Showing papers on "Second-language attrition published in 1988"
29 Jan 1988
TL;DR: This book discusses major issues in second language classroom research and classroom research methods, as well as teacher and student interaction in secondlanguage classrooms, and learning outcomes.
Abstract: List of tables and figures Series editors' preface Preface 1. Major issues in second language classroom research 2. Classroom research methods 3. Teacher talk in second language classrooms 4. Learner behavior in second language classrooms 5. Teacher and student interaction in second language classrooms 6. Learning outcomes 7. Directions for research and teaching References Index.
1,093 citations
TL;DR: The authors discuss the best techniques for learning a language, the "right" age to begin language study, and the nature of the language learning process are the subject of airline magazine articles, Sunday supplement advertisements, and cocktail party smalltalk.
Abstract: liefs about how languages are learned.1 Definite viewpoints on the best techniques for learning a language, the "right" age to begin language study, and the nature of the language learning process are the subject of airline magazine articles, Sunday supplement advertisements, and cocktail party small-talk. Many people apparently believe, for example, that second language fluency can be obtained with relatively little effort. In the course of a review of the time
988 citations
01 Mar 1988
TL;DR: The authors argue that most lexical studies are not centrally concerned with the establishment of a theory of the lexicon; rather, the majority deal with descriptive aspects of lexicon, and that it is no longer possible to say that lexicon is the "neglected component" of second language acquisition research.
Abstract: Second language acquisition research has historically been influenced by the field of linguistics, not only in terms of theoretical inisghts, but also in terms of the emphasis placed on varioustopics. Within linguistics, the lexicon has taken on a secondary role in terms of theory construction; within second language acquisition, the rift between studies of the lexicon and theory construction seems to be even greater. While it is no longer possible to say that the lexicon is the ‘neglected component’ of second language acquisition research, it does appear to be the case that most lexical studies are not centrally concerned with the establishment of a theory of the lexicon; rather, the majority deal with descriptive aspects of the lexicon.
510 citations
Book•
01 Jan 1988
TL;DR: A Categorical Orientation: Clinical Syndromes Associated with Childhood Language Disorders and alternatives for Language Learning Assumptions and Alternatives for Goals of Content/Form/Use are outlined.
Abstract: 1. What is Language? 2. What is a Language Disorder? 3. Incidence, Prognosis and Orientations to Language Disorders. 4. A Categorical Orientation: Clinical Syndromes Associated with Childhood Language Disorders. 5. The Language Disordered Child Viewed from a Specific Abilities Orientation. 6. Describing Deviant Language. 7. Identifying Children with a Language Disorder. 8. A Plan for Language Learning Assumptions and Alternatives for Goals of Content/Form/Use. 9. Language Development Applied to Goals of Language Learning: Precursory Goals Through Phase 3. 10. Language Development Applied to Goals of Language Learning: Phases 4 through 8. 11. Language Development Applied to Goals of Language Learning Into the School Years. 12. Procedures for Determining Goals of Language Learning From Low Structured Observations. 13. Determining Goals of Language Learning From Elicited Information. 14. General Considerations of Language Intervention. 15. Facilitating the Induction of Form/Content and Use Interactions. Appendix A. Conventions for Transcription of Child Language Recordings. Appendix B. Conventions for Transcribing Video Recorded Data. Appendix C. Definitions of Content Categories. Appendix D. Instruments that Assess Language and Language-Related Behaviors. Appendix E. Alternative Plans for Language Learning. Appendix F. Forms for Language Analysis. Appendix G. Computer Software Available for Language Assessment and Intervention.
373 citations
TL;DR: It is argued that not all content teaching is necessarily good language teaching, and some ways in which content teaching might be organized to enhance second language learning are suggested.
Abstract: Much current discussion about communicative language teaching incorporates the notion that second language learning will be enhanced through its integration with content learning. This paper argues that not all content teaching is necessarily good language teaching, and suggests some ways in which content teaching might be organized to enhance second language learning.
282 citations
TL;DR: The authors found that English-Spanish bilinguals who have received a minimum of two years' formal training in Spanish may have developed a conscious awareness of language as a system that provides them with additional advantages over those who have informally acquired Spanish at home.
Abstract: The study compares bilingual college students learning a third language with monolinguals learning a second language. It also compares bilinguals who have received formal classroom training in a language semantically related to the target language with bilinguals who have informally acquired the related language. The results indicate that English‐speaking students with prior knowledge of Spanish have an advantage over monolinguals when performing those activities usually associated with learning French formally in a classroom. The study further reveals that English‐Spanish bilinguals who have received a minimum of two years’ formal training in Spanish may have developed a conscious awareness of language as a system that provides‐ them with additional advantages over bilinguals who have informally acquired Spanish at home. The results provide evidence that developing students’ metalinguistic awareness may increase the potential advantage of knowing two languages when learning a third.
