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Статті в журналах з теми "Second language acquisition Study and teaching Australia"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 31 липня 2025

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1

Oliver, Rhonda, Ellen Grote, Judith Rochecouste, and Mike Exell. "Addressing the Language and Literacy Needs of Aboriginal High School VET Students who Speak SAE as an Additional Language." Australian Journal of Indigenous Education 41, no. 2 (2012): 229–39. http://dx.doi.org/10.1017/jie.2012.23.

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Vocational Education and Training (VET) in high schools has had positive effects on the retention of Indigenous students, providing important pathways into further education and the workforce. However, low-level literacy (and numeracy) skills can make successful completion difficult, especially for students who speak Standard Australian English as an additional language or dialect. This article describes research undertaken to inform the development of a second language and literacy needs analysis model designed for high school VET teachers to address the needs of Indigenous students. The stud

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2

Al Shatter, Ghassan. "Processability approach to Arabic L2 teaching and syllabus design." Australian Review of Applied Linguistics 34, no. 2 (2011): 127–47. http://dx.doi.org/10.1075/aral.34.2.01als.

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This study aims to identify the relationship between the developmental hierarchy in the acquisition of Arabic as a second language (Arabic L2) and formal classroom instruction. It provides a general presentation of the current debate on the influence of formal instruction in the acquisition of L2. Special attention is given to the subset of Processability Theory (PT) known as Teachability Theory, and its implications for teaching methods of L2 in general and Arabic L2 in particular. This study also provides descriptive information on teaching objectives and materials used by the participants t

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3

Li, Huanhuan. "Second Language Acquisition Strategies in Chinese Language Teaching Internationally." Journal of Education and Educational Research 10, no. 2 (2024): 264–67. http://dx.doi.org/10.54097/3qjz7h70.

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With the increasing influence of Chinese in the world, more and more foreigners have a strong interest in Chinese culture and language, and begin to learn Chinese. Under this background, in order to better improve the quality and efficiency of teaching, it is particularly important to study second language acquisition strategies. Second language acquisition strategies are various means, methods and measures adopted by second language learners in order to achieve their learning objectives. Based on the analysis of the connotation and classification of second language acquisition strategies, thi

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4

Jin, Mengran. "A Study of Students Learning a Second Language Early in School." Journal of Education, Humanities and Social Sciences 10 (April 5, 2023): 164–68. http://dx.doi.org/10.54097/ehss.v10i.6910.

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With increasing international communication, the importance of foreign language learning is generally increasing, and there is a trend toward teaching foreign languages at younger ages. However, the question of whether and, if so, what effect age has on second language acquisition, especially the acquisition of pure speech, and what age is optimal for language acquisition has become a hot topic of debate among educators, but no definitive conclusion has been reached to date. This paper studies students learning a second language early in school. The critical period theory of second language ac

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5

Zhao, Liang. "Study on Chinese Character Acquisition Strategies for Beginner Level Second Language Learners." Journal of Education and Educational Research 7, no. 2 (2024): 191–94. http://dx.doi.org/10.54097/9g6wn620.

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Анотація:

More and more scholars are paying attention to the acquisition strategies of Chinese as a second language. This is because when teachers fully understand learners' acquisition strategies, they can use this as an entry point to formulate teaching methods suitable for learners, and the teaching effect will naturally get twice the result with half the effort. For beginners, Chinese characters are considered to be the most difficult part of learning Chinese as a second language. Of course, it is necessary to study their acquisition strategies in detail. Combined with the characteristics of primary

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6

Lyu, Tongtong. "Second Language Acquisition in a Spanish Classroom: The Implement of Communicative Language Teaching." Advances in Education, Humanities and Social Science Research 1, no. 1 (2022): 244. http://dx.doi.org/10.56028/aehssr.1.1.244.

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Second language acquisition, also known as SLA or L2 acquisition, is a process which people learn a second language. Second language acquisition on one hand is a product of various factors related to the learner and leaning situation on the other. Although the individuality and variability during language acquiring process is inevitable, the study of second language acquisition still possesses universality and practicability. As many scholars viewed the language learning as a natural thing, there also exists considerable studies about the second language acquisition in classroom, which overlap

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7

Tian, Kuohan. "Implications of Second Language Acquisition Strategies for Chinese Vocabulary Teaching." Journal of Education and Educational Research 10, no. 3 (2024): 83–86. https://doi.org/10.54097/1k6cpg56.

