English Acquisition Research Articles

ANALISIS PENGGUNAAN TATA BAHASA DAN PEMEROLEHAN BAHASA KEDUA BAHASA INGGRIS PADA MAHASISWA THAILAND

Abstract: This paper aims to determine the types of grammar usage and todescribe the acquisition of English as a second language among Thaistudents. The method used was a qualitative paradigm and the data sourceswere taken from interviews. The interview instrument was used to obtainthe data in the form of English text production, which was used to identifyand to classify the types of grammar elements and information on howinformants acquire the language. This study results in variations in the useof grammar elements namely simple present tense, simple past tense,degree of comparison, noun phrases, and auxiliary verbs. The results of theinterview show that the process of mastery of a second language wasobtained through watching films in English or films with English subtitles,reading novels in English, and listening to English songs. Keywords: English Grammar; Second Language Acquisition; Speaking

THE COMMUNICATIVE APPROACH IN THE ACQUISITION OF ENGLISH AS A SECOND LANGUAGE: A CASE STUDY

The purpose of this article is to present information about the Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT), which is an implementation of the CLT in terms of syllabus design and methodology. The primary goal of CLT is to make learners develop the ability to use language to get things done, whereas language learning occurs by producing it, and not by drilling it. In this sense, TBLT provides a connection between the classroom and the real-world through the use of task-based activities, where learners are encouraged to comprehend, manipulate, produce, and interact in the L2. The theoretical framework about CLT is based on Ballman (2001), Richards (2015, 2006), Richards and Rodgers (2014), and about TBLT is based on Nunan (2015, 2013, 2010, 2004). Therefore, to complement this research, I carried out a case study to show the strengths and weaknesses of an English as a second language student in Brazil, who had had CLT classes in English previously. The adult participant of the case study concluded her English studies in the second semester of 2020 in a language course, in the city of Canoas-RS, Brazil. Data of the learner’s L2 oral production was collected applying six TBLT tasks, related to her level of instruction, and analyzed in this paper. According to the results obtained, I found some weaknesses, such as not having enough world knowledge about a specific topic, which hindered communication in one of the tasks. However, the learner’s strengths outweighed her weaknesses, which show that CLT together with TBLT can be efficient in the acquisition of English as a second language.

Teachers’ Feedback on a New Variety of English: The Case of Hong Kong English

The present short report reveals how teachers of English in Hong Kong (HKTEs) react to Hong Kong English (HKE). By employing a mixed method approach consisting of 100 survey responses and 28 interviews, types of feedback and activities teachers use when they encounter HKE in classroom were recorded and reported. The results showed that the two types of teachers of English – Native and Non-native English speakers – provided different kinds of responses because of the differences in attitude they held toward new varieties of English. The current study potentially sheds light on how different varieties of English could fit in traditional ESL curricula. Further research is warranted on how the feedback may affect English acquisition among Hong Kong students and whether the feedback brings positive or negative effects to the students.

Effectiveness of keyboard-based English vocabulary practice application on vocational school students

ABSTRACT Although computer-assisted vocabulary acquisition tools have been widely applied to English as a foreign language learning, the kinesthetic and tactile potential of such tools has not been fully utilized. Embodied cognition suggested that the change of practice modality (from handwriting to keyboarding), involves different sensory-motor experiences and arguably influences language learning result. The present study is a quasi-experiment investigating the effect of using keyboard-based computer application on English vocabulary acquisition in a naturalistic vocational school setting. Over the course of an academic year, the experimental group (N = 35) used the application to practice English words, whereas the control group (N = 34) practiced words through traditional approaches (listening, reading and writing). The results indicated that the participants using keyboarding application achieved significantly higher vocabulary learning performance than the control group. The attitude questionnaires and interview data also exhibited enhanced interest, motivation, and engagement for the experimental group participants.

