Relevant bibliographies by topics / Small groups. English language Second language acquisition

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Small groups. English language Second language acquisition'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Small groups. English language Second language acquisition"

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Spencer, Trina D., Douglas B. Petersen, M. Adelaida Restrepo, Marilyn Thompson, and Maria Nelly Gutierrez Arvizu. "The Effect of Spanish and English Narrative Intervention on the Language Skills of Young Dual Language Learners." Topics in Early Childhood Special Education 38, no. 4 (2018): 204–19. http://dx.doi.org/10.1177/0271121418779439.

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Standards of academic performance place a high demand on students’ English language. To help Spanish-speaking preschoolers who are developing English as a second language meet these demands, researchers recommend strengthening their first language to facilitate development of their second language. Head Start teachers and research assistants delivered 12 Spanish and 12 English language lessons to eight preschoolers in small groups. Lessons targeted storytelling and vocabulary and occurred 4 days a week for 20 min. A multiple-baseline experimental design across groups was used to examine the ef
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Restrepo, Maria Adelaida, Gareth P. Morgan, and Marilyn S. Thompson. "The Efficacy of a Vocabulary Intervention for Dual-Language Learners With Language Impairment." Journal of Speech, Language, and Hearing Research 56, no. 2 (2013): 748–65. http://dx.doi.org/10.1044/1092-4388(2012/11-0173).

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Purpose In this study, the authors evaluated the efficacy of a Spanish–English versus English-only vocabulary intervention for dual-language learners (DLLs) with language impairment compared to mathematics intervention groups and typically developing controls with no intervention. Further, in this study the authors also examined whether the language of instruction affected English, Spanish, and conceptual vocabulary differentially. Method The authors randomly assigned 202 preschool DLLs with language impairment to 1 of 4 conditions: bilingual vocabulary, English-only vocabulary, bilingual math
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Perpiñán, Silvia. "Locatives and existentials in L2 Spanish: The acquisition of the semantic contrasts among ser, estar and haber." Second Language Research 30, no. 4 (2014): 485–513. http://dx.doi.org/10.1177/0267658313518215.

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This study analyses the expression of locative and existential predicates elicited through an oral production task in the speech of two groups of learners of Spanish as a second language (L2) (first language English, n = 18; first language Moroccan Arabic, n = 14), and a native control group ( n = 18). A total of 25,000 words were analysed, with over 1,000 locative and existential predicates. These predicates were coded according to the lexical verb used as well as the semantics of the theme; special attention was given to the use of copular verbs. Results indicated a delayed development of es
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Arcaya, Mauricio. "Differences Between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation." Profile: Issues in Teachers´ Professional Development 22, no. 1 (2020): 29–41. http://dx.doi.org/10.15446/profile.v22n1.78800.

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This article is a small-scale qualitative study whose objective was to identify differences between the way in which native English teachers and their non-native Chilean counterparts assess pronunciation. To achieve this, teachers from both groups were asked to assess the same material produced by two students of English pedagogy in a Chilean university. The results show that native English teachers rate students higher than their non-native colleagues. This is apparently due not only to differences in training but also the differences in the processes of acquisition. The outcome of this resea
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Izumi, Shinichi, and Usha Lakshmanan. "Learnability, negative evidence and the L2 acquisition of the English passive." Second Language Research 14, no. 1 (1998): 62–101. http://dx.doi.org/10.1191/026765898675700455.

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An issue currently being debated in second language acquisition research is whether negative evidence (i.e., information to the learner that his or her utterance is ungrammatical) plays a positive role in the acquisition of the L2. Some researchers, such as White (1991a; 1991b) and Carroll and Swain (1993), have argued that negative evidence has positive effects while others (see, for example, Schwartz and Gubala-Ryzak, 1992) are sceptical about such effects. In this article, we report the results of a small-scale study that investigated the effects of formal instruction on the acquisition of
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Sedaghatkar, Mozhgan. "The Effect of Computer-assisted Language Learning (CALL) on Immediate and Delayed Retention of Vocabularies in General English Course." International Journal of Applied Linguistics and English Literature 7, no. 1 (2017): 231. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.1p.231.

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Vocabulary learning is essential for language acquisition; however, it is considered problematic for the second language learners. As a teacher of General English Course, I witness majority of students state that "It’s difficult for me to remember long words", "I rapidly forget new words", "I frequently repeat words", etc. As a matter of fact, learning vocabulary is one of the most boring tasks that language learners face with. Hence, different ways have been tried towards making vocabulary learning easier. In this regard, recent years have shown an interest in using computers for foreign lang
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Hassan, Hamid, Nisrin A. Hariri, and Khushnoor Khan. "Enhancing Intrinsic Motivation to Learn in Adults: Empowering ESL Students." International Journal of English Linguistics 10, no. 1 (2019): 81. http://dx.doi.org/10.5539/ijel.v10n1p81.