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Vocabulary is the building material of language, and vocabulary teaching is a very important part in Chinese language teaching. Vocabulary learning has also been one of the focuses in second language acquisition research. Lack of vocabulary will make it difficult to improve any part of language learning such as listening, speaking, reading and writing. International Chinese language teachers should fully grasp theories of second language acquisition at home and abroad, pay attention to learners' acquisition, adhere to the principle of learner-centred and teacher-led, and adjust the teaching mo

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8

Arnab, Sarmah. "A Study of the Influence of Gender on Second Language Acquisition A Field Based Study on the Nepali Language." International Journal of Trend in Scientific Research and Development 4, no. 3 (2020): 263–69. https://doi.org/10.5281/zenodo.3892574.

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Language acquisition has turned out to be a popular field of research. In this field the process of first language acquisition and second language acquisition are studied. Various factors have influenced the process of second language acquisition. The main purpose of the study is to evaluate the influence of gender difference in the process of second language acquisition. Data for this study has been collected through questionnaires and interviews. The sources of data is both primary and secondary. It is a Quantitative Study. The primary source of data has been acquired through questionnaires.

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9

Zhong, Yu. "Research on Teaching Strategies Based on Second Language Acquisition Theory." Communications in Humanities Research 51, no. 1 (2024): 108–13. http://dx.doi.org/10.54254/2753-7064/51/20242526.

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Second language acquisition(SLA) refers to the process of learning a language outside the mother tongue. Research in this area focuses not only on the acquisition of language structure, but also on the social, psychological, and cognitive aspects of language learning. In recent years, empirical studies have supported that extra-curricular English exposure through media can promote the improvement of language ability. These studies generally find that frequent out-of-class contact is associated with improved vocabulary, grammar, and language fluency. Although SLA research has provided us with m

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10

Xu, Liang. "The Age Effect in Second Language Acquisition and Its Study Design Method." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1215–22. http://dx.doi.org/10.54097/ehss.v8i.4454.

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The focus of this paper was the effect of age on second language acquisition. The effect of the critical stage of second language acquisition is introduced. A retrospective discussion on the influence of age on second language acquisition, this paper tackles the conventional empirical methods of age-effect studies and analyses and summarizes some of the key questions in related research. The different testing methods used in these studies are the main reason for the research's contradictory results on the effects of age in second languages, including subject selection, content study content an

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11

Al Nuaimi, Hamdon. "Anxiety and task-based language teaching in second language acquisition." Research Studies in English Language Teaching and Learning 2, no. 4 (2024): 251–67. http://dx.doi.org/10.62583/rseltl.v2i4.56.

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This study examines the interplay between anxiety and Task-Based Language Teaching (TBLT) in the context of Second Language Acquisition (SLA). It identifies anxiety as a critical factor hindering adult learners’ progress in acquiring English as a foreign language. Using the Foreign Language Classroom Anxiety Scale (FLCAS), data were collected from 150 intermediate-level EFL learners in the UAE. Results showed anxiety levels decreased over time when TBLT was used. The most significant predictor was age, and older learners experienced higher anxiety. The results highlighted the need for a suppor

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12

Deng, Fei, and Qin Zou. "A Study on Whether the Adults’ Second Language Acquisition Is Easy or Not—From the Perspective of Children’s Native Language Acquisition." Theory and Practice in Language Studies 6, no. 4 (2016): 776. http://dx.doi.org/10.17507/tpls.0604.15.

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Children acquire their native language easily in the non teaching conditions with their excellent language skills, while adults are unable to do it. “Whether the adults’ second language acquisition is easy or not” is always debated. This essay is from the perspective of children’s native language acquisition, through the systematic review of relevant theories, to explore “whether the adults’ second language acquisition is easy or not”. And on this basis, the native language acquisition gives enlightenment to the adults’ second language acquisition.

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Talebinejad, Mohammad Reza, and Aasa Moattarian. "Second Language Acquisition Research and Language Pedagogy: A Critical View." International Journal of Linguistics 7, no. 4 (2015): 1. http://dx.doi.org/10.5296/ijl.v7i4.7826.

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<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a u

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14

Zhang, Li. "Native Language Transfer in Vocabulary Acquisition: An Empirical Study From Connectionist Perspective." Journal of Language Teaching and Research 14, no. 2 (2023): 446–58. http://dx.doi.org/10.17507/jltr.1402.21.

