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Artigos de revistas sobre o tema "Second language"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 25 de julho de 2025

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1

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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2

Olshtain, Elite. "Is Second Language Attrition the Reversal of Second Language Acquisition?" Studies in Second Language Acquisition 11, no. 2 (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 dis

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3

Akhmetovna, Joldasbaeva Palzada. "Motivation in Second Language Learning." International Journal Of Literature And Languages 5, no. 4 (2025): 94–97. https://doi.org/10.37547/ijll/volume05issue04-25.

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Success in learning a second language is frequently correlated with the idea of "motivation." The most common theory used to explain a language learner's success or failure is motivation. The research on motivation in second language acquisition (SLA) from reputable journals in the subject was compiled and reviewed in this work. The function of motivation as one of the most significant individual differences (IDs) in second/foreign language acquisition is examined, as are its interactions with second/foreign language learning. The larger thesis of this work is that context affects motivation a

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4

Gou, Ting. "Second language." Families, Systems, & Health 32, no. 2 (2014): 248–49. http://dx.doi.org/10.1037/fsh0000050.

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5

Macaro, Ernesto. "Second language teachers as second language classroom researchers." Language Learning Journal 27, no. 1 (2003): 43–51. http://dx.doi.org/10.1080/09571730385200071.

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6

Bepievi, Naira. "Teaching a Second (Foreign) Language in Diverse Classes." International Journal of Multilingual Education X, no. 3 (2021): 74–80. http://dx.doi.org/10.22333/ijme.2021.19008.

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In diverse classes, that is, in classes in which multilingual students study, the difficulties that accompany the teaching of a second language (foreign language) should be taken into account. In schools where the Ossetian language is taught, Georgians learn this language together with Ossetian children. It is known that the Ossetian language belongs to the group of Indo-European languages and, naturally, differs from the Caucasian languages, although there are some similarities between them. This difference concerns both phonetics, morphology and syntax. In this work, we will touch upon some

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7

Ali Asiri, Hashim. "Communicative Language Teaching as a Second and Foreign Language Teaching." International Journal of Science and Research (IJSR) 11, no. 6 (2022): 231–32. http://dx.doi.org/10.21275/sr22530151310.

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8

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

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9

Kizi, Rakhimova Dilnoza Dilshod. "TEACHING SECOND LANGUAGE THROUGH COMMUNICATIVE APPROACH." American Journal of Philological Sciences 4, no. 1 (2024): 68–73. http://dx.doi.org/10.37547/ajps/volume04issue01-12.

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The complexity of language, whether spoken or written, has led to a high demand for teaching and learning English in today's globalized world. The need for English language learning has resulted in a demand for quality teaching materials and resources worldwide. Language learning is now seen as a form of communication between users and learners. Despite this, some institutions in Uzbekistan still rely on the Grammar Translation Method (GTM), leading to proficient vocabulary, grammar, and reading skills but low proficiency in speaking. To address this, teachers are encouraged to adopt communica

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10

Aziz, Jurana. "Analyzing Errors in Second Language Acquisition." Dhaka University Journal of Linguistics 4, no. 7-8 (2014): 157–66. https://doi.org/10.70438/dujl/478/0009.

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In a learning context, an error is very common. When we want to acquire knowledge an error occurs very often. We may say that by making an error, learning is well achieved. Error teaches our learners to perform better and helps the learning strategies to reach certain goal. This paper aims to focus on how error occurs in different learning contexts especially in the second language acquisition. Then it emphasizes some of the common issues related to error analysis and finally it examines how to overcome those problems for which a learning environment becomes erroneous.

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11

USMONOVA, RUZAXON BOZOROVNA. "TEACHING ENGLISH FOR THE SECOND LANGUAGE STUDENTS AS THE SECOND LANGUAGE." Zamonaviy dunyoda innovatsion tadqiqotlar: Nazariya va amaliyot, no. 10 (January 11, 2022): 1–4. https://doi.org/10.5281/zenodo.5837735.

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<em>Present article is considered related to problems of teaching English as a second foreign language on the basis of the first language. The process under study is complex, and requires the accounting of the linguistic experience of students and supports for the comparative-comparative analysis of the languages in the educational process. This process can be called an emerging educational multilingualism, for which are characteristic of the interference and transfer</em>

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12

Hiloliddin, Abdusalomov, and Abdunazarovich Abdusalomov Asliddin. "TEACHING ENGLISH FOR THE SECOND LANGUAGE STUDENTS AS THE SECOND LANGUAGE." Zamonaviy dunyoda innovatsion tadqiqotlar: Nazariya va amaliyot, no. 11 (February 17, 2022): 91–94. https://doi.org/10.5281/zenodo.6139079.

