Language Acquisition Research Articles

A longitudinal investigation of the impact of code-switching versus target language only on Saudi EFL students' written receptive vocabulary knowledge development in terms of breadth

This longitudinal research was conducted to investigate the effect of code-switching versus target language only on Saudi students' written receptive vocabulary knowledge development in terms of breadth. A total of sixty male samples were randomly chosen from the population of Saudi EFL students at Jouf University in Saudi Arabia who enrolled in extensive English courses. This course is provided for those who scored less than the direct admission score of 2.5 out of 5 in the English replacement test. Samples were equally divided and allocated into two classrooms. In the first class (i.e., C1), thirty students were instructed by a non-native English speaker who employed code-switching as a pedagogical strategy. Students in the second class (i.e., C2) were instructed by non-native English speakers who employed the target language only as a pedagogical strategy due to the different language backgrounds between the instructor and participants. Data were collected from samples of both classes using the Vocabulary Size Test developed by Nation and Beglar (2007) at four different intervals and over four months (i.e., one academic semester). Results revealed that Saudi students' vocabulary knowledge in terms of breadth had developed significantly at four different intervals in both classes. However, the development in C2 where the instructor employed the target language only, was significantly higher than in C1 where code-switching is employed. Moreover, results also indicated that samples in C1 where code-switching is employed experienced a newly coined linguistic status called Receptive Vocabulary Recission (RVR) which indicates the act of avoiding the acquisition of new English vocabulary since they were habituated to be given an additional explanation for new vocabulary using their first language knowledge. This rescission was very tangible from the mean difference between C1 and C2 score averages.

A comparison of the effects of web-based vocabulary instruction vs. the conventional method on EFL learners' level of L2 lexical knowledge

Web-based training is a contemporary approach acknowledged as a proficient pedagogical strategy for imparting knowledge on L2 lexical items. The objective of this study was to investigate if the utilisation of web-based activities for teaching vocabulary items yields distinct outcomes in terms of acquisition and retention of L2 lexical items, as opposed to conventional procedures. Sixty university students at an intermediate level of English as a Foreign Language (EFL) were purposefully chosen for this study. These participants were then divided into two separate groups. The participants in the experimental group received instruction on the target vocabulary items in a computer-supported classroom. In this setting, they could practice the lexical items interactively through web-based activities. On the other hand, the control group was given the exact target words using traditional instruction methods to maintain consistency. However, students in the control group did not have the opportunity to engage with the dynamic and active nature of the web-based instructional environment. The findings of the study, which involved the administration of the Vocabulary Levels Test and subsequent analysis utilising tests and Analysis of Variance, revealed that English as a Foreign Language (EFL) learners saw more improvement in their acquisition of second language (L2) lexical items when taught through web-based activities compared to traditional teaching methods. The implications of the data suggest that L2 teachers can enhance their teaching method by including web-based and online activities to educate students on how to acquire new vocabulary items effectively.

基于文化自信的高级英语课程思政策略探究

As an important place to cultivate cultural confidence, colleges and universities should guide students to cultivate cultural consciousness and firm cultural confidence on the basis of foreign language and culture acquisition. In the course of advanced English, the concept of “building morality and cultivating human beings” is integrated into every teaching link by introducing Chinese culture organically in four aspects: vocabulary, background, text content and theme. While cultivating English majors’ cross-cultural communication ability and critical thinking ability, colleges and universities should also enhance their national cultural confidence, thus strengthening their socialist belief and patriotic enthusiasm, making them high-quality foreign language talents with national feelings.

Exploring Language Teaching Methods: An in-Depth Analysis of Grammar Translation, Direct Method, and Audiolingual Method: A Literature Review

The present literature study delves into the development of language teaching methodologies, with particular emphasis on three well-known techniques: Grammar Translation, Direct Method, and Audiolingual Method. The background underscores how pedagogical ideas have changed throughout time and stresses the historical context of language learning. The evaluation analyzes important academic publications, instructional resources, and empirical investigations using a thorough methodology to evaluate the advantages and disadvantages of each approach. Findings of the