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Since the 1940s, the behaviorist paradigm, contrast analysis hypothesis and mentalist model have focused much attention on explaining the L1 - L2 relationship and how it works in second language acquisition. These studies support that different linguistic features of L1 and L2 would lead to language transfer. Nevertheless, there are still some questions being asked: How does native language transfer occur? What are the effective teaching methods to help L2 learners overcome the challenges of native language transfer? This study investigates native language transfer among Chinese university stu

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15

Carneiro Lucas, Carmen Manuela Pereira. "Teaching English to Young Learners: Second Language Acquisition or Foreign Language Learning? – A Case Study." World Journal of English Language 12, no. 1 (2021): 50. http://dx.doi.org/10.5430/wjel.v12n1p50.

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A well-known, long-standing and heated debate across the literature concerning applied linguistics is whether within the classroom teachers are dealing with second language acquisition or second language learning. This controversial issue is especially relevant for contexts where English is learned as an English as an Additional Language (EAL) as in Portugal. This is particulalry important at a national level, where English is currently taught as a compulsory subject across primary education, with minimal input.However, the English language curriculum, its pedagogy, and assessment are not anch

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Yu, Yadan. "Study on the Acquisition Strategies of Chinese as a Second Language in Different Environments." Journal of Education and Educational Research 3, no. 2 (2023): 169–72. http://dx.doi.org/10.54097/jeer.v3i2.9114.

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With the vigorous development of Chinese teaching today, the research on Chinese as a second language acquisition strategy is increasingly abundant in China. But due to the COVID-19 pandemic, many Chinese language teaching activities have been forced to move online. Most Chinese learners live abroad in the environment of non-target language. What are the similarities and differences in the acquisition strategies of Chinese learners in different environments? Based on previous studies, this paper will conduct a comparative analysis of the acquisition strategies adopted by Chinese learners in di

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17

Lakmali, M. M. N. M. "A Study on the Effectiveness of Integrating Chinese Culture into Chinese Language Instruction: A Case Study from an Activity Theory Perspective." Sri Lanka Journal of Social Sciences and Humanities 5, no. 1 (2025): 53–65. https://doi.org/10.4038/sljssh.v5i1.130.

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There is unprecedented growth in the teaching and learning of the Chinese language across the world. From the perspective of second language learners, effective language acquisition and expertise in the target language depends on the efficiency of the language acquisition process and the successful integration into the selected foreign language. As per the existing knowledge, the success of second language acquisition depends on the effective integration of culture into the teaching-learning process. The absence of a host language culture can isolate the language learner from acquiring the aut

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18

Flavia, P. D'souza, and C. H. Padmanabha. "Krashen's second language acquisition, a theory or hypothesis: An analytical study." i-manager’s Journal on English Language Teaching 14, no. 3 (2024): 43. http://dx.doi.org/10.26634/jelt.14.3.20897.

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Language is crucial for adapting to society, and learning different languages enhances human efficiency. Learning a second language involves acquiring any language in addition to one's native language. Second Language Acquisition (SLA) has two meanings, generally, it describes the process of learning a second language, and more specifically, it refers to the theory of how a second language is acquired or picked up. Second language learning demands considerable effort and practice. Stephen Krashen, a prominent linguist, has conducted extensive research on non- English and bilingual language acq

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19

Ma, Lin. "Study on the Influence of Chinese Learners' Learning Motivation on Chinese Acquisition and its Strategies." Journal of Education and Educational Research 3, no. 2 (2023): 99–101. http://dx.doi.org/10.54097/jeer.v3i2.9043.

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Learning motivation is an extremely important factor in the process of second language acquisition. At the same time, the learning motivation of Chinese learners is influenced by many factors such as learners' learning environment, their own growth background, cognitive structure and Chinese teaching methods. The learning motivation of Chinese as a second language learners will also have a certain impact on their Chinese acquisition ability. By analyzing the learning motivation of Chinese learners and its influence on Chinese acquisition, this paper discusses the teaching strategies that can e

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20

Fenton-Smith, Ben, and Ian Walkinshaw. "Research in the School of Languages and Linguistics at Griffith University." Language Teaching 47, no. 3 (2014): 404–8. http://dx.doi.org/10.1017/s026144481400010x.