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<em>Present article is considered related to problems of teaching English as a second foreign language on the basis of the first language. The process under study is complex, and requires the accounting of the linguistic experience of students and supports for the comparative-comparative analysis of the languages in the educational process. This process can be called an emerging educational multilingualism, for which are characteristic of the interference and transfer.</em>

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13

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

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14

SPARKS, RICHARD L., NANCY HUMBACH, JON PATTON, and LEONORE GANSCHOW. "Subcomponents of Second-Language Aptitude and Second-Language Proficiency." Modern Language Journal 95, no. 2 (2011): 253–73. http://dx.doi.org/10.1111/j.1540-4781.2011.01176.x.

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15

Zhang, Lawrence Jun. "Second language writing as and for second language learning." Journal of Second Language Writing 22, no. 4 (2013): 446–47. http://dx.doi.org/10.1016/j.jslw.2013.08.010.

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16

Sabourin, Laura, and Laurie A. Stowe. "Second language processing: when are first and second languages processed similarly?" Second Language Research 24, no. 3 (2008): 397–430. http://dx.doi.org/10.1177/0267658308090186.

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In this article we investigate the effects of first language (L1) on second language (L2) neural processing for two grammatical constructions (verbal domain dependency and grammatical gender), focusing on the event-related potential P600 effect, which has been found in both L1 and L2 processing. Native Dutch speakers showed a P600 effect for both constructions tested. However, in L2 Dutch (with German or a Romance language as L1) a P600 effect only occurred if L1 and L2 were similar. German speakers show a P600 effect to both constructions. Romance speakers only show a P600 effect within the v

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17

SPARKS, RICHARD L., JON PATTON, LEONORE GANSCHOW, and NANCY HUMBACH. "Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency." Applied Psycholinguistics 30, no. 4 (2009): 725–55. http://dx.doi.org/10.1017/s0142716409990099.

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ABSTRACTFifty-four students were followed over 10 years beginning in first grade to determine best predictors of oral and written second language (L2) proficiency. Predictor variables included measures of first language (L1) skill administered in first through fifth grades, L1 academic aptitude, L2 aptitude (Modern Language Aptitude Test), and L2 affect (motivation, anxiety). All participants completed 2 years of L2 study in high school. Findings revealed strong correlations between early L1 skills and later L2 proficiency, but the Modern Language Aptitude Test was the best predictor of overal

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18

Ngarsou, Voudina. "First Language and Second Language in the Multilingual Context." J-Lalite: Journal of English Studies 3, no. 2 (2022): 144. http://dx.doi.org/10.20884/1.jes.2022.3.2.6944.

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Studies in English continues to gain ground in different countries and from different perspectives to the extent that some concepts need to be rethought. For this reason, the first language (L1) and second language (L2) in a multilingual setting were examined. This study was motivated by the fact that despite the extensive research into language teaching and language learning, little was clear about L1 and L2 in the context where many indigenous languages coexist with European languages and others. As example, Chad which is a multilingual country has French and Arabic as official languages, an

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19

Dr.Vishalakshi K K, Dr Vishalakshi K. K. "Significance of Language Laboratory in Learning English as a Second Language." Indian Journal of Applied Research 4, no. 5 (2011): 162. http://dx.doi.org/10.15373/2249555x/may2014/50.

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20

Xia, Jie, and Xinren Chen. "Second Language Pragmatics." Intercultural Pragmatics 18, no. 2 (2021): 277–84. http://dx.doi.org/10.1515/ip-2021-2005.

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21

Barnwell, David, and Craig Chaudron. "Second Language Classrooms." Modern Language Journal 72, no. 4 (1988): 458. http://dx.doi.org/10.2307/327762.

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22

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

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23

Allen, J. P. B., and N. S. Prabhu. "Second Language Pedagogy." TESOL Quarterly 22, no. 3 (1988): 498. http://dx.doi.org/10.2307/3587293.

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24

Pardo, Darío Barrera, John Archibald, and Dario Barrera Pardo. "Second Language Phonology." TESOL Quarterly 34, no. 2 (2000): 373. http://dx.doi.org/10.2307/3587965.

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25

Lipski, John M., and John Archibald. "Second Language Phonology." Language 75, no. 4 (1999): 860. http://dx.doi.org/10.2307/417772.

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26

Román, Nolvia Ana Cortez. "Second language identities." Innovation in Language Learning and Teaching 6, no. 1 (2012): 87–91. http://dx.doi.org/10.1080/17501229.2011.576837.

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27

BROSELOW, ELLEN. "SECOND-LANGUAGE LEARNING." World Englishes 7, no. 3 (1988): 347–49. http://dx.doi.org/10.1111/j.1467-971x.1988.tb00248.x.

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28

AYYAR, INDIRA. "SECOND-LANGUAGE LEARNING." World Englishes 7, no. 3 (1988): 349–53. http://dx.doi.org/10.1111/j.1467-971x.1988.tb00249.x.

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29

Cowley, Sue. "Second language support." Early Years Educator 15, no. 2 (2013): 28–30. http://dx.doi.org/10.12968/eyed.2013.15.2.28.

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30

Dekydtspotter, Laurent. "SECOND LANGUAGE EPISTEMOLOGY." Studies in Second Language Acquisition 31, no. 2 (2009): 291–321. http://dx.doi.org/10.1017/s0272263109090317.

