeria: Cultural Implications." IOSR Journal Of Humanities And Social Science 13, no. 4 (2013): 01–05. http://dx.doi.org/10.9790/0837-1340105.

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15

Kramsch, Claire. "Second language acquisition, applied linguistics and the teaching of foreign languages." Language Learning Journal 27, no. 1 (June 2003): 66–73. http://dx.doi.org/10.1080/09571730385200101.

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Kramsch, Claire. "Second Language Acquisition, Applied Linguistics, and the Teaching of Foreign Languages." Modern Language Journal 84, no. 3 (September 2000): 311–26. http://dx.doi.org/10.1111/0026-7902.00071.

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17

Alonso, Rosa Alonso. "L1 influence on Second Language Acquisition and Teaching." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 9 (April 6, 2017): 136–49. http://dx.doi.org/10.18844/gjhss.v2i9.1094.

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18

Spinner, Patti. "Review article: Second language acquisition of Bantu languages: A (mostly) untapped research opportunity." Second Language Research 27, no. 3 (May 31, 2011): 418–30. http://dx.doi.org/10.1177/0267658310376217.

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This review article presents a summary of research on the second language acquisition of Bantu languages, including Swahili, Zulu, Xhosa and Lingala. Although second language (L2) research on these languages is currently very limited, work in morphosyntax and phonology suggests promising directions for future study, particularly on noun class, tense and aspect.

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Broselow, Ellen, and Daniel Finer. "Parameter setting in second language phonology and syntax." Interlanguage studies bulletin (Utrecht) 7, no. 1 (February 1991): 35–59. http://dx.doi.org/10.1177/026765839100700102.

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This paper reports on studies of second language acquisition in two domains, phonology and syntax. The phenomena investigated were the acquisition by native speakers of Hindi, Japanese, and Korean of two areas of English: in phonology, the mastery of particular syllable onset clusters, and in syntax, the acquisition of the binding patterns of reflexive anaphors. Both these areas are ones for which multi-valued parameters have been posited to account for the range of variation across natural languages. The paper presents evidence that acquisition in these two areas is quite similar: at a certain stage of acquisition learners seem to arrive at a parameter setting that is midway between the native and the target language settings. This effect occurs both when the target language employs a less marked setting than the native language and when the target language setting is more marked than that of the native language.

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20

Zhang, Hang. "Dissimilation in the second language acquisition of Mandarin Chinese tones." Second Language Research 32, no. 3 (June 23, 2016): 427–51. http://dx.doi.org/10.1177/0267658316644293.

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This article extends Optimality Theoretic studies to the research on second language tone phonology. Specifically, this work analyses the acquisition of identical tone sequences in Mandarin Chinese by adult speakers of three non-tonal languages: English, Japanese and Korean. This study finds that the learners prefer not to use identical lexical tones on adjacent syllables, especially the contour tone sequences. It is argued that the Obligatory Contour Principle (OCP) was playing a role in shaping the second language Chinese tonal phonology even though it was not learned from these speakers’ native languages, nor found widely applied in the target language. The acquisition order of tone pairs suggests an interacting effect of the OCP and the Tonal Markedness Scale. This study presents a constraint-based analysis and proposes a four-stage path of OCP sub-constraint re-ranking to account for the error patterns found in the phonological experiment.

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Carroll, Mary, Jorge Murcia-Serra, Marzena Watorek, and Alessandra Bendiscioli. "THE RELEVANCE OF INFORMATION ORGANIZATION TO SECOND LANGUAGE ACQUISITION STUDIES." Studies in Second Language Acquisition 22, no. 3 (September 2000): 441–66. http://dx.doi.org/10.1017/s0272263100003065.

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The present cross-linguistic study deals with the relevance of principles of information organization in adult second language acquisition. It looks at typological features of information structure that allow speakers to organize and shape the flow of information when carrying out complex tasks, such as giving a description, and pinpoints factors that lead to the selection of linguistic form. At the focus of our attention are means used in reference introduction, such as existential and locational constructions, the morphosyntactic forms of expressions applied in reference maintenance, and word order. The cross-linguistic comparison shows that the options found in the expression of these functions in German, English, and Romance languages (French, Italian, and Spanish) follow distinct patterns in that the linguistic means used reflect unifying principles of a typological nature. These principles are perspective driven and are associated with patterns of grammaticization. Structures in language that reflect core principles in information organization may be difficult to acquire because learners have to recognize clusters of form-function relations that range over different domains. The nature of the analyses required is described for learners of German with English and Spanish as their source languages. The interlanguages (ILs) of these speakers show a high degree of compatibility with German in formal syntactic terms and are near native in many respects, but the levels at which the IL and target language diverge can be linked to fundamental principles of organization underlying information structure. Although the stage of acquisition is advanced, the languages still retain core principles in information structure typical of those found for English and Romance languages.