Acquisition of Object Pronouns in EFL in Germany by Heritage Speakers of Turkish

Summary L3 acquisition has begun to attract the attention of many scholars in recent years. Heritage contexts are especially fruitful areas to understand how linguistic and nonlinguistic mechanisms interact with one another. The current study focuses on L3 English acquisition of object pronouns with L1 Turkish, L2 German speakers. We seek to find out whether the speakers could produce object pronouns accurately, whether L3 English proficiency has any effects on their acquisition, and finally, whether all object pronouns are acquired in the same way. Data for this study come from a corpus consisting of written and oral productions of 167 participants, who were students in four distinct grades, namely 5th, 7th, 10th and 12th graders at different schools in Berlin, Germany. The results reveal that participants were highly meticulous in their object pronoun use. Also, no clear L1 effect was observed, while L2 impact is implied. Lastly, proficiency and linguistic features are noted as significant factors that have an impact on L3 acquisition.

Cross-linguistic influence in the acquisition of adpositions in L3

ABSTRACT This study sets out to investigate possible effects of previously learned languages on the acquisition of English as a third language by examining six prepositions (in, on, at, behind, over, to) when they denote spatial relations. Two picture description tasks were employed to find out which of the two known languages (L1 and/or L2) is the major source of cross-linguistic influence on the acquisition of English (L3) prepositions given the fact that adpositions have different morphosyntactic representations in Turkish, Kurdish and English. Turkish-Kurdish bilinguals learning English as a third language formed the experimental group and Turkish monolinguals learning English as a second language served as a control group in the study. The results revealed that the Turkish-Kurdish bilinguals have better performance in the comprehension and production of the target prepositions than the monolingual Turkish control group, particularly when there are structural overlaps (i.e. prepositions in both Kurdish and English) between the adpositional systems of L1-Kurdish and L3-English. The findings are suggestive of structural similarity and typological proximity as overriding factors in cross-linguistic influence in the acquisition of L3 English.

Home Language Environment and Executive Functions in Mexican American and Chinese American Preschoolers in Head Start

ABSTRACT Research Findings: Using two groups of dual language learners (DLLs), the current study examined links between two developmental constructs closely linked to school readiness: the home language environment (HLE) and executive function (EF). In a sample of 90 children (age range = 38–70 months, 59% girls) from either Mexican American (MA, N = 46) or Chinese American (CA, N = 44) low-income families enrolled in Head Start preschool programs, parents reported on their HLE (home language balance, home English/heritage language activities) and children’s EF (inhibitory control and attention shifting) was measured by cognitive tasks. Findings showed preschool-aged DLLs in low-income immigrant families received more heritage language exposure relative to English language exposure at home. Several demographic variables (parental education, per capita income, DLL group, child age of English acquisition, child generation, child English receptive vocabulary) were related to various aspects of HLE. Controlling for covariates, the amount of heritage language activities at home was uniquely and positively related to children’s attention shifting. Practice or Policy: The findings underscore the importance of incorporating language background considerations when designing intervention programs that target HLE and EF in low-income DLLs.

Language acquisition in the digital age: L2 English input effects on children’s L1 Icelandic

This article reviews prominent research on non-English-speaking children’s extramural acquisition of English through digital media, and examines the understudied scenario of possible effects of such second language (L2) English input on domestically dominant but globally small first languages (L1s), with Icelandic as the test case. We outline the main results of the children’s part of the Modeling the Linguistic Consequences of Digital Language Contact (MoLiCoDiLaCo) research project, which targeted 724 3–12-year-old Icelandic-speaking children. The focus is on English input and its relationship to the children’s Icelandic/English vocabulary and Icelandic grammar. Although a causal relationship between digital English and reduced/incompletely acquired Icelandic is often assumed in public discourse, our results do not show large-scale effects of L2 digital English on L1 Icelandic. English still seems to be a relatively small part of Icelandic children’s language environment, and although we find some indications of contact induced/reinforced language change, i.e. in the standard use of the subjunctive, as well as reduced MLU/NDW (mean length of utterance/number of different words) in the Icelandic language samples, we do not find pervasive effects of L2 English on L1 Icelandic. On the other hand, the results show contextual L2 learning of English by Icelandic-speaking children through mostly receptive digital input. Thus, the results imply that English digital language input contributes mainly to L2 English skills without adversely affecting L1 Icelandic.