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The apex in the acquisition of a second language is dependent upon motivation and attitude coupled and nurtured in a formal language learning milieu. Adult learners of English as a Second Language (ESL) can be motivated intrinsically in numerous ways. The types of motivation, whether intrinsic or extrinsic, are not categorically different; instead, they lie in the same transition of self-determination. Direction relative to one’s surroundings serves as a long-range goal and sustains students’ motivation to learn a second language. The decision to learn in many cases comes f
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van Betteraij, Margo, Eric Kellerman, and Erik Schils. "Self-Disclosure and Safe Topics of Conversation." EUROSLA 6 55 (January 1, 1996): 35–46. http://dx.doi.org/10.1075/ttwia.55.04bet.

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Studies of the pragmatic aspects of second language acquisition and use (and particularly speech acts) have been rapidly growing in number and quality over the last few years. Such studies are particularly relevant from both theoretical and applied perspectives, but while we seem to know a fair amount about how non-native speakers and native speakers apologise, compliment, complain, refuse and criticise, we seem to know almost nothing about what constitute safe topics for strangers from different cultures to actually talk about to each other ('small talk', one might say). Since it is natural f
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Rescorla, Leslie, and Sachiko Okuda. "Modular patterns in second language acquisition." Applied Psycholinguistics 8, no. 3 (1987): 281–307. http://dx.doi.org/10.1017/s014271640000031x.

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ABSTRACTAnalysis of data from the first six months of acquisition of English as a second language by a 5-year-old Japanese girl illustrates the role of modular “chunking” and coupling in the second language acquisition process. This process was apparent in the child's pre-copula and copula referential utterances. She produced a large number of creative and novel referential sentences by using a small number of patterns or modules. The same small set of patterns was seen in both adult and peer sessions, although advances in acquisition usually appeared in peer conversation before they were evid
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White, Lydia, Alyona Belikova, Paul Hagstrom, Tanja Kupisch, and Öner Özçelik. "Restrictions on definiteness in second language acquisition." Linguistic Approaches to Bilingualism 2, no. 1 (2012): 54–89. http://dx.doi.org/10.1075/lab.2.1.03whi.

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In this paper we investigate whether learners of L2 English show knowledge of the Definiteness Effect (Milsark, 1977), which restricts definite expressions from appearing in the existential there-insertion construction. There are crosslinguistic differences in how restrictions on definiteness play out. In English, definite expressions may not occur in either affirmative or negative existentials (e.g. There is a/*the mouse in my soup; There isn’t a/*the mouse in my soup). In Turkish and Russian, affirmative existentials observe a restriction similar to English, whereas negative existentials do
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Dissertations / Theses on the topic "Small groups. English language Second language acquisition"

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Hung, Kwok Sonia. "The importance of student talk in small group discussions." Thesis, Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31945326.

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Martyn, Elaine. "The effects of task type on negotiation of meaning in small group work /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25085426.

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Martyn, Elaine. "The effects of task type on negotiation of meaning in small groupwork." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31243460.

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Chik, Hsia-hui Alice. "How experience shapes individual differences among second language learners : a biographical study of Hong Kong learners in five age groups /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B39848784.

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Rangel-Studer, Beatriz. "Self-repair in second language interaction: Dyad groups in action." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2975.

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Describes the results of a research project that analyzes the interaction of a second language (L2) learners of English (non-native speakers (NNS)) with a native speakers (NS). The subjects of the study were four NNS and two NS of English at Imperial Valley College in Imperial, California. The first aspect of the analysis determines the way in which self-repair might be related to L2 development and the L2 learner's language proficiency level. The second aspect of the analysis determines whether the NNS use self-repair differently when the interlocutor is a NS or a NNS of English. Results of t
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Child, Michael W. "Cross-Linguistic Influence in L3 Portuguese Acquisition: Language Learning Perceptions and the Knowledge and Transfer of Mood Distinctions by Three Groups of English-Spanish Bilinguals." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/333340.

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Interest in Portuguese has steadily increased over the last decade in universities across both North and South America (Carvalho 2002, 2011), principally among Spanish speakers. Generally speaking, Portuguese for Spanish-speakers courses have been designed around the theory that Spanish-speaking students will benefit from cross-linguistic influence (CLI, or transfer) due to the typological similarity that exists between Portuguese and Spanish (see Júdice, 2000). Related to this, the Typological Primacy Model, or TPM (Rothman, 2011), states that CLI in L3 acquisition principally comes from the
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Raschka, Christine. "Developing grammars in a social context : a comparative account of the English of two groups of ethnic minority women." Thesis, University of Newcastle Upon Tyne, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336816.

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Li, Iok Meng. "Motivation in second language learning : A small-scale qualitative study of language attitudes in a Macau English-medium secondary school." Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2586637.