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Kalt, Susan E. "Spanish as a second language when L1 is Quechua: Endangered languages and the SLA researcher." Second Language Research 28, no. 2 (April 2012): 265–79. http://dx.doi.org/10.1177/0267658311426844.

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Spanish is one of the most widely spoken languages in the world. Quechua is the largest indigenous language family to constitute the first language (L1) of second language (L2) Spanish speakers. Despite sheer number of speakers and typologically interesting contrasts, Quechua–Spanish second language acquisition is a nearly untapped research area, due to the marginalization of Quechua-speaking people. This review considers contributions to the field of second language acquisition gleaned from studying the grammars of Quechua speakers who learn Spanish as well as monolingual Quechua and Spanish speakers in the contact area. Contribution to the documentation and revitalization of the Quechua languages is discussed as an ethical and scientific imperative.

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Van der Slik, Frans W. P. "ACQUISITION OF DUTCH AS A SECOND LANGUAGE." Studies in Second Language Acquisition 32, no. 3 (June 29, 2010): 401–32. http://dx.doi.org/10.1017/s0272263110000021.

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This study reports on the impact of 11 West European first languages on the acquisition of Dutch. Using data from nearly 6,000 second-language learners, it was found that the mother tongue had a rather large impact on two language skills—namely, oral and written proficiency—as measured by the scores received by these learners on the State Examination of Dutch as a Second Language. Multilevel analyses showed that the effect of the mother tongue can adequately be modeled by means of the cognate linguistic distance measure, adopted from McMahon and McMahon (2005). The explanative power of the genetic linguistic distance measure (Cavalli-Sforza, Menozzi, & Piazza, 1994), on the other hand, was rather poor. Additionally, learner characteristics (age of arrival, length of residence, hours studying Dutch, education, and gender) and context characteristics (quality of schooling in the country of origin and multilingual country of origin) explained part of the variation in Dutch speaking and writing skills.

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Oshita, Hiroyuki. "THE UNACCUSATIVE TRAP IN SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 23, no. 2 (June 2001): 279–304. http://dx.doi.org/10.1017/s0272263101002078.

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The distinction of two types of intransitive verbs—unergatives (with underlying subjects) and unaccusatives (with underlying objects)—may not exist at early stages of L2 acquisition, both being syntactically represented as unergatives. This idea, referred to here as the Unaccusative Trap Hypothesis, provides an elegant developmental account for a variety of seemingly unrelated syntactic phenomena in L2 English, Japanese, and Chinese. Target language input, structural constraints on natural language linking rules, and linguistic properties of a learner's L1s shape stages in the reorganization of the lexical and syntactic components of interlanguage grammars. Although nonnative grammars may initially override the structural constraints postulated as the Unaccusative Hypothesis (Burzio, 1986; Perlmutter, 1978) and the Uniformity of Theta Assignment Hypothesis (Baker, 1988), at later developmental stages some may still achieve conformity with the norms of natural languages.

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

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Juffs, Alan. "Second language acquisition." Wiley Interdisciplinary Reviews: Cognitive Science 2, no. 3 (September 22, 2010): 277–86. http://dx.doi.org/10.1002/wcs.106.

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Kormos, Judit. "Specific learning difficulties in second language learning and teaching." Language Teaching 53, no. 2 (February 27, 2020): 129–43. http://dx.doi.org/10.1017/s0261444819000442.

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Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.

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Meisel, Jürgen M. "Diversity and divergence in bilingual acquisition." Zeitschrift für Sprachwissenschaft 40, no. 1 (April 24, 2021): 65–88. http://dx.doi.org/10.1515/zfs-2021-2025.

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Abstract Bilingual settings are perceived as exemplary cases of linguistic diversity, and they are assumed to trigger cross-linguistic interaction. The rationale underlying this assumption is the belief that when more than one language is processed in a brain, this will inevitably affect the way in which linguistic knowledge is acquired, stored and used. However, this idea stands in conflict with results obtained by research on children acquiring two (or more) languages simultaneously. They have been demonstrated to be able to differentiate languages from early on and to develop competences qualitatively identical to those of monolinguals. These studies thus provide little evidence supporting the idea that bilingualism must lead to divergent grammatical development. The question then is what triggers alterations of bilinguals’ grammars, especially of the syntactic core, possibly resulting in non-native competences. This has been claimed to occur in the acquisition of second languages, weaker languages of simultaneous bilinguals, or heritage languages. These acquisition types differ from first language development in that onset of acquisition of one language is delayed or that the amount of exposure to one language is reduced. I will argue that age at onset and severely reduced amount of exposure are potential causal factors triggering divergent developments, whereas bilingualism on its own is not a sufficient cause of divergence.