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This article presents evidence that supports the claim that second language (L2) grammars arise in a domain-specific, informationally encapsulated module with contents provided by Universal Grammar and enriched by native language knowledge, as entertained by Schwartz (1986, 1987, 1999) contra Bley-Vroman (1990). I consider state-of-the-art evidence representative of a body of research on the poverty of the stimulus (POS) that argues for the domain-specificity of L2 representations, with a main focus on interpretation. Then I examine interpretive evidence relevant to the role of informational e

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31

Özgür, Burcu, and Carol Griffiths. "Second Language Motivation." Procedia - Social and Behavioral Sciences 70 (January 2013): 1109–14. http://dx.doi.org/10.1016/j.sbspro.2013.01.165.

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32

Edmondson, Willis. "Second language classrooms." System 17, no. 2 (1989): 270. http://dx.doi.org/10.1016/0346-251x(89)90040-7.

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33

Lörscher, Wolfgang. "Second language discourse." System 19, no. 3 (1991): 335–38. http://dx.doi.org/10.1016/0346-251x(91)90062-t.

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34

Willems, G. M. "Second Language Classrooms." Toegepaste Taalwetenschap in Artikelen 32 (January 1, 1988): 152–58. http://dx.doi.org/10.1075/ttwia.32.12wil.

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35

Ren, Wei, and Jianda Liu. "Second language research." Language Teaching 49, no. 2 (2016): 295–98. http://dx.doi.org/10.1017/s0261444815000506.

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The Center for Linguistics and Applied Linguistics (CLAL) at Guangdong University of Foreign Studies is recognized as a ‘National Key Research Institute for the Humanities and Social Sciences’ by the Ministry of Education of the People's Republic of China. It is the only center recognized by the Chinese Ministry of Education to have a national key research institute devoted to linguistics and applied linguistics. CLAL has cultivated a core team of scholars whose work in linguistics and applied linguistics is both prolific and broad in scope, spanning three fields of research: second language (

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36

Atkinson, David. "Second language identities." Journal of Multilingual and Multicultural Development 34, no. 5 (2013): 490–91. http://dx.doi.org/10.1080/01434632.2013.803713.

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37

Frenck-Mestre, C., and P. Prince. "Second Language Autonomy." Journal of Memory and Language 37, no. 4 (1997): 481–501. http://dx.doi.org/10.1006/jmla.1997.2526.

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38

BENNETT, GENA. "Second Language Writing." TESOL Quarterly 41, no. 1 (2007): 203–6. http://dx.doi.org/10.1002/j.1545-7249.2007.tb00051.x.

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39

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

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40

Ellis, Rod. "Second Language Learning and Second Language Learners: Growth and Diversity." TESL Canada Journal 7, no. 1 (1989): 74. http://dx.doi.org/10.18806/tesl.v7i1.562.

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41

Azhar, Shopia. "SECOND LANGUAGE ACQUISITION IN TEACHING ENGLISH AS A SECOND LANGUAGE." ETERNAL (English, Teaching, Learning and Research Journal) 2, no. 2 (2015): 331–43. http://dx.doi.org/10.24252/eternal.v12.2015.a12.

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42

Richards, David. "Relationships between second language acquisition research and second language teaching." Australian Review of Applied Linguistics 8, no. 2 (1985): 134–51. http://dx.doi.org/10.1075/aral.8.2.07ric.

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43

Жуманиёзова, М. "Age and second language acquisition." Ренессанс в парадигме новаций образования и технологий в XXI веке 1, no. 1 (2023): 374–77. http://dx.doi.org/10.47689/xxia-ttipr-vol1-iss1-pp374-377.

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Age has been considered as a crucial factor in acquiring second languages successfully as well as in acquiring first language. In this article, there is given some studies and guidance with reference to age and language acquisition. And the aim of this article is to differentiate the age factors

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44

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

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45

Babakulova, Dilrabo. "Adult And Child Learning Second Language Differences." American Journal of Applied sciences 03, no. 01 (2021): 38–44. http://dx.doi.org/10.37547/tajas/volume03issue01-08.

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Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.

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46

SETHURAMAN, Mekala, and Geetha RADHAKRISHNAN. "Promoting Cognitive Strategies in Second Language Writing." Eurasian Journal of Educational Research 20, no. 88 (2020): 1–17. http://dx.doi.org/10.14689/ejer.2020.88.5.

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47

Satullaeva, Nargiza, and Gulperi Kurbanbaeva. "Teaching English As A Second Foreign Language." American Journal of Social Science and Education Innovations 02, no. 08 (2020): 351–57. http://dx.doi.org/10.37547/tajssei/volume02issue08-59.

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48

Call, Mary Emily, and Vivian Cook. "Second Language Learning and Language Teaching." Modern Language Journal 76, no. 4 (1992): 539. http://dx.doi.org/10.2307/330058.

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49

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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50

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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