Evaluating the Long-term Effectiveness of English Language Coursebooks at Turkish Public High Schools

In this pre-use evaluation study, the long-term effectiveness of the contents of the English language coursebooks provided by the Ministry of Turkish National Education for high school students (i.e., 9th to 12th graders) in Turkey were evaluated, exploiting Tomlinson and Masuhara’s (2013) fifteen universal coursebook evaluation criteria. In so doing, the evaluators initially used the criteria independently to evaluate the coursebooks before achieving a consensus on their average scores. They discussed each criterion along with the effectiveness of the activities in two units (i.e., Unit 2 & Unit 7). The results indicated that the coursebooks are potentially quite effective in respect of providing students with communicative opportunities, use of idioms, integrated technology, self-evaluation opportunities, and illustrations in use. Conversely, some of the common deficient characteristics of the coursebooks encompass the lack of activities that promote the use of English as a lingua franca, being void of opportunities for students to continue learning English after the course, offering no flexibility for effective localization and insufficient catering for the needs of the students. All in all, the coursebooks can only be partially effective in facilitating long-term acquisition of English.

Accessing the Creative Self: Encouraging Innovative L2 Expression Within a Japanese Business University Self-Access Center

Examining how creativity functions in regards to Japanese students’ English acquisition is a growing field of research. This descriptive practice article outlines the integration of a pioneering framework for creative expression within the Self-Access Center (SAC) of a private Japanese business university. The author provides an argument for the practical application of scaffolded, theory-based learning activities that promote creative development, increase learner engagement, and develop higher-order thinking skills. Example creative writing, reading, speaking, and listening activities are discussed.

Investigation into the Negative Factors in English Vocabulary Acquisition of College Students

Vocabulary acquisition is the premise of learning language. In English learning, college students always feel perplexed and painful on acquiring English vocabulary. Therefore, this paper aims to analyze and reveal negative factors in English vocabulary acquisition of college students and put forward some countermeasures. Compared with previous studies, this paper comprehensively analyzes most of negative factors on English vocabulary acquisition and according to collected data, more concrete and practical measures are put forward to help college students acquire English vocabulary. Interviews and questionnaires are conducted in turn. Interviews with college students and teachers shows there are many factors that have an negative impact on vocabulary acquisition such as the influence of Chinese and culture, individual motivation, learning habits and teaching model. Questionnaire shows the difficulties and learning habits most students had as well as English teaching model they desire. Through questionnaire, it is found that low motivation is the most influential factor and there is a relationship between students’ grade and their motivation. At the end of this paper, some countermeasures are proposed to help students learn vocabulary more effectively.

Variation and third age: A sociolinguistic perspective

AbstractThe correlation between external factors such as age, gender, ethnic group membership and language variation is one of the stalwarts of sociolinguistic theory. The repertoire of individual members of speaker groups, vis-à-vis community-wide variation, represents a somewhat slippery ground for developing and testing models of variation and change and has been researched with reference to accommodation (Bell 1984), style shifting (Rickford, John R. & MacKenzie Price. 2013. Girlz II women: Age-grading, language change and stylistic variation.Journal of Sociolinguistics17. 143–179) and language change generally (Labov, William. 2001.Principles of linguistic change, vol. 2: Social factors. Oxford: Blackwell). This paper presents and assesses some first quantitative evidence that non-mobile older speakers from Tristan da Cunha, an island in the South Atlantic Ocean, who grew up in an utterly isolated speech community, vary and shift according to external interview parameters (interviewer, topic, place of interview). However, while they respond to the formality of the context, they display variation (both regarding speakers and variables) that is not in line with the constraints attested elsewhere. These findings are assessed with focus on the acquisition of sociolinguistic competence in third-age speakers (particularly style-shifting, Labov, William. 1964. Stages in the acquisition of Standard English. In Roger Shuy, Alva Davis & Robert Hogan (eds.),Social Dialects and Language Learning, 77–104. Champaign: National Council of Teachers of English) and across the life-span generally.