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Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research

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Wan, Xingyu. "The Influence of Second Language Learning on Language Transfer in the Process of Trilingual Education." Communications in Humanities Research 34, no. 1 (2024): 80–85. http://dx.doi.org/10.54254/2753-7064/34/20240112.

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The transfer from the second to the third language is not a simple and easy-understanding process. In exploring the process of trilingual learning, this study thoroughly examines the impact of second language learning on the acquisition of a third language, particularly the phenomenon of transfer. By talking about various aspects of language transfer, the study shows multiple factors influencing language transfer, and how these factors influence the learning processes of third languages. This passage expounds both the positive and negative transfer effects of the second language towards third

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Pan, Li. "A Study on Using Noticing Hypothesis to Improve Learners’ Language Input in Language Learning." Journal of Contemporary Educational Research 6, no. 1 (2022): 68–71. http://dx.doi.org/10.26689/jcer.v6i1.2896.

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In 1967, more than fifty years ago, Corder introduced the concept of “input” in the second language acquisition (SLA) research field. In 1985, Krashen introduced the concept of “comprehensible input hypothesis.” In 1990, Schmidt introduced the concept of “noticing hypothesis” [1]. Today, “input” is becoming more and more popular in the research on second language acquisition. This paper tries to connect theories about input and noticing hypothesis in hope that the clear definition can be helpful to guide language teaching accordingly.

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Mohammed, Ibtisam Jassim. "Learner Differences in Second Language Acquisition." Journal of Tikrit University for Humanities 27, no. 8 (2020): 43–55. http://dx.doi.org/10.25130/jtuh.27.8.2020.22.

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This study aims at exploring the debatable issue of learner‟s differences in second language acquisition (SLA, henceforth). Differences in learning are critical factors which faculty members should take into account in the process of learning and teaching second or foreign languages , also these differences influence learning processes and lead to different linguistic abilities and skills in the second language . Learners differ from each other due to biological, conditioned factors or unconscious forces, each learner is different from the other, and they have different personalities and style

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Sammy, Suriyani, Muhammad Nashirudin, Muhammad Nanang Qosim та Edy Saputra. "آراء تشومسكي في اكتساب اللغة والاستفادة منها في تعليم اللغة العربية للناطقين بغيرها". 'ARABIYYA: JURNAL STUDI BAHASA ARAB 12, № 02 (2023): 271–83. http://dx.doi.org/10.47498/arabiyya.v12i02.1972.

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The research in this study seeks to highlight the cognitive process of modern linguistic thought. It concerns Chomsky's views on the acquisition of language. The aim of this research is to benefit from the teaching of the Arabic language to its non-Arabic speakers. The approach in this study was a qualitative approach, and the research data included primary data and secondary data related to the analysis of Chomsky theory in the acquisition of language, and the results of the analysis were: 1. Providing cognitive theories with appropriate information on how the learner adjusts the learn proces

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Gautam, Basu Dev. "Analyzing Nepali Language Teaching in Multilingual Context: A Systematic Review." Journal of Social Work and Science Education 5, no. 3 (2024): 960–71. http://dx.doi.org/10.52690/jswse.v5i3.876.

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In this qualitative study, how native languages impact second language acquisition among Nepalese students learning Nepali has been analyzed. Utilizing secondary data, it examines the distinct processes shaped by diverse linguistic backgrounds. First language acquisition occurs naturally through family interaction, while second language learning happens in formal settings, influenced by social and educational needs. The study finds that the ease of acquiring Nepali/English as a second language is inversely related to the structural differences between the learner’s first and second languages.

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Elwerfalli, Intesar. "Cultural Awareness Impact on Second Language Acquisition." مجلة كلية الاداب, no. 56 (June 20, 2024): 355–73. http://dx.doi.org/10.37376/jofoa.vi56.5931.

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The teaching of culture through communication has received the attention it deserves in a variety of academic and linguistic contexts across numerous institutions. To communicate in another language, a speaker must have a strong grasp of cultural norms and gestures to convey a message to someone fully. Likewise, cultural context allows for more efficient, natural communication between individuals.The aim of this study is to show Libyan instructors and learners’' knowledge about culture and language, as well as the perception toward cultural awareness as a contributing factor in learning and ma

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Haibo, Li. "Task-Based Russian Language Teaching in China in the Context of Second Language Acquisition Theory." Общество: социология, психология, педагогика, no. 4 (April 24, 2024): 99–104. http://dx.doi.org/10.24158/spp.2024.4.13.