253 citations
01 Mar 1988
TL;DR: The notion that attitudes and motivation would be implicated in second language acquisition is not a new one, as early as 1941, Jordan investigated the relation between attitudes toward a number of school subjects and grades in those subjects, and found the relationships for French to be among the highest.
Abstract: The notion that attitudes and motivation would be implicated in second language acquisition is not a new one. As early as 1941, Jordan investigated the relation between attitudes toward a number of school subjects and grades in those subjects, and found the relationships for French to be among the highest. A number of later studies by other researches also showed relationships between attitudes towards learning languages and proficiency in the language (see Gardner 1985 for a review). The first reference to a possible relationship between attitudes toward the other language community and achievement in that language, however, appears to have been made by Arsenian (1945). One of the many relevant questions he raised, for example, was, “In what way do affective factors, such as social prestige, assumed superiority, or—contrariwise—assumed inferiority, or enforcement of a language by a hated nation affect language learning in a child?” (Arsenian 1945:85).
215 citations
TL;DR: Theoretical and historical context for Second Language Acquisition has been discussed in this article, where a study of the acquisition of Verb Placement and Inflection by children and adults is presented.
Abstract: A Theoretical and Historical Context for Second Language Acquisition.- Linguistic Theory: Generative Grammar.- The Ontogenesis of the Field of Second Language Learning Research.- B Parameters.- Parameterized Grammatical Theory and Language Acquisition: A Study of the Acquisition of Verb Placement and Inflection by Children and Adults.- Nature of Development in L2 Acquisition and Implications for Theories of Language Acquisition in General.- Linguistic Theory. Neurolinguistics and Second Language Acquisition.- Second Language Acquisition: A Biolinguistic Perspective.- Neurolinguistics and Parameter Setting.- C Markedness in Second Language Acquisition.- The Acquisition of Infinitive and Gerund Complements by Second Language Learners.- Island Effects in Second Language Acquisition.- On the Role of Linguistic Theory in Explanations of Second Language Developmental Grammars.- L2 Learnability: Delimiting the Domain of Core Grammar as Distinct from the Marked Periphery.- Kinds of Markedness.- D Additional Evidence for Universal Grammar.- The Categorial Status of Modals and L2 Acquisition.- UG-Generated Knowledge in Adult Second Language Acquisition.- Prosodic Phonology and the Acquisition of a Second Language.- Universal Grammar in Second Language Acquisition: Promises and Problems in Critically Relating Theory and Empirical Studies.- E Complementary Perspectives.- Pidginization as Language Acquisition.- All Paths Lead to the Mental Lexicon.- Intermorphology and Morphological Theory: A Plea for a Concession.- F Universal Grammar from a Traditional Perspective.- Second Language Acquisition and Linguistic Theory: The Role of Language Transfer.- Grammatical Theory and L2 Acquisition: A Brief Overview.- Typological and Parametric Views of Universals in Second Language Acquisition.- List of Contributors.- Index of Names.- Index of Subjects.
183 citations
TL;DR: Video recordings with radio microphones under natural conditions revealed that most of these children engaged in extensive private speech, which they were found to use for a variety of intrapersonal learning strategies, including repetition of others' utterances, recall and practice, and creation of new linguistic forms.
Abstract: This study focuses on children who go through a ‘silent’ period early in the course of second language development, during which they largely cease verbal communication with speakers of the second language (English) Video recordings with radio microphones under natural conditions revealed that most of these children engaged in extensive private speech, which they were found to use for a variety of intrapersonal learning strategies, including (1) repetition of others' utterances, (2) recall and practice, (3) creation of new linguistic forms, (4) paradigmatic substitution and syntagmatic expansion, and (5) rehearsal for overt social performance Quantity and quality of private speech was related not only to the children's level of cognitive development and the difficulty of the learning task (confirming previous research), but also to the children's social orientation and learning style, and to the domain of knowledge (language) that was being acquired
170 citations
Abstract: Self-assessment accuracy is a condition of learner autonomy. If stu dents can appraise their own performance accurately enough, they will not have to depend entirely on the opinions of teachers and...
01 Jan 1988
TL;DR: The role of the native language (NL) in a second language (L2) context has been debated for over 2000 years as mentioned in this paper and most of the early debate centered around the value of using native language in the classroom.
Abstract: The role of the native language (NL) in a second language (L2) context has been debated for over 2000 years. Most of the early debate centered around the value of using the native language in the classroom (cf. Kelly, 1976 for exemplification). However, throughout the debate, the existence of native language influence was not in dispute; rather, the issues centered around the appropriate role of the native language in a pedagogical setting.
TL;DR: The theoretical and experimental evidence for this position is reviewed to see how it informs the understanding of reading disability and directs the way towards effective treatment of this very prevalent form of learning disability.