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Koyanagi, Kaoru. "The Interactional Relationship between Learning Mechanisms and Other Factors (Learning Conditions/Individual Differences) in Second Language Acquisition." Impact 2020, no. 9 (December 30, 2020): 29–31. http://dx.doi.org/10.21820/23987073.2020.9.29.

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Second language acquisition is the process of acquiring a second language. Second language acquisition also refers to the scientific discipline that looks at this process. Research on instructed second language acquisition can shed light on learning mechanisms and processes, helping to advance second language education. Professor Kaoru Koyanagi, who collected data from French students of Japanese at the National Institute for Oriental Languages and Civilizations in France, is exploring how learning mechanisms interact with other factors such as learners' aptitude, motivation, beliefs etc. to help uncover new knowledge that could contribute to Japanese language pedagogy.

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Montrul, Silvina A. "Is the heritage language like a second language?" EUROSLA Yearbook 12 (August 8, 2012): 1–29. http://dx.doi.org/10.1075/eurosla.12.03mon.

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Many heritage speakers (bilinguals in a minority language context) turn to the second language (L2) classroom to expand their knowledge of the heritage language. Critical questions arise as to how their linguistic knowledge compares to that of post puberty L2 learners. Focusing on recent experimental research on grammatical domains typically affected in both L2 learners and heritage speakers, this article addresses whether exposure to the family language since birth even under reduced input conditions leads to more native-like linguistic knowledge in heritage speakers as opposed to L2 learners with a later age of acquisition of the language, how differences in input and language learning experience determine the behavioral manifestations of linguistic knowledge, and whether formal instruction in the classroom is beneficial to heritage speakers. I argue that the extension of theoretical frameworks and methodologies from SLA has significantly advanced the field of heritage language acquisition, but deeper understanding of these speakers will also need more fruitful integration of the psycholinguistic and sociolinguistic factors that contribute to the acquisition and maintenance of heritage languages.

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Carmo, Patrícia do, Ana Mineiro, Joana Castelo Branco, Ronice Müller de Quadros, and Alexandre Castro-Caldas. "Handshape is the hardest path in Portuguese Sign Language acquisition." Sign Language and Linguistics 16, no. 1 (July 15, 2013): 75–90. http://dx.doi.org/10.1075/sll.16.1.03car.

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Sign languages have only been acknowledged as true languages in the second half of the 20th century. Studies on their ontogenesis are recent and include mostly comparative approaches to spoken language and sign language acquisition. Studies on sign language acquisition show that of the manual phonological parameters, handshape is the one which is acquired last. This study reports the findings of a first pilot study on Portuguese Sign Language (Língua Gestual Portuguesa — LGP) acquisition, focusing on a Deaf child from 10 months until 24 months of age, and it confirms the pattern previously described for other sign languages. We discuss possible reasons why handshape is harder to acquire, which relate to neuromotor development and perceptual issues, and we suggest that auditory deprivation might delay the acquisition of fine motor skills.

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Bardovi-Harlig, Kathleen. "THE ACQUISITION OF TEMPORALITY IN A SECOND LANGUAGE.Rainer Dietrich, Wolfgang Klein, & Colette Noyau (Eds.). Amsterdam: Benjamins, 1995. Pp. xii + 288. $59.00 cloth." Studies in Second Language Acquisition 20, no. 3 (September 1998): 423–24. http://dx.doi.org/10.1017/s0272263198213064.

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Imagine a three-year longitudinal study of the acquisition of multiple target languages by learners of different language backgrounds. It may sound like an idealized example from a research-methods lecture, but it is the actual design of the European Science Foundation inquiry into adult second language acquisition and the latest report released by Benjamins, a substantial revision of Volume 5 of the final report on temporality (Bhardwaj, Dietrich, & Noyau, 1988). This volume reports on the acquisition of temporality in five target languages (English, German, Dutch, French, and Swedish) by 21 learners of six source languages (Punjabi, Italian, Turkish, Arabic, Spanish, and Finnish) with learners from two source languages for each target language. The volume has eight chapters written by the main authors and cooperating contributors: “Introduction” (Dietrich & Perdue), “Frame of Analysis” (Klein), five chapters on the acquisition of temporality by target language—English (Klein), German (Dietrich), Dutch (Klein, Coenen, van Helvert, & Hendricks), French (Noyau, Houdaïfa, Vasseur, & Véronique), and Swedish (Noyau, Dorriots, Sjöström, & Voionmaa)—and “Conclusions” (Klein, Dietrich, & Noyau).