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As the political, economic, cultural, educational, and scientific-technical collaboration between China and Rus-sia continues to evolve, China's demand for Russian-speaking professionals steadily increases. There is a pressing need for new teaching methodologies that are tailored to national conditions and grounded in second language acquisition theory. One such method is task-based Russian language teaching (Task-based Lan-guage Teaching), which can ensure the preparation of teaching staff capable of meeting the needs of the PRCЭs societal development – that is, Chinese speakers proficient in

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Zhang, Jinzhu, and Hongquan Lin. "An Empirical Study on the Influence of PBL Teaching Model on the Critical Thinking Ability of Non-English Majors." Journal of Language Teaching and Research 9, no. 6 (2018): 1293. http://dx.doi.org/10.17507/jltr.0906.19.

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This study combines the PBL teaching model based on cooperative learning autonomous learning and inquiry learning with the intensive reading course of college English with the aim to test whether this model is conducive to promoting the critical thinking ability of students. Ability of second language acquisition (L2) is measured by language test and questionnaire survey among 95 subjects. The results show that the teaching model of PBL has a positive effect on improving students' critical thinking ability and second language acquisition ability.

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Hajimia, Hafizah, Manvender Kaur Sarjit Singh, and Saralah Devi Mariamdaran Chethiyar. "SECOND LANGUAGE ACQUISITION: KRASHEN’S MONITOR MODEL AND THE NATURAL APPROACH." PEOPLE: International Journal of Social Sciences 6, no. 3 (2020): 87–99. http://dx.doi.org/10.20319/pijss.2020.63.8799.

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The second language can be defined as any other language which is learned or acquired after their first language or their mother tongue. Learning or acquiring a second language can be a difficult task for anybody that wishes to speak or write in a language other than their first language. Teachers should have the basic knowledge of second language acquisition theories to provide a comprehensive teaching and learning environment to students. One of the most applied and well-accepted theories is Stephen’s Krashen’s theory of second language acquisition. The present study was carried out as an ob

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Li, Yuhu. "Causes of Interlanguage Fossilization and the Coping Strategies." Lecture Notes in Education Psychology and Public Media 62, no. 1 (2024): 104–9. http://dx.doi.org/10.54254/2753-7048/62/20241752.

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Interlanguage fossilization is an important topic in the study of second language acquisition, which involves changes and solidifications in the language acquisition process that learners develop while learning a second language. The purpose of this paper is to explore the concept of interlanguage fossilization, its causes and its implications in language teaching and education. This paper firstly introduces the concepts of interlanguage language and fossilization, and then focuses on the causes of this phenomenon, including both intra-individual and external environmental factors. Then, the p

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Atkinson,, Dwight. "Cognitivism, adaptive intelligence, and second language acquisition." Applied Linguistics Review 3, no. 2 (2012): 211–32. http://dx.doi.org/10.1515/applirev-2012-0010.

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AbstractThere is no doubt that the “cognitive revolution,” in tandem with a focus on second language teaching, gave birth to the organized study of second language acquisition (SLA). In this sense, SLA studies has always been a cognitive science, although calls have recently been made to reemphasize and strengthen the connection. This paper: 1) reviews the cognitivist vision of mind/brain which has historically dominated both cognitive science and SLA studies; 2) describes how cognitive science has changed in recent years; and 3) introduces an alternative paradigm in cognitive science, adaptiv

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Nargis Mari, Irum Pervez Memon, Syeda Kiran Shirazi, and Faiza Mahar. "Exploring the Impact of Cognitive Principles of Douglas Brown in ELT Classroom." Indus Journal of Social Sciences 2, no. 2 (2024): 380–96. https://doi.org/10.59075/ijss.v2i2.238.

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Effective learning is a unique function of teaching, which is a universal Phenomenon. Teaching results in the completion of the learning process. Among the many teaching techniques, a few cognitive concepts support the learning process and improve the efficiency of teaching English as a second or foreign language in English language classrooms. Thus, based on the cognitive concepts proposed by H. Douglas Brown, the current study attempts to explore a few teaching principles in English language classrooms. The study of language teaching and learning concepts is expanding, which has shed light o

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Tariq, Isha, Ameer Hamza, and Kaleem Ullah. "The Role of Motivation in Second Language Learning." Qlantic Journal of Social Sciences and Humanities 5, no. 4 (2024): 84–89. http://dx.doi.org/10.55737/qjssh.791014569.