Filipino English Teacher Identity: A Case Study at an ESL Academy for Korean Students in the Philippines

In the current case study, the teacher identity of Filipino teachers working for an ESL academy in the Philippines targeting Korean students is investigated in order to enrich the underexplored area in the literature. Grounded on the sociolinguistic stratification of the Philippines as a norm-developing country, the study categorized the participants as either acrolect or mesolect speakers. Five themes emerged from semi-structured interviews, which are divided into positive and negative aspects. As positive outcomes, the teachers were found to have integrative motivation for pursuing their profession, pride in Philippine English as representing a neutral accent and in English acquisition as an intellectual asset, and adaptability to various conditions that emerge in teaching Korean students. As negative aspects, mesolectal teachers voiced apprehension about linguistic deficiency, and one acrolectal teacher raised salient concern over racism and skin color issues.

Transfer and unlearning of topic prominence by Chinese learners of English

Abstract Chinese allows both gapped and gapless topic constructions without their usage being restricted to specific contexts, while English only allows gapped topic constructions which are used in certain contexts. In other words, Chinese uses ‘topic prominence’, whereas English does not. The contrast between English and Chinese topic constructions poses a learnability problem for Chinese learners of English. This paper uses an empirical study investigating first language (L1) transfer in the case of Chinese learners of English and the extent to which they are able to unlearn topic prominence as they progress in second language (L2) English. Results of an acceptability judgment test indicate that Chinese learners of English initially transfer Chinese topic prominence into their English, then gradually unlearn Chinese topic prominence as their English proficiency improves, and finally unlearn Chinese topic prominence successfully. The results support the Full Transfer Theory (Schwartz, Bonnie & Rex Sprouse. 1996. L2 cognitive states and the Full Transfer/Full Access model. Second Language Research 12. 40–72) and the Variational Learning Model (Yang, Charles. 2004. Universal Grammar, statistics or both? Trends in Cognitive Sciences 8. 451–456), but contradict the proposal that the topic prominence can never be transferred but may be unlearned from the beginning in Chinese speakers’ acquisition of English (Zheng, Chao. 2001. Nominal Constructions Beyond IP and Their Initial Restructuring in L2 Acquisition. Guangzhou: Guangdong University of Foreign Studies Ph.D. dissertation). In addition, the type of topic constructions that is used and whether or not a comma is added after the topic have an effect on learners’ transfer and unlearning of topic prominence. It is proposed that the specification of Agr(eement) and T(ense) as well as the presence of expletive subjects in English input can trigger the unlearning of topic prominence for Chinese learners of English.

Virtual reality in problem‐based learning contexts: Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners

AbstractLearning a foreign language requires interaction with language input while involved in a task. Given that problem‐based learning (PBL) offers hands‐on application in realistic contexts, and that virtual reality (VR) enables learners to interact with multiple modalities of information, this study examines how the integration of VR technology into PBL contexts affects students' motivation for, problem‐solving during, and vocabulary acquisition in learning English as a foreign language (EFL). A total of 84 engineering majors who enrolled in a course of English for specific purposes were randomly assigned to either an experimental group or a control group. Students in the experimental group participated in a VR‐assisted PBL context, in which they were to view a PBL scenario using VR technology and then to create VR videos about solving the given problems. Those in the control group participated in a PBL context without the use of VR technology for viewing and solving the identical scenario. After the intervention, all the students wrote a problem‐solving analysis, took a vocabulary knowledge test, completed a learning motivation questionnaire, and participated in individual interviews. The results showed that the students in the experimental group significantly outperformed those in the control group in terms of vocabulary acquisition, and were more motivated to learn English related to their future careers, whereas there was no significant difference in the problem‐solving performance of the two groups. Implications of these findings highlight the value of engaging EFL learners in immersive environments for contextualized learning through the integrated use of VR and PBL.