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Bernhardt, Elizabeth B., and Stephen D. Krashen. "Second Language Acquisition and Second Language Learning." Modern Language Journal 73, no. 4 (1989): 483. http://dx.doi.org/10.2307/326882.

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MEISEL, JÜRGEN M. "The weaker language in early child bilingualism: Acquiring a first language as a second language?" Applied Psycholinguistics 28, no. 3 (June 11, 2007): 495–514. http://dx.doi.org/10.1017/s0142716407070270.

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Past research demonstrates that first language (L1)-like competence in each language can be attained in simultaneous acquisition of bilingualism by mere exposure to the target languages. The question is whether this is also true for the “weaker” language (WL). The WL hypothesis claims that the WL differs fundamentally from monolingual L1 and balanced bilingual L1 and resembles second language (L2) acquisition. In this article, these claims are put to a test by analyzing “unusual” constructions in WLs, possibly indicating acquisition failure, and by reporting on analyses of the use of French by bilinguals whose dominant language is German. The available evidence does not justify the claim that WLs resemble L2. Instead, it shows that WL development can be delayed, but does not suggest acquisition failure. Finally, reduced input is unlikely to cause acquisition failure. The fundamental issue at stake is to explore the limits of the human language making capacity.

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Haerazi, Haerazi. "PRINCIPLES OF SECOND LANGUAGE ACQUISITION IN CHILDREN." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 3, no. 1 (February 28, 2020): 1. http://dx.doi.org/10.33394/jo-elt.v3i1.2424.

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To understand the principles of second language acquisition, we could adopt a variety of perspective. Research on second language acquisition (SLA) by children and adults is characterized by many different subfields and perspectives, both cognitive and social in orientation. Although children feature as participants in this research, it is relatively rare to find reviews or overviews of SLA that deal specifically with child SLA although there are a few important exceptions. This general lack of focus on children’s SLA is somewhat surprising, considering that data from children as first language learners have often provided a basis and impetus for SLA theorizing. Among the best-known first language studies to prove influential was Brown’s seminal work showing a predictable order of morpheme acquisition by children under the age of three. Many early years settings now welcome children and families from different cultures who use languages other than English. Young children who are starting to learn English as an additional language may also be attending a nursery school, pre-school, day nursery or child-minder perhaps for the first time. They will bring with them many skills and experiences from their home culture and will be both anxious and excited about their new situation. A good foundation for learning English as an additional language is embedded in quality early years practice. To know more about the principle of second language acquisition in children, this paper will present some issues related with it such as the nature and the role of language learning and the logical problem in language learning.

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Parodi, Teresa. "Finiteness and verb placement in second language acquisition." Second Language Research 16, no. 4 (October 2000): 355–81. http://dx.doi.org/10.1177/026765830001600403.

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The relationship between finiteness and verb placement has often been studied in both first language (L1) and second language (L2) acquisition and many studies claim that, while there is a correlation between finiteness and verb placement in L1 acquisition, these areas represent separate learning tasks in second language acquisition (SLA). The purpose of this article is to provide a new perspective on this elusive question, analysing data from speakers of Romance languages learning German as a second language (L2). Verbs are classified as thematic and nonthematic and analysed with respect to overt subject–verb agreement and verb placement as seen in negation patterns. A clear association between subject–verb agreement and verb placement is seen for nonthematic verbs: they are in most cases morphologically finite and show the syntactical distribution of finite verbs. These verbs are interpreted as a spell-out of agreement features, differing both from the speakers' L1 and from the L2, but conforming to a universal grammar (UG) option.

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Lightbown, Patsy M. "Input filters in second language acquisition." EUROSLA Yearbook 1 (January 1, 2001): 79–97. http://dx.doi.org/10.1075/eurosla.1.09lig.