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It has been observed that motivation plays a significant role in the learning of a second language (L2). In learning a second language, motivation impacts the engagement, determination, ability, and performance of the learner. A significant number of studies are available on second language learning, but limited research is available to explore the relationship between intrinsic and extrinsic motivation and the impact of instructional methodologies or techniques on English language acquisition. Thereby, applying quantitative methodology comprising a standardized questionnaire, the current stud

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Taufiqurrohman. "Pemikiran al-Ushaili dalam Tahapan Pemerolehan Bahasa Kedua." JILSA (Jurnal Ilmu Linguistik dan Sastra Arab) 7, no. 1 (2023): 37–46. https://doi.org/10.15642/jilsa.2023.7.1.37-46.

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The study of second (foreign) language acquisition or called second language acquisition (SLA)/foreign language acquisition (FLA) can be understood as an intradisciplinary field of science that seeks to uncover factors outside language in the process of acquiring a second (foreign) language such as psychosocial factors. and social factors. These factors are the disciplines of psycholinguistics, sociolinguistics, or neurolinguistics that influence the process of acquiring a second (foreign) language. Al-Ushailli is a modern Arabic language figure who has a great concern in the field of psycholi

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SOUGOULE, Moussa. "ENHANCING SECOND LANGUAGE SPEAKING PROFICIENCY THROUGH COMMUNICATIVE ACTIVITIES: A COMPARATIVE ANALYSIS OF ROLE-PLAYING, DISCUSSIONS, INFORMATION GAP, AND GAMES." Kurukan Fuga 3, no. 10 (2024): 45–57. http://dx.doi.org/10.62197/kunz2015.

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This research explores the effectiveness of various communicative activities in enhancing second language (L2) speaking proficiency. Addressing the challenge of enhancing language acquisition, the study compares the effectiveness of role-playing, discussions, information gap tasks, and games. Employing a content analysis methodology, the research aims to shed light on designing more impactful language teaching strategies tailored to L2 speaking proficiency. Theoretical frameworks in language acquisition and communicative language teaching guide the study's approach. Findings indicate that role

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Stalyanova, Nadezhda, and Elena Krejcova. "Language Transfer and Problems of Teaching Bugarian for Slav Students." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 49, no. 1 (2022): 9–16. http://dx.doi.org/10.53656/for22.10lang.

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The text presents the problems of studying Bulgarian as a second language by Slavs with an emphasis on the specifics of foreign language teaching in a Slavic environment. The study presents a theoretical view of the language contacts, transfer and interference in the context of second language acquisition. We pay special attention to the issues of mutual linguistic influences and the genetic closeness between languages through the prism of their acquisition. The influence of the first language on the acquisition and later on the use of the second language can be positive, negative and even z

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Jiang, Hao. "The Impact of Personality Types on Second Language Vocabulary Acquisition of College Students: Based on MBTI Personality Categorization." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 704–10. http://dx.doi.org/10.54097/c5r4zm20.

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In the field of second language teaching and learning, researchers have been focusing on the importance of affective analysis, particularly regarding learners' personality types. Recent studies have shown that personality type can have a significant impact on a student's ability to learn a new language. However, little research has been conducted on whether or not personality type has any correlation with the acquisition of second language vocabulary. To delve further into this topic, this study was conducted using questionnaire data from college students. Whether it belongs to any personality

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Li, Dong Mei, and Xiao Xiao Mao. "A Research of the 3Bs Teaching Method in Second Language Acquisition." Advanced Materials Research 912-914 (April 2014): 1505–8. http://dx.doi.org/10.4028/www.scientific.net/amr.912-914.1505.

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The 3Bs Teaching Method has turned out to be successful in the English teaching in Junior Middle Schools in China. To testify its efficacy on the foreign language acquisition for the university English majors in China, an empirical study was made. The experiment reveals that the 3Bs Teaching Method is more effective than the traditional teaching methods. The 3Bs Teaching Method is indeed a desirable approach to the quality education for the university English majors. Key words: constructivism, 3BsTeaching Method, quality-education, efficiency

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Dai, Sri Oktavia, and Nursiti Aisyah Paputungan. "Developing Vocabulary in Second Language Acquisition through Theories to the Classroom (Individual Differences in SLA)." British (Jurnal Bahasa dan Sastra Inggris) 13, no. 2 (2024): 136. https://doi.org/10.31314/british.13.2.136-145.2024.