Agreement morphology errors and null subjects in young (non-)CLIL learners


 
 
 There is a wealth of studies on L2 English acquisition in CLIL contexts in Spain, but most have underexplored the potential impact of CLIL in the longer run on the morphosyntax of earlier starters from monolingual regions. This paper fills this gap by exploring agreement morphology errors and subject omission in the oral production of Primary Education English learners from the Spanish monolingual community of Cantabria. The sample investigated consists of the individual narration of a story by learners in two age-matched (11-12 year-olds) groups, one CLIL (n=28) and one non- CLIL (n=35). The results show no statistically significant differences between both groups for the provision of specific linguistic features at a younger age, though some evidence also points to a subtle effect of additional CLIL exposure. Both groups show moderately low rates of null subjects; they omit affixal morphology (*he eat ) significantly more frequently than suppletive inflection (*he _ eating) and they seldom produce commission errors (*they eats). Interestingly, non-CLIL learners show far greater rates of omission with auxiliary be than copula be and frequently use the placeholder is (*he is eat), which evinces an earlier stage of acquisition than that of CLIL learners.
 
 

Principled Eclecticism in the Classroom: Exploring the use of Alternative Methodologies in ELT

For a century, English language teaching has, for the main part, discarded behaviorist-inspired methodologies such as the Audio-lingual method for constructivist approaches characterized by the Communicative Approach. Exploring the tension between behaviorist/constructivist dichotomies and searching for common ground between the two schools of thought can give rise to alternative approaches. A ‘Principled Eclectic Approach’ to language teaching is one way whereby a pluralism of methodologies is favored in the pursuit of more effective Second Language Acquisition. Using Brown’s Post-Method Principles (2002) and Mellow’s Two Dimensional Model and Centring Principle (2002) as a guide and point of reference, teachers can gauge their approach and effectiveness in a more dynamic learning environment. A two-part research study aimed to introduce a more Principled Eclectic Approach to academic English language instruction in higher education. Firstly, translation aimed to let students bring their mother tongue into the classroom. The rationale for this exercise being that the more meaningful the encounter with the target language, the better the acquisition. The second experiment looked to use music as a way to create a more relaxed learning environment during reading comprehension activities. The premise being that we acquire language better when we are relaxed. Feedback from the study revealed that the content was balanced, coherent, met the needs of the learner and the needs of the wider syllabus. Students were positive when taking part in the lessons as they believed that the methodologies tested helped them with their English acquisition. Subsequently, they wanted further exposure to these methodologies.

Linguistic Intelligence and Critical Thinking amongst Students of the Inland Water and Ferries Transport Polytechnic of Palembang


 
 
 This study investigates the students’ Linguistic Intelligence (LI) and Critical Thinking (CT) as Higher Order of Thinking Skills (HOTS) in the acquisition of English as a foreign language. 70 participants of Inland Water and Ferries Transport Polytechnic of Palembang took part in the current study. To measure the participants’ linguistic intelligence scores, the researchers used the Thomas Armstrong Intelligence Test derived from Howard Gardner’s MI Model. The instrument consists of 20 Likert type questions, for each of which 4 options are included. When testing participants’ critical thinking, they used the scheme and the measures that trail after the Watson- Glaser Critical Thinking Appraisal. This test consists of five parts that are inferences, assumptions, deductions, interpreting information, and arguments. The results indicated that 11.43% of students displayed below average performances and 58.57% displayed high linguistic intelligence.
 Keywords: Linguistic Intelligence; Critical Thinking; Language Acquisition
 
 

Verb Acquisition in English and Other Languages

Massive researches and experiments are attempting to explore the exact process of verb acquisition of child learners at an early age (1 to 3 years old). Therefore, the “syntactic bootstrapping method” is introduced and explicated in this paper, trying to illuminate whether children used syntax to learn verbs in English. Apart from English, other languages with totally different grammatical structures are also being discussed as well: regarding massive ellipsis of noun arguments (NPs) in Mandarin, researches and experiments on the acquisition of verbs in Mandarin ought to be carried out more in the near future. The purpose of this article is to give a brief introduction of word acquisition, especially verb acquisition with linguistic syntactic information; moreover, some practical hints of verb acquisition are also presented within the paper.