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Tang, Gladys W. L. "Second language acquisition of the English interrogatives : the effect of different learning contexts on the SLA of three groups of Chinese learners of English." Thesis, University of Edinburgh, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253761.

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This study is an attempt to investigate the interlanguage (IL) development of Cantonese learners of English whose exposure to the target language (TL) is mainly from the classroom context and with little or no informal exposure outside the classroom. Second Language Acquisition (SLA) research to date suggests that naturalistic SL learners largely follow a universal route of development. The issue of concern of the present research is whether acquiring the TL in a classroom context involves the same or different processes of SLA and how the learning context shapes the qualitative development in
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Chik, Hsia-hui Alice, and 戚夏蕙. "How experience shapes individual differences among second language learners: a biographical study of Hong Konglearners in five age groups." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B39848784.

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Books on the topic "Small groups. English language Second language acquisition"

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Gesprochenes und geschriebenes Englisch im computergestützten Fremdsprachenerwerb. P. Lang, 2001.

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The stepmother tongue: An introduction to new Anglophone fiction. St. Martin's Press, 1998.

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Skinner, John. The Stepmother Tongue: An Introduction to New Anglophone Fiction. Red Globe Press, 1998.

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Book chapters on the topic "Small groups. English language Second language acquisition"

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Świątek, Artur. "The Acquisition of the English Article System by Polish Learners in Different Proficiency Groups Juxtaposed with a Case Study." In Second Language Learning and Teaching. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35305-5_9.

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Manegre, Marni, and Mar Gutiérrez-Colón. "Second language learning in knowledge forums: an analysis of L2 acquisition of students participating in the knowledge building international project." In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1021.

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This study presents the results of an experiment designed to determine whether knowledge building can facilitate foreign language acquisition. We examined how groups of Catalan students in secondary schools worked together on collaborative writing tasks in English, their foreign language. The students were participating in the Knowledge Building International Project (KBIP), which is based on the concept that students can learn while working together in computer-assisted learning environments. The quantitative data was collected through a pre-test and post-test. The pre- and post-tests were divided into four sections, which were grammar, vocabulary, long answer, and multiple-choice. The results show an increase overall in the performance of the foreign language, English. In particular, the analysis determined that the comprehension of the subject matter and writing abilities in the L2 showed an increase at high confidence levels, however, there are challenges in determining whether the students have acquired new vocabulary or developed a better understanding of grammatical rules, since it is difficult to predict which words and sentence structures they will use when participating in this project.
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"that both Syrians and Americans are more likely to either accept or mitigate the force of the compliment than to reject it. Both groups employed similar response types (e.g. agreeing utterances, compliment returns, and deflecting or qualifying comments); however, they also differed in their responses. US recipients were much more likely than the Syrians to use appreciation tokens and a preferred Syrian response, acceptance + formula, does not appear in the US data at all. Recently, in a conversation with an American who had taught EFL in Damascus for two years, one of the researchers mentioned that she was investigating the strategies Syrians use in responding to compliments. The teacher looked surprised and asked, ‘What’s there to study? Syrians just say Shukran (“thank you”). When I’m complimented in Arabic, that’s what I say – Shukran.’ This teacher was apply-ing a rule from his L1 speech community to an L2 speech community. The rule he was transferring is one that American parents teach their children and one that is taught in etiquette books: ‘When you are complimented, the only response nec-essary is “Thank you” ’ (Johnson 1979: 43). Compliment responses in Syrian Arabic, as shall become clear later, are much more complex than saying Shukran when praised. In this paper, we report on a study of Syrian Arabic speakers’ and American English speakers’ verbal responses to compliments. The purpose of the study is to better understand the strategies used by Syrians and Americans in responding to compliments, to discover similarities and differences between the two groups, and to relate the findings to second language acquisition and second language teaching." In Pragmatics and Discourse. Routledge, 2005. http://dx.doi.org/10.4324/9780203994597-39.

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Conference papers on the topic "Small groups. English language Second language acquisition"

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Shafrir, Uri, Masha Etkind, Ron Kenett, and Leo Roytman. "Pedagogy for Conceptual Thinking in the Digital Age: Enhancing Learning Outcomes with Meaning Equivalence Reusable Learning Objects (MERLO) Formative Assessments." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2581.

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The research presented in this paper is the fruit of an ongoing international collaboration with the goal of enhancing students learning outcomes by implementing and sharing a novel pedagogy for conceptual thinking, and use of an innovative didactical and methodological tool: Meaning Equivalence Reusable Learning Objects (MERLO) that provide student-centered, weekly formative assessments for exploring and discussing conceptual situations in small groups. It was developed, tested, and implemented in Canada at University of Toronto and Ryerson University, as well as in Israel, Italy, Russia, and
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Journal articles
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