Cognition and Second Language Instruction

https://dialnet.unirioja.es/descarga/articulo/2927343.pdf

Problems in SLA

关于第二语言习得(Sccond Languagc Acquisition),国外语言学家提出了众多理论,其中有早期的行为主义理论,它认为习得过程即刺激(Stimuli)与反馈(Fccd back)的过程,强调学习环境的作用.但它显然忽视了SLA者的生理和心理因素.后有六十年代的自然主义理论强调SLA者的输出作用.近年来美国语言学家克拉森

The Input Hypothesis及其在外语教学中的应用

The Phonology of English as an International Language

(1) Implicit learning proceeds without making demands on central attentional resources. As N. Ellis (2008: 125) puts it, ‘generalizations arise from conspiracies of memorized utterances collaborating in productive schematic linguistic productions’. Thus, the resulting knowledge is subsymbolic, reflecting statistical sensitivity to the structure of the learned material. In contrast, explicit learning typically involves memorizing a series of successive facts and thus makes heavy demands on working memory. As a result, it takes place consciously and results in knowledge that is symbolic in nature (i.e. it is represented in explicit form). (2) In the case of implicit learning, learners remain unaware of the learning that has taken place, although it is evident in the behavioral responses they make. Thus, learners cannot verbalize what they have learned. In the case of explicit learning, learners are aware that they have learned something and can verbalize what they have learned.

1. Implicit and Explicit Learning, Knowledge and Instruction

This study examines elicited imitation (EI) both as a measure of implicit grammatical knowledge and more global semantic and syntactic knowledge. It also examines whether length affects the difficu...

Reexamining elicited imitation as a measure of implicit grammatical knowledge and beyond

Oral Corrective Feedback: A Question of Classification and Application

This study examines the interaction effect of age in L2 attainment. It explores whether success in foreign language learning at early childhood grades varies depending on age. It also addresses the beliefs of foreign language teachers regarding the variables under review. Eighty-three 11 year-old language learners who started learning English at different ages were placed into two groups. The initial exposure of the early starters was 5-6 and of the late starters, 9-10. A set of language proficiency tests covering all four-language skills were given to the participants to determine the possible differences in the proficiency of the two groups. Also, qualitative data was collected from 6 teachers through a questionnaire that aimed to elicit their beliefs regarding the effect of age on L2 attainment. The findings showed that the early starters did not perform significantly better than the late starters in any of measures. The teachers, however, indicted that the early language learners had more positive attitude towards English compared to the late starters. Findings underscore that language attainment may involve a lot of variables and that early age may not take account of the whole issue.Key WordsEarly Childhood Language Instruction, Age Period, Length of Instruction, Early Starters, Late Starters.The issue regarding the relationship between age and language learning has both theoretical and practical value. On theoretical ground, it relates to one of the key issues in language acquisition: whether there is a difference between adult and child language acquisition or if Universal Grammar (UG) is still functional for adult second language learners (Mayo & Lecumberri, 2003). Questions like these are of the utmost importance for the researcher of SLA (Long, 2007). On the practical side, however, the age-related issue involves the key decision of when to introduce second language into the classroom settings (Mayo & Lecumberri, 2003), and whether or not it is possible to attain native-like proficiency after a certain age. Such questions fall into the interest range of a large number of people including language planner, language teachers, parents and language learners themselves. The issue has gained an added importance in Turkey owing to Turkey's relatively unsuccessful history of English language teaching. Koru and Akessson (2011), for example, in a study conducted by TEPAV (Economic Policy Research Foundation of Turkey) reported the results of the English Proficiency Index in which Turkey ranks 43 among 44 countries. The researchers argued that the so- called late introduction of English into language classes is one of the main reasons, among others, for the lack of success in language learning in Turkey. The present research study aims to explore this issue hoping that its findings may cast light on the long-running argument regarding the relationship between age and language learning.The Earlier, the Better?The idea that an early introduction of a second language leads to a higher level of language proficiency appears to be accepted around the world (Pufahl, Rhodes, & Christian, 2000). It is assumed that an early start of second language learning provides the time that learners need for the daunting task of learning a second language. Furthermore, early starters are arguably endowed with the ability to "sponge" the new language and become more proficient (Cenoz, 2003; Heighington, 1996). In fact as Torras, Tragant, and Garcia (1997, p. 142) put it, "The younger they are, the more they are like sponges, the more they absorb, the more they retain."Theoretically, the idea of the supremacy of young learners over late learners is fueled by the Critical Period Hypothesis (CPH). Originally proposed for the first language, CPH claims that there is a certain time restriction outside which the learning of a new language becomes difficult, if not impossible. It is argued that the facility for the initial unconscious acquisition of a certain language through exposure disappears after puberty and that learning a foreign language becomes more of a conscious and effortful endeavor afterwards that does not bring the same results (Lennenberg, 1967). …

Hedayat Sarandi

Papers

Reexamining elicited imitation as a measure of implicit grammatical knowledge and beyond

Oral Corrective Feedback: A Question of Classification and Application

Early and Late Language Start at Private Schools in Turkey.

Content related support and listening comprehension: Some limitations

ELF in the Context of Iran: Examining Iranian In-Service Teachers' Attitudes.