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This research explores the development of vocabulary in second language acquisition (SLA) by examining how individual differences influence language learning processes. The study synthesizes various theoretical frameworks, including cognitive, sociocultural, and psycholinguistic approaches, and their application in the classroom. By focusing on individual learner characteristics such as motivation, cognitive styles, age, and affective factors, the research aims to understand how these differences shape vocabulary acquisition. The method of this research is a qualitative method using thematic a

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Roa Rocha, Julio César. "Examining Three Crucial Second Language Acquisition Theories and their Relationship in the Acquisition Process by a Six-Year-Old Nicaraguan Girl." Mextesol Journal 46, no. 4 (2023): 1–12. http://dx.doi.org/10.61871/mj.v46n4-18.

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Some theories of second language acquisition have had a major influence on the teaching and learning of a second language. This study reports the acquisition of English as a second language over a six-month period by a six-year-old Nicaraguan girl. Findings are based on a cross-sectional study and data that come from observation, journaling, and video recording. There are many beliefs, arguments, and controversies about the importance of being exposed to a language at an early age and the roles that these three vital theories play: behaviorism, innatism and interactionism. Hence, this study so

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Chen, Chen. "A Study on Positive Transfer of Native Language and Second Language Teaching Methods." Theory and Practice in Language Studies 10, no. 3 (2020): 306. http://dx.doi.org/10.17507/tpls.1003.06.

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Native language is one of the important factors that affect second language acquisition (SLA). However, compared with the heated discussion about the negative transfer of native language, the positive transfer of native language lacks due attention. Taking Chinese and English as a case study, this paper first reveals the similarities between the two languages, then discusses the positive effects of native language on SLA, and finally explores English teaching methods so as to promote the positive transfer of native language and reduce the negative transfer.

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Wu, Chengcheng. "A Study of the Effects of Emotional Metaphorical Sentences on Second Language Learners' Affective Cognition and Language Acquisition." Contemporary Education and Teaching Research 4, no. 12 (2023): 688–92. http://dx.doi.org/10.61360/bonicetr232015511214.

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The purpose of this paper is to explore the effects of affective metaphorical sentences on second-language learners' affective cognition and language acquisition. By elaborating the definition and characteristics of affective metaphors, and analyzing the close relationship between emotion and language, we explore the effects of affective metaphors on learners' emotional involvement, cultural cognition, and memory effects. On this basis, we summarize the implications of affective metaphorical sentences for second language learners' affective cognition and language acquisition, to better underst

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Furu, Adél. "Paths to Learning Second Languages in Finland." Romanian Journal for Baltic and Nordic Studies 12, no. 2 (2020): 137–47. http://dx.doi.org/10.53604/rjbns.v12i2_8.

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This article is concerned with comparative approaches to second language instruction and second language choices in Finland and describes the challenge of preserving Finland’s language and culture while facing the globalization process. The article discusses the success of Finnish second language learning and aims to investigate how Finnish and English as second languages are taught and learnt in Finland compared to other countries as well. The goal of this study is to discuss issues related to teacher training and its role in second- or even third language acquisition. We articulate the follo

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Yogyanti, Devita Widyaningtyas, Angela Bayu Pertama Sari, and Dwi Iswahyuni. "Second Language Acquisition of the Professional Japanese Tour Guides as the Core of Japanese Teaching Development for Tourism Students." IZUMI 9, no. 1 (2020): 83–103. http://dx.doi.org/10.14710/izumi.9.1.83-103.

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In line with the significance of appropriate Japanese learning methods and materials for tourism students, this study investigates how Japanese tour guides in Indonesia learn Japanese. This study aimed to find out some factors which influenced the process of Japanese tour guides’ second language acquisition and the integration of those factors into Japanese teaching. This study was a qualitative study with ethnography method approach. Interviews and observation were employed in this study as the research instruments in which 12 Japanese tour guides became the research objects. The findings sho

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Ismail, Nyak Mutia, and Nora Fitria. "A Review of Rod Ellis’s Contributions to Second Language Acquisition and Language Teaching." Jurnal Sociohumaniora Kodepena (JSK) 5, no. 2 (2025): 101–9. https://doi.org/10.54423/jsk.v5i2.189.

