Showing papers on "Second-language attrition published in 2016"
01 Jan 2016
TL;DR: The learning vocabulary in another language is universally compatible with any devices to read and is available in the digital library an online access to it is set as public so you can get it instantly.
Abstract: Thank you very much for downloading learning vocabulary in another language. As you may know, people have search numerous times for their favorite novels like this learning vocabulary in another language, but end up in infectious downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they cope with some infectious virus inside their laptop. learning vocabulary in another language is available in our digital library an online access to it is set as public so you can get it instantly. Our digital library hosts in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Merely said, the learning vocabulary in another language is universally compatible with any devices to read.
1,311 citations
TL;DR: Appearing earlier in ontogeny than linguistic competence, the turn-taking system is also found across all the major primate clades, which suggests a possible phylogenetic continuity, which may provide key insights into language evolution.
380 citations
01 Jan 2016
TL;DR: For example, the authors found that people have search hundreds of times for their favorite novels like sociocultural theory and second language learning, but end up in harmful downloads, instead of reading a good book with a cup of coffee in the afternoon, instead they are facing with some malicious virus inside their desktop computer.
Abstract: Thank you for reading sociocultural theory and second language learning. Maybe you have knowledge that, people have search hundreds times for their favorite novels like this sociocultural theory and second language learning, but end up in harmful downloads. Rather than reading a good book with a cup of coffee in the afternoon, instead they are facing with some malicious virus inside their desktop computer.
277 citations
TL;DR: In this article, an integrated review was conducted to evaluate the influence of language nutrition, through talking, interacting, or reading, in early childhood and language or cognitive development, and found that quantity and quality of talking and reading with a child in the first three years of life are strongly associated with language and cognitive development as well as school readiness and academic performance.
132 citations
TL;DR: This article examined how priming an entity language theory (i.e., the belief that language intelligence is fixed) or an incremental language theory can orient language learners' goals and influence their reactions in failure situations and their intention to continue learning the language.
115 citations
TL;DR: The authors argue that the rapid changes in 21st-century society, in which multilingualism is the norm, have presented new challenges, questions, and resources with regard to the roles, tasks, and contributions of language teachers.
Abstract: This article lays out the proposition that the rapid changes in 21st-century society, in which multilingualism is the norm, have presented new challenges, questions, and resources with regard to the roles, tasks, and contributions of language teachers. In line with recent research developments and in keeping with tradition, we believe it helpful to think of language teachers' broader identity role as that of moral agent. We examine implications that such a re-envisioning has for the knowledge base of language teachers and for the purposes and practices of language teacher education and professional development. Drawing on research in language teacher education, language teacher cognition, second language acquisition, and applied linguistics more broadly, we highlight the need to go beyond traditional notions of teachers' knowledge of language, language learning, and language learners. We also subject to critical scrutiny the notions of effective pedagogies and reflective practice as the desired outcomes of language teacher preparation and development. Instead, we introduce critical alternatives that offer creative possibilities for educating teachers able and willing to serve student populations with diverse language learning needs across interlinguistic, sociopolitical, and historical contexts of language teaching. [ABSTRACT FROM AUTHOR]
88 citations
TL;DR: Variability in the language abilities of ELLs presents challenges for clinical practice, and increased knowledge of English language learning development with and without SLI together with evidence-based alternative assessment strategies can assist in overcoming these challenges.
Abstract: Purpose The purpose of this research forum article is to provide an overview of typical and atypical development of English as a second language (L2) and to present strategies for clinical assessme...
78 citations
TL;DR: Examining the relationship between performance in an ALL task and second language learning ability shows that success in ALL experiments, particularly more complex artificial languages, correlates positively with indices of L2 learning even after controlling for IQ.
75 citations
TL;DR: The authors survey the state of knowledge regarding the kinds of languages found among humans, the language inventory, population sizes, time depth, grammatical variation, and other relevant issues that a theory of language evolution should minimally take into account.
Abstract: What would your ideas about language evolution be if there was only one language left on earth? Fortunately, our investigation need not be that impoverished. In the present article, we survey the state of knowledge regarding the kinds of language found among humans, the language inventory, population sizes, time depth, grammatical variation, and other relevant issues that a theory of language evolution should minimally take into account.
60 citations
TL;DR: In this article, the authors present a perspective on second language fluency that goes beyond description by exploring a potential explanatory framework for understanding L2 fluency, focusing on the cognitive processing that underlies the manifestation of fluency and disfluency and on the ways social context might contribute to shaping fluency attainment.
Abstract: In studying second language (L2) fluency attainment, researchers typically address questions about temporal and hesitation phenomena in a descriptive manner, cataloguing which features appear under which learning circumstances. The goal of this paper is to present a perspective on L2 fluency that goes beyond description by exploring a potential explanatory framework for understanding L2 fluency. This framework focuses on the cognitive processing that underlies the manifestation of fluency and disfluency, and on the ways social context might contribute to shaping fluency attainment. The framework provides a dynamical systems perspective of fluency and its development, with specific consequences for a research program on L2 fluency. This framework gives rise to new questions because of its focus on the intimate link between cognitive fluency and utterance fluency, that is, between measures of the speed, efficiency and fluidity of the cognitive processes thought to underlie implementation of the speech act and measures of the oral fluency of that speech act. Moreover, it is argued that cognitive and utterance fluency need to be situated in the social context of communication in order to take into account the role played by the pragmatic and the sociolinguistic nature of communication in shaping L2 fluency development.
60 citations
TL;DR: The findings suggest that language and literacy experiences at home have a differential impact on DLLs’ language abilities in their 2 languages.
Abstract: Research Findings: This study explored the relations between Spanish–English dual language learner (DLL) children’s home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish–English mothers of 93 preschool-age Head Start children who resided in central Pennsylvania were analyzed. Children completed the Picture Vocabulary and Oral Comprehension subtests of the Bateria III Woodcock–Munoz and the Woodcock–Johnson III Tests of Achievement. Results revealed that the language spoken by mothers and children and the frequency of mother–child reading at home influenced children’s Spanish language abilities. In addition, the frequency with which children told a story was positively related to children’s performance on English oral language measures. Practice or Policy: The findings suggest that language and literacy experiences at home have a differential impact on DLLs’ language abilities in their 2 languages. Specif...
Journal Article•
TL;DR: The authors defined the terms listening and listening comprehension, reviewed the components of listening, explained teachers' role in listening comprehension and presented the general principles of listening comprehension in second language learning, and demonstrated that learners' listening comprehension skill can be improved by teachers' assistance and the use of appropriate learning materials and activities.
Abstract: Many studies in language learning have indicated that listening comprehension plays an important role in the learning process. In spite of its importance, listening has been ignored in second language learning, research, and teaching. The purpose of the present article is to define the terms listening and listening comprehension, review the components of listening, explain teachers’ role in listening comprehension, and present the general principles of listening comprehension. The literature review demonstrated that learners’ listening comprehension skill can be improved by teachers’ assistance and the use of appropriate learning materials and activities.
TL;DR: The authors argue that the Now-Or-Never bottleneck implies that language processing is incremental and that language learning occurs on-line, which is difficult to reconcile with the abstract knowledge viewpoint, and crucially suggest that language comprehension and production are facets of a unitary skill.
TL;DR: The analyses indicated that the lexical network of the second language displayed greater local connectivity and less modular community structure than the network in the native language, both in the entire sample and in a sub-sample of bilinguals whose Hebrew vocabulary was matched to that of the native Hebrew speakers.
TL;DR: This 4-wave longitudinal study evaluated stability of core language skill in 421 European American and African American children, half of which were identified as low and half of whom were average-to-high in later language skill.
Abstract: This 4-wave longitudinal study evaluated stability of core language skill in 421 European American and African American children, half of whom were identified as low (n = 201) and half of whom were average-to-high (n = 220) in later language skill. Structural equation modeling supported loadings of multivariate age-appropriate multisource measures of child language on single latent variables of core language skill at 15 and 25 months and 5 and 11 years. Significant stability coefficients were obtained between language latent variables for children of low and average-to-high language skill, even accounting for child positive social interaction and nonverbal intelligence, maternal education and language, and family home environment. Prospects for children with different language skills and intervention implications are discussed. (PsycINFO Database Record.
TL;DR: This paper investigated the relationship between foreign language aptitude and the learning of two English structures defined as easy or difficult to learn using a quasiexperimental design, 66 secondary-level learners of English as a foreign language from three intact classes were provided with four hours of instruction on the passive and the past progressive (an easy structure).
Abstract: This study investigates the relationship between foreign language aptitude and the learning of two English structures defined as easy or difficult to learn. Using a quasiexperimental design, 66 secondary-level learners of English as a foreign language from three intact classes were provided with four hours of instruction on the passive (a difficult structure) and the past progressive (an easy structure). Language aptitude was measured using the LLAMA Aptitude Test (Meara, 2005). Language outcomes were measured with a written grammaticality judgment and an oral production task. The results revealed that one of the aptitude components, grammatical inferencing, contributed to learners’ gains on the passive but not the past progressive on the written measure. Another component of aptitude, associative memory, contributed to learners’ gains on the past progressive on the oral measure. The results provide support for the claim that different components of aptitude contribute to the learning of difficult and easy L2 structures in different ways. There is also support for the proposal that different components of aptitude may be involved at different stages of language acquisition (Skehan, 2002).
18 Dec 2016
TL;DR: In this paper, the authors highlight the differing constraints on learner autonomy in formal and informal learning environments and suggest an approach to encourage greater demonstration of autonomy through an explicit linking of institutional requirements associated with routine lesson assignments and the achievement of personally meaningful, individually determined learning goals.
Abstract: In the modern age of exponential knowledge growth and accelerating technological development, the need to engage in lifelong learning is becoming increasingly urgent. Successful lifelong learning, in turn, requires learner autonomy, or “the capacity to take control of one’s own learning” (Benson, 2011, p. 58), including all relevant decisions about what, when, where, and how to learn. Mobile technologies, as not only potential means for learning anywhere and anytime but also conduits to rich, multimodal content, provide unprecedented opportunities for the development of learner autonomy. However, even when learners possess adequate training in mobile technology use and autonomy itself, implementation of mobile learning devices in the classroom often seems to engender little additional autonomous behavior. This paper highlights the differing constraints on learner autonomy in formal and informal learning environments. It then proposes an approach to encouraging greater demonstration of autonomy through an explicit linking of institutional requirements associated with routine lesson assignments and the achievement of personally meaningful, individually determined learning goals. Finally, it suggests the role that mobile technology can and properly ought to play in capacitating consistently high levels of demonstrated autonomy both inside and outside the classroom.
TL;DR: Supporting Knowledge in Language and Literacy (SKILL) as mentioned in this paper was designed to provide school-age children with language learning difficulties with cognitive and linguistic skills that underlie narrative comprehension and composition.
Abstract: Narrative language proficiency is a critical contributor to academic success for school-aged students. This article presents a narrative language intervention, Supporting Knowledge in Language and Literacy (SKILL), that is based on research in the fields of developmental psycholinguistics and discourse processing. SKILL was designed to provide school-age children with language learning difficulties with the cognitive and linguistic skills that underlie narrative comprehension and composition. A comprehensive description of the intervention program is presented first, followed by a summary of the qualitative and quantitative evidence supporting its use. Quantitative results from summarized studies show that SKILL is associated with consistently moderate to large effect sizes for improving narrative proficiency, ranging from 0.66 to 2.54 for students with language learning difficulties aged 5–11 years, and from 1.63 to 5.11 for students with autism spectrum disorders aged 8–12 years. Narrative intervention has the potential to have lasting effects that generalize to new stories and new story comprehension and production contexts (such as reading and writing) if children attain the critical cognitive and linguistic skills that support narration.
TL;DR: There is growing recognition that multilingualism is a norm rather than an exception and that it constitutes a default state of human linguistic competence as mentioned in this paper, and this phenomenon has become particularly...
Abstract: There is growing recognition that multilingualism is a norm rather than an exception and that it constitutes a default state of human linguistic competence. This phenomenon has become particularly ...
TL;DR: The authors examined the relationship among vocabulary knowledge, vocabulary use, and L2 writing performance and found that accurate productive knowledge of high-frequency word families was associated with L2 learning performance.
Abstract: Research has consistently shown diversity of vocabulary to be an important indicator of second language (L2) writing development as well as L2 writing performance. These studies underscore the importance of vocabulary to L2 writing. However, they provide little to indicate what kind of vocabulary learners of English may need to know in order to develop writing proficiency. This small-scale pilot study examined the relationships among vocabulary knowledge, vocabulary use, and L2 writing performance. The results suggest that accurate productive knowledge of high-frequency word families was associated with L2 writing performance. However, actual use of high-frequency word families was negatively associated with L2 writing performance. Based on the results, the authors present potential uses of lexical frequency information to help students develop (a) accurate productive knowledge of high-frequency word families and (b) a repertoire of low-frequency word families based on their communicative needs.
TL;DR: The authors argued that a post-structuralist perspective on identity opens possibilities for research with the youngest learners, and examined four major studies of identity and young second language learners (kindergarten and grade 1) to analyze how their authors conceive of identity, and what each affords for analysis.
Abstract: The past two decades have seen a proliferation of studies investigating, complicating, and reimagining the relationship between second language learning and identity. Yet, with only a handful of exceptions, these studies are limited to adolescent and adult second language learners. In this article, the author proposes that identity research with very young second language learners has been limited both by a tendency to see early second language learning as less problematic than that of older learners and by the conceptualization of identity itself. The author argues that a post-structuralist perspective on identity—or, rather, subjectivity—opens possibilities for research with the youngest students. In order to explore this theoretical potential, the author examines four major studies of identity and young second language learners (kindergarten and Grade 1) to analyze how their authors conceive of identity and what each affords for analysis. These studies support the idea that a post-structural analysis, ...
01 Jan 2016
TL;DR: In this paper, the authors present a system for downloading second language acquisition and language pedagogy, which is used to teach learners to deal with malicious malware inside their computers. But it is difficult to find a good book with a cup of tea in the afternoon.
Abstract: Thank you very much for downloading second language acquisition and language pedagogy. Maybe you have knowledge that, people have look numerous times for their favorite books like this second language acquisition and language pedagogy, but end up in infectious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they cope with some malicious virus inside their laptop.
TL;DR: This paper explored the effectiveness of gestures, as a form of elaborated encoding for young learners, in aiding target language memorisation and slowing attrition through the implementation of a strict teaching protocol and a bespoke pedagogical tool.
Abstract: Finding ways to make language teaching practices both active and effective is of great importance for young learners. However, extending the foreign language production of young learners in instructional settings beyond the naming of objects is often challenging. The memorisation abilities of very young learners (children aged 5–7) sometimes appear limited and attrition is a major issue, given the once-weekly teaching sessions which are a common model for UK primary modern foreign language instruction. This study explored the effectiveness of gestures, as a form of elaborated encoding for young learners, in aiding target language memorisation and slowing attrition through the implementation of a strict teaching protocol and a bespoke pedagogical tool. Findings show significant advantage for short-term retention of a story told with both gestures and pictures when compared with a story told with pictures only. Delayed post-test scores for the gestured story demonstrate a greater rate of attrition from a hi...
TL;DR: In this article, a literature review aims to review the basic concepts related to the place and importance of listening skill in learning English as second or foreign language, and, in the light of the related literature, it focuses on listening comprehension problems experienced by second and foreign language learners.
Abstract: Listening has an important role both in daily life and in academic contexts as it is crucial for people to sustain effective communication. In spite of the importance of listening in the development of the communicative and cognitive skills, it did not start to take its place in language teaching curriculum for long years. However, in recent years, with the emphasis given in communication in language teaching, listening started to take its long deserved place in language programs. Although there are different perspectives to teaching listening, the success of each perspective somewhat depends on addressing and minimizing the listening comprehension problems experienced by language learners. This literature review aims to review the basic concepts related to the place and importance of listening skill in learning English as second or foreign language, and, in the light of the related literature, it focuses on listening comprehension problems experienced by second and foreign language learners.
TL;DR: In this paper, the authors further investigated decision-making and the framing effect in a native language, Thai and a foreign language, English, using the Asian disease/financial crisis problem (Study 1) and a novel financial decision making task (Study 2).
Abstract: Recent research using scenarios such as the Asian disease problem has demonstrated a “foreign-language effect”, whereby the framing effect (tendency to be risk-averse in a gain frame and risk seeking in a loss frame) is not (or not as) apparent in the foreign language as the native language. The aim of the current study was to further investigate decision-making and the framing effect in a native language, Thai and a foreign language, English, using the Asian disease/Financial crisis problem (Study 1) and a novel financial decision-making task (Study 2). Results from Study 1 confirmed previous findings as a foreign-language effect emerged. In contrast, in Study 2, a framing effect emerged in both the native and foreign languages of the Thai participants. These contradictory results point to language factors as well as emotional and cognitive demands of the task contributing to the occurrence of the foreign-language effect.
TL;DR: This article investigated the effect of bilingualism on the achievement in English as a foreign language from elementary to secondary school using longitudinal data of 1032 German students from sixth to eighth grade and found that bilingualism is beneficial for English foreign language development.
01 Jan 2016
TL;DR: A new book that many people really want to read will you be one of them? Of course, you should be as discussed by the authors, even some people think that reading is a hard to do, you must be sure that you can do it.
Abstract: Come with us to read a new book that is coming recently. Yeah, this is a new coming book that many people really want to read will you be one of them? Of course, you should be. It will not make you feel so hard to enjoy your life. Even some people think that reading is a hard to do, you must be sure that you can do it. Hard will be felt when you have no ideas about what kind of book to read. Or sometimes, your reading material is not interesting enough.
TL;DR: Unique associations in hierarchical regression analyses were demonstrated between VWM at age two years and receptive and expressive language skills at age four, and between early processing speed and later receptive language.
Abstract: Purpose This study explored associations between working memory and language in children aged 2–4 years. Method Seventy-seven children aged 24–30 months were assessed on tests measuring language, v...
01 Jan 2016
Abstract: This dissertation develops a theoretical and empirical framework for the analysis of the ideological and interactional constitution of language. It discusses the process of "making language," namely, how language emerges as an object of speakers' attention, the historical processes leading to this type of language consciousness, and the interactional means through which it is achieved and becomes recognizable and analyzable. Integrating work on language ideologies, phenomenology, language socialization, practice theory, conversation analysis, and the ethnographic description of ontologies, this work offers insights into the underlying mechanism of how language becomes a meaningful entity in the lifeworld of its speakers. Focusing on the constitution of language opens up new avenues for the investigation into its ontological status. Language is here understood as an equivocation that might index potential referential alterity. Individual languages need not always be tokens of the same type and thus arbitrary and translatable. Language and languages are specific objects that result from the socialization of speakers into conceiving of and attending to particular communicative practices as languages. To analyze the constitution of language, the dissertation introduces the concept of metalinguistic repair, understood as the deliberate replacement of a term from one code with a semantically equivalent term from another in ongoing interaction. Together with other metalinguistic strategies in language play and language teaching, metalinguistic repairs are theorized as phenomenological modifications by which the code is highlighted and language is constituted as an object that is distinct from the speaker, the meaning, and the context of the utterance. The consequence of these modifications is what is called here enlanguagement, a term from studies of pidgin and creole genesis that is redefined to designate the process through which speakers are oriented to notice particular pragmatically salient linguistic features as belonging to different languages, thereby constituting these as distinct entities. This work is based on ethnographic research in an indigenous Ache community in Eastern Paraguay. It draws on five years (2008-2013) of language documentation work with the Ache, as well as one year (2013-2014) of in-depth language socialization research in one Ache community through video-recordings of children's everyday interactions, interviews, and participant observation. The Ache are a recently settled hunter-gatherer collective, currently experiencing language shift from their heritage language, Ache, to a Paraguayan national language, Guarani. The presently dominant medium of communication in the communities is a mixed code, using elements from Ache and Guarani. The context in which the Ache children grow up is unique and ideal for this study, because despite the fact that language differences are not relevant in everyday interaction since language mixing is the default mode of communication, the children do attend to them in everyday conversation and play. Through spontaneous repairs and corrections, the deliberate use of specific forms, and discussions about language, they demonstrate an awareness of the linguistic code as a distinct aspect of language use. Such situations are analyzed in detail as key moments in which "language" and "languages" are created. The Ache children do not merely use different languages that are somehow already constituted as given entities in their lifeworld. Rather, by employing a multiplicity of linguistic resources in their everyday interactions they end up making language and languages and making them over. This dissertation bridges the domains of ideology and interaction in order to provide an integrated account of how language emerges as a cultural and historical product on the one hand, and as an interactional achievement on the other.