Abstract: Learning to read presents a considerable obstacle for approximately 4-10% of normal elementary school children, despite what would appear to be a favorable background of intellectual abilities and classroom experience. Such "reading disability" hinders educational progress and, as a consequence, can effect $elf~esteem, social status, and occupational choice. Some important new discoveries are showing that many instances of reading disability are rooted in some problem in the language domain (for recent reviews, see: Liberman, 1982; Mann, 1986a; Perfetti, 1985; Stanovich, 1982a, 1982b; Vellutino, 1987; Wagner & Torgesen, 1986). Our goal is to review the theoretical and experimental evidence for this position to see how it informs our understanding of reading disability and directs the way towards effective treatment of this very prevalent form of learning disability.
TL;DR: For instance, this paper argued that authentic texts are still the most preferable resources for reading and that only by helping learners deal with authentic texts can we re-evaluate the importance of reading.
Abstract: FOR A NUMBER OF REASONS, THE STUDY OF SECond language reading has received much attention in recent years. ' Three of these reasons are of particular interest to this study. First, communicative language teaching with its incumbent emphasis on functional materials recognizes the importance of reading. Byrnes contends, for example, that "authentic texts are still the most preferable resource. Only by helping learners deal with authentic texts can we rees-
TL;DR: The faculty of the University of Hawaii at Manoa has decided to require one year of a foreign language for all students beginning in 1988 and those entering in 1989 will be required to complete two years before graduation as mentioned in this paper.
Abstract: The faculty of the University of Hawaii at Manoa has decided to require one year of a foreign language for all students beginning in 1988. Those entering in 1989 will be required to complete two years before graduation. "All students" includes not only those of arts and sciences but also those of the professional schools, including business, education, engineering, nursing, social work, and tropical agriculture. None of these professional schools has ever required a foreign language. This paper reports a preliminary analysis of data aimed at finding out what new learning and teaching strategies these new students will require. The primary focus is on personality, the characteristic ways in which people respond to the world and the ways they prefer to learn. Although some relationships between personality and language learning have been explored, apparently no previous study has sought to compare the approaches of language learners with those of other disciplines. The effect of personality on language learning has been studied a number of times.2 For example, Rossier found a positive correlation between extraversion and oral fluency in English. Outgoing people get higher ratings. Such announcements, while interesting, do not tell the teacher who stands in front of a classroom
TL;DR: This article examined language as a multimodal sensory enhancement system, integrating recent neuroanatomical and neurophysiological findings on the ontogenesis of neuronal structures with the generative concept of Universal Grammar (UG) for determination of fundamental differences between primary (PLA) and secondary (SLA) language acquisition.
Abstract: This paper examines language as a multimodal sensory enhancement system, integrating recent neuroanatomical and neurophysiological findings on the ontogenesis of neuronal structures with the generative concept of Universal Grammar (UG) for determination of fundamental differences between primary (PLA) and secondary (SLA) language acquisition. Substantial attention is given to general neurobiological principles such as experience expectant/dependent synaptogenesis, formational/organizational versus associational/reactive plasticity, characteristics of modular cortical organization, and general epigenetic qualities (e.g., intra- and interhemispheric competition, selective neuronal preservation, etc.) of the developing brain. Special emphasis is placed on neurobiological specializations relative to language (e.g., interhemispheric differences in dendritic arborization in Broca's area). The assumed innateness of UG is critically examined, with the neurobiological evidence indicating (a) the first language (L1) does not equal the second language (L2) neurobiologically, and (b) epigenetic factors contributing to PLA are often underestimated. The relevance of these conclusions for SLA is also briefly discussed.
TL;DR: Differential reinforcement resulted in accelerating frequencies of spontaneous foreign language use and better performance on both comprehension and production tests, interpreted as evidence that the acquisition of expressive vocabulary is a function of socially mediated reinforcement.
Abstract: Monolingual American and Mexican 2- and 3-year-old children were exposed to a foreign language in a naturalistic but controlled environment Children were randomly assigned to 2 groups 1 group was differentially reinforced throughout the study for the use of foreign vocabulary The control group was first reinforced nondifferentially for use of the native language or the foreign language and later was switched to differential reinforcement for the foreign language Frequencies of spontaneous foreign word production and other verbal responses were computed, and formal assessments of comprehension and production of the foreign words were conducted Differential reinforcement resulted in accelerating frequencies of spontaneous foreign language use and better performance on both comprehension and production tests Under nondifferential reinforcement, rates of spontaneous foreign language use were low and static Results are interpreted as evidence that the acquisition of expressive vocabulary is a function of socially mediated reinforcement
01 Jan 1988
01 Jan 1988
TL;DR: In this paper, oral tests consist of several different speech interactions, each of which encompasses a variety of contextual variables that affect its output, and these interactions are performed as simulations in order to tap unmonitored language, which approximates the most stable discourse style, namely, the vernacular.