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This paper reviews a variety of restrictions (input filters) on the conversion of input to intake and thence to acquisition. These filters are internal characteristics of the learner which seem to interfere with the ability to make use of L2 input for acquisition, even when that input seems, on the surface, to be appropriate and plentiful. Three sorts of filters are examined: affective filters, auditory/phonological filters, and cognitive filters. In the third category, three kinds of cognitive filters are discussed: (a) overload or conflict in the processing systems, (b) developmental filters, and (c) effects of previously learned languages. The discussion focuses on the role of instruction and feedback in making input more accessible to classroom learners and guiding them to perceive the difference between interlanguage patterns and those of the target language.

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Schachter, Jacquelyn. "On the issue of completeness in second language acquisition." Interlanguage studies bulletin (Utrecht) 6, no. 2 (December 1990): 93–124. http://dx.doi.org/10.1177/026765839000600201.

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The issue of completeness in adult second language acquisition is critical in the development of a theory of second language acquisition. Assuming the Chomskyan definition of core grammar as being those aspects of the language determined by the interaction of the innately specified Universal Grammar and the input to which the learner is exposed, we need to ask if it is possible for an adult learner of a second language to attain native-speaker competence in the core aspects of the grammar of the second language. This paper examines evidence for presence or absence of one principle of UG, Subjacency, in the grammars of groups of proficient nonnative speakers of English. There are three groups whose native languages - Korean, Chinese, Indonesian - differ from English with regard to Subjacency, Korean showing no evidence of it, Chinese and Indonesian showing partial evidence of it. There is one group whose native language, Dutch, shows the full range of Subjacency effects that English does. If all groups show the same Subjacency effects in English that native speakers do, then it must be the case UG is still available for adult second language learning and completeness in second language grammars is possible; if not, then completeness cannot be included as a possible characteristic of adult second language acquisition. Proficient nonnative university students with the above native languages were given grammaticality judgement tests on a set of sentences containing a variety of structures (islands) and Subjacency violations involving those structures. Analysis showed that though all groups were able to correctly judge grammatical sentences (containing islands) as grammatical, only the Dutch group was able to correctly judge ungrammatical sentences (containing Subjacency violations) as ungrammatical; the Korean subjects performed randomly on this task. This native language effect was shown not to be due to attribute variables, such as age of first exposure to English, number of months in an English-speaking country, number of years of English study, etc. The results support the conclusion that completeness is not a possible property of adult-acquired grammars since adults no longer have access to UG for the second language learning process.

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Wakabayashi, Shigenori. "Lexical learning in second language acquisition: optionality in the numeration." Second Language Research 25, no. 2 (April 2009): 335–41. http://dx.doi.org/10.1177/0267658308100293.

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Lardiere suggests that second language acquisition (SLA) researchers should pay more attention to the distribution of a given feature in source and target languages, using the distribution of [plural] in English, Chinese and Korean to illustrate. I argue that the distribution of [definite] in English shows a similar complexity, and that this has largely been ignored in existing second language studies. I propose that it is distributional complexity of this kind that underlies the gradual development and variability observed in second language (L2) performance. A four-stage model is outlined, attributing gradual development/variability (partly) to optionality in the numeration.

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Beliaevskaya, E. G. "COGNITIVE LINGUISTICS IN SECOND LANGUAGE AQUISITION." MGIMO Review of International Relations, no. 5(32) (October 28, 2013): 76–83. http://dx.doi.org/10.24833/2071-8160-2013-5-32-76-83.

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The paper sets out to prove that the influence of the learner’s first/second language on the acquisition and use of other languages may be minimized, and ultimately eliminated, if the process of language teaching and language learning centers on the conceptual structures underlying the semantics of language units. Such conceptual structures (the conceptual inner form) shaping the peculiarities of the mode of expression characteristic of the given language community determine the choice of words in the process of communication and word combinability; if applied in second language teaching and learning they help avoid subconscious translation from the learner’s first language into a second/third, thus bringing down the interfering effects.

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LANZA, ELIZABETH. "Cross-linguistic influence, input and the young bilingual child." Bilingualism: Language and Cognition 1, no. 3 (December 1998): 181–82. http://dx.doi.org/10.1017/s1366728998000303.

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The field of bilingual first language acquisition has focused on several important and interrelated issues: whether or not the young child acquiring two languages simultaneously differentiates his or her two languages from the onset of acquisition, what role the input plays in the acquisition of two languages, and whether the path of acquisition is similar to that of monolingual peers (see De Houwer, 1990). As a member of the DUFDE team, Natascha Müller has in previous work argued forcefully and convincingly for the bilingual child's separate development of his or her two languages, and hence how language-acquiring bilinguals behave like monolinguals. In her keynote article, Müller invokes the notion of transfer, a well-known term from research into second language acquisition, and proposes to consider transfer from the perspective of the input to which the young bilingual child is exposed. When this input is ambiguous, so that is there is variation in the input regarding one of the languages, the child will resort to transfer from the other language as a so-called relief strategy. In the following, I address the issue of cross-linguistic influence in language development and highlight the implications Müller's proposals may have for the field of bilingual first language acquisition. In conclusion I will relate these issues to the complexity of the notion of input in early bilingualism.