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Rod Ellis’s contributions to second language acquisition (SLA) and language teaching have been transformative, offering a comprehensive understanding of how languages are learned and taught. This paper explores his major theoretical frameworks, including Task-Based Language Teaching (TBLT), the Focus on Form approach, and his work on interlanguage development. Ellis’s emphasis on balancing communicative competence with linguistic accuracy has shaped modern teaching methodologies, providing educators with practical strategies for effective classroom instruction. The discussion highlights Ellis’

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Khalilah, Zikrani, Sinta Amalia, Muhammad Gamal Abd Nasser, Sahkholid Nasution, and Abdel Rahman ElSayed ElSayed Abdel Ghaffar Balah. "The Role of The Language Acquisition Device Theory in Second Language Acquisition: A Psycholinguistic Study of Arabic Language Learning." Bulletin of Social Studies and Community Development 3, no. 1 (2025): 43–54. https://doi.org/10.61436/bsscd/v3i1.pp43-54.

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Abstract: This study examines the role of the Language Acquisition Device (LAD) theory in second language acquisition within the context of Arabic language learning through a psycholinguistic perspective. Using a descriptive qualitative research method and a literature review approach, this research analyzes various relevant primary and secondary sources. The findings reveal that Noam Chomsky's LAD theory significantly impacts second language acquisition, particularly Arabic. LAD serves as an innate mechanism enabling humans to acquire languages naturally. In the context of Arabic learning, th

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Wang, Weiqin. "Recent Research on L2 Vocabulary Collocations Acquisition. What are the Implications for Language Teaching?" International Journal of Education and Humanities 16, no. 2 (2024): 305–8. http://dx.doi.org/10.54097/16mmbj24.

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In recent years, the study of vocabulary collocations has provided a new perspective for second language acquisition, and has inspired English learning. Mastering collocations of different words has many good impacts on the use of the second language. The major theme of this paper is learning and teaching lexical collocations, which is helpful to second language acquisition. It includes various methods and activities aimed at raising students’ and educators’ awareness of their existence in different English environments, and at the same time intensifying the importance of grasping frequently u

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Ismunadar, Arif, Tohir Muntoha, and Citra Eka Wulandari. "EFFECTIVE STRATEGIES FOR SECOND LANGUAGE ACQUISITION: THE ROLE OF EDUCATIONAL MANAGEMENT IN IMPROVING LEARNING QUALITY." IJoLaC: International Journal of Language and Culture 1, no. 2 (2023): 33–39. https://doi.org/10.63762/ijolac.v1i2.17.

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Second language learning faces significant challenges, such as low student motivation, limited resources, and a lack of teacher training, which can hinder learning effectiveness. Ineffective educational management in curriculum and language policy implementation may exacerbate these conditions, making exploring effective strategies for supporting second language acquisition essential. This study aims to identify and analyze effective educational management strategies in supporting second language acquisition and solutions to challenges encountered in their implementation. Additionally, this re

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Ahmed, Munmun. "Teaching Techniques in English as a Second or Foreign Language: A Comparative Analysis." International Journal of Research and Innovation in Social Science VIII, no. X (2024): 1173–79. http://dx.doi.org/10.47772/ijriss.2024.8100098.

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This study offers a comparative analysis of teaching techniques in English language instruction, focusing on their effectiveness in First Language Acquisition (FLA) and Second Language Acquisition (SLA). The research explores key pedagogical approaches, including immersive learning, explicit instruction, and communicative methods, evaluating their impact on language proficiency development in both native and non-native learners. By examining theoretical frameworks and empirical evidence, the study highlights the differences in cognitive processes, learner motivation, and sociocultural factors

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Alzabin, Emad. "Acquired Language System and Educated Language System: A Vision in Acquisition and Learning Systems." Dirasat: Human and Social Sciences 49, no. 2 (2022): 71–80. http://dx.doi.org/10.35516/hum.v49i2.1777.

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This study is designed to address the linguistic questions in the field of Arabic language teaching and acquisition, these questions reveal the problem of this study, and address the question of linguistic explanation in the domain of language acquisition strategies. Then the study presents the question of relational approaches, and addressing this central question reveal the influence relationship between the first language and the second language or the foreign language. After the relational approach, the study tries to address a question in the procedural approach, that to reveal the correl

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