Abstract: Within the proposed framework, oral tests consist of several different speech interactions, each of which encompasses a variety of contextual variables that affect its output. These interactions are performed as simulations in order to tap unmonitored language, which approximates the most stable discourse style, namely, the vernacular. The sample of speech interactions included on an oral test is randomly selected from specifications of those interactions most relevant to the specific context and purpose of the assessment. The language samples are then assessed with rating scales, whose criteria vary according to the intended use of the test results. The accuracy of the scores, the quality of the test as a whole, and the assumptions made about oral language are examined through the relevant types of reliability and validity as well as through extensive research.
01 Mar 1988
TL;DR: The role of reading and writing in SLA has been discussed in this article. But the focus of reading has been almost exclusively on oral language, to the neglect of written language, which has led to a dearth of reading research which is explicitly tied to the most popular theories and models of SLA or which is expressly designed to deal with issues commonly addressed by SLA.
Abstract: Theories and models of seond language acquisition have tended to focus on the role of oral language. While some acknowledgement is given to the role of reading (andwriting) in SLA (e.g., by Krashen 1984; 1985), the relative inattention given to reading in SLA had resulted in a dearth to reading research which is explicitly tied to the most popular theories and models of SLA or which is expressly designed to deal with issues commonly addressed in SLA. Although there is no simple explanation as to why SLAresearch has focused almost exclusively on oral language, to the neglect of written language, it is interesting to speculate about why the “canonical” theories of SLA do not to any significant extent deal with reading and writing, especially when there seems to be broad consensus that language has to be considered from a textual point of view, and when written as well as oral language may be a substantial source of language input. One possibility is that SLA, while in some sense part of the backlash against the structuralism of the audiolingual approach, has nonetheless simply maintained the focus on oral-aural language of audiolingualism (which itself originated as a reaction against earlier grammartranslation models relying heavily on reading and writing).
TL;DR: The authors examined a new and essentially unexplored area of research in second language acquisition, that of talent, defined as an exceptional ability to achieve native-like competence in a second language after puberty.
Abstract: This paper examines a new and essentially unexplored area of research in second language acquisition, that of talent. Talent is distinct from foreign language aptitude (Carroll, 1981)’ and is defined as an exceptional ability to achieve native-like competence in a second language after puberty. It is manifested only by a minority of individuals who, according to some estimates, comprise about 5070 of the adult population (Selinker, 1972; Seliger, Krashen and Ladefoged, 1975). The failure by the majority of adults to achieve native-like competence in a second language has often been contrasted with the relative success of child acquirers. This has led a number of researchers to accept the view that there is a ’critical period’ for successful language acquisition (Lenneberg, 1967; Penfield, 1965). This critical period has been variously attributed to factors associated with neural and cognitive maturation (Felix, 1984, 1985; Krashen, 1982; Scovel, 1969, 1977), suggesting that talented learners can be distinguished from untalented learners on the basis of certain neuropsychological criteria. These criteria would in turn make up a neuropsychological substrate for talent in second language learning. The present paper reports on a study which tested a number of hypotheses concerning such a substrate.
Book•
01 Jan 1988
TL;DR: This book discusses language and intellectual development in adolescence in adolescence the teaching of words approaches to oral language work across the senior school curriculum and the pedagogy across the curriculum.
Abstract: Part 1 Knowledge, thought and language across the curriculum: language and education language and thought language, knowledge and learning language across the curriculum. Part 2 A case for oral language in schooling: oral language and success in schooling oral language and literacy oral language, intelligence and problem solving oral language and thinking oral language and the "hypothetical mode of learning" oral language, self and others - the real world the pedagogy across the curriculum. Part 3 Oral language in the first school: early language acquisition and development the teacher's role in talk approaches to oral language development classroom organization evaluation of oral language in the first school across the first school curriculum. Part 4 Oral language in the middle school: language and intellectual development in the middle years conceptual development and schooling using the environment the teachers' role in middle school oral language work classroom management approaches to oral language work oral language across the middle school curriculum an oral language policy for the middle years. Part 5 Oral language in the senior secondary school: language and intellectual development in adolescence the teaching of words approaches to oral language work across the senior school curriculum.
Proceedings Article•
21 Aug 1988TL;DR: The internal representation of linguistic knowledge used in IMMIGRANT, which is unification-based, is more amenable to language learning from instructions than other representation schemes.
Abstract: We present a system, called IMMIGRANT, which learns rules about the grammar of a second language from instructions. We explore the implications of this task on the representation of linguistic knowledge in a natural language understanding system. We conclude that the internal representation of linguistic knowledge used in IMMIGRANT, which is unification-based, is more amenable to language learning from instructions than other representation schemes.