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Hawkins, Roger, and Richard Towell. "Second language acquisition research and the second language acquisition of French." Journal of French Language Studies 2, no. 1 (March 1992): 97–121. http://dx.doi.org/10.1017/s0959269500001174.

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AbstractPrior to the late 1960s second language acquisition was thought to be a relatively uninteresting phenomenon; it involved transferring grammatical properties already activated in the first language (L 1) onto second language (L 2) vocabulary. Successful L 2 learners were those who could capitalise on the similarities between the L 1 and the L 2, and eradicate the differences; and successful language teaching involved training learners to overcome the L 1-L 2 differences. Today, perceptions of second language acquisition are more sophisticated and nuanced. Second language acquisition researchers are interested in questions bearing not only on the influence of the L 1, but also on the degree of systematicity in L 2 development, the role that L 1, but also on the degree of systematicity in L 2 development, the role that conscious knowledge plays, the sources of variability in second language speaker performance, the ultimate levels of success achieved by L 2 learners of different ages, and individual differences between learners. The purpose of this article is to present what the authors believe to be some of the key issues which characterise current second language acquisition research, and to consider those issues within the specific context of the acquisition of French as second language.

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Zähner, Christopher. "Second language acquisition and the computer: variation in second language acquisition." ReCALL 7, no. 1 (May 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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Smith, Daniel. "Spanish and English contact and morpheme acquisition." Normas 7, no. 2 (December 20, 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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Bentz, Christian, and Bodo Winter. "Languages with More Second Language Learners Tend to Lose Nominal Case." Language Dynamics and Change 3, no. 1 (2013): 1–27. http://dx.doi.org/10.1163/22105832-13030105.

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In this paper, we provide quantitative evidence showing that languages spoken by many second language speakers tend to have relatively small nominal case systems or no nominal case at all. In our sample, all languages with more than 50% second language speakers had no nominal case. The negative association between the number of second language speakers and nominal case complexity generalizes to different language areas and families. As there are many studies attesting to the difficulty of acquiring morphological case in second language acquisition, this result supports the idea that languages adapt to the cognitive constraints of their speakers, as well as to the sociolinguistic niches of their speaking communities. We discuss our results with respect to sociolinguistic typology and the Linguistic Niche Hypothesis, as well as with respect to qualitative data from historical linguistics. All in all, multiple lines of evidence converge on the idea that morphosyntactic complexity is reduced by a high degree of language contact involving adult learners.

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Poreh, Amir M., and Avraham Schweiger. "The Effects of Second-Language Acquisition on Verbal Fluency Among Elderly Israelis." CNS Spectrums 7, no. 5 (May 2002): 377–86. http://dx.doi.org/10.1017/s1092852900017831.

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ABSTRACTThe present study investigated the effect of age of second-language acquisition (Hebrew) on verbal fluency in a random sample of 196 elderly Israelis from four distinct ethnic groups. Using conventional statistics, it was shown that phonemic fluency, particularly switching, is associated with education and the age of Hebrew acquisition, while semantic fluency, particularly clustering, is associated with age. Ethnic differences were not significant after controlling for the age of Hebrew acquisition and education. Additional analyses show that the tendency of subjects to use borrowed, non-Hebrew words on the phonemic fluency task was associated with lower total scores on this task and later age of Hebrew acquisition. In contrast, the tendency to use non-Hebrew words on the semantic fluency task was associated with age and higher total scores. These findings are discussed with regard to recent functional imaging studies of bilingual subjects. Such findings indicate that native and second languages form distinct areas of activation in the dominant anterior language area, an area often associated with phonemic processing and switching, whereas an overlap of activation of various languages has been demonstrated within the posterior language areas, those that are often associated with semantic processing.

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Pınar, Yunuz. "Interaction, Emotion and Language With Particular Focus on Second Language Acquisition in The Kindergarten." Journal of Qualitative Research in Education 4, no. 2 (July 29, 2016): 1–25. http://dx.doi.org/10.14689/issn.2148-2624.1.4c2s2m.

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

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