Discussing Bilingualism in Deaf Children: Essays in Honor of Robert Hoffmeister by Charlotte Enns, Jonathan Henner, and Lynn McQuarrie

Reviewed by: Discussing Bilingualism in Deaf Children: Essays in Honor of Robert Hoffmeister by Charlotte Enns, Jonathan Henner, and Lynn McQuarrie Ronice Müller de Quadros (bio) Discussing Bilingualism in Deaf Children: Essays in Honor of Robert Hoffmeister, edited by Charlotte Enns, Jonathan Henner, and Lynn McQuarrie (New York: Routledge Taylor & Francis Group, 2021, 250pp. hardbound, $128.00. ISBN: 978-0-367-37376-4; paperback, $39.16, ISBN: 978-0-367-40719-3; ebook, $39.16, ISBN: 978-0-367-80868-6) It is a great pleasure to review the book Discussing Bilingualism in Deaf Children in honor of Robert Hoffmeister. There are several reasons why I delight in doing this analysis. Among them, I highlight two: first, because the area of bilingual deaf education accompanies me throughout my professional life; second, because Robert Hoffmeister contributed directly to my own perception as a Coda, the child of deaf parents, and as a researcher in the field of Deaf studies. Carrying out an analytical reading of this work allowed me to visualize the breadth of Robert Hoffmeister's legacy for deaf education in the United States and worldwide. The editors' decision to organize the volume into three major parts, (I) Seaworthy Construction: Theoretical Underpinnings of Bilingual Deaf Education, (II) Launching the Voyage: Bilingual Teaching Strategies for Deaf Education, and (III) Sailing into the Wind: Challenges of Signed Language Assessment, was a perfect metaphor, especially considering that this volume honors Robert Hoffmeister. This teacher and researcher, the son of deaf parents, who dedicated his life to denouncing the errors and mistakes in how deaf education has been conducted, was able, at the same time, to succeed in managing his own anger by seeking an ecological balance through sailing. The volume and its organization are exquisite in the way they capture the man. The contributions to [End Page 349] this volume were organized to reflect three parts that metaphorically comprise the planning, the launching of the proposals, and, finally, the harvesting of the fruits of all the work previously ruminated. This book was organized by former students of Robert Hoffmeister's to record this moment in his life in which he ended his academic career at Boston University. However, it is noteworthy that he continues to work on his life project, sailing through the ocean. In the first part, the volume provides us with a historical retrospective elaborated by Brian H. Greenwald covering deaf education in the United States from its foundation to the present day. The author presents this historical overview succinctly, but at the same time manages to map the foundations on which the studies launched by Robert Hoffmeister were based: the question of whether ASL should be used in the classroom; the imposition of restrictions on the use of ASL, the resistance of American deaf communities, and the advances despite all these challenges. To the story told by Greenwald, the other authors of this section add important foundational elements: the acquisition of sign language by Jenny L. Singleton and Richard Meier, focusing on its contextualization; Naomi Caselli, Amy Lieberman, and Jennie Pyers bring up possible threats for ASL acquisition due to the lack of recognition of ASL; Frances Colin addresses additional specific issues related to sign language acquisition; Mathew Dye and Brennan Terhune-Cotter discuss the issue of visual attention in deaf children; and Catherine L. Caldwell-Harris ends this section with a discussion of theoretical aspects on the acquisition of English by deaf children based on a study carried out in co-authorship with Robert Hoffmeister. The first part, therefore, lays out the bases of deaf education, which rest on the acquisition of language via a natural sign language, one of the flags raised insistently by Robert Hoffmeister throughout his career. In the second part, the focus of the chapters is on teaching strategies in deaf education, and, therefore, the boat is launched in this process. In this part, discussion of deaf education takes place in the context of different education strategies. Marlon Kuntz and Debbie Gloss share important pedagogical aspects for promoting the literacy of deaf children, including ways to ensure that deaf children recognize their deaf identity through literacy by using books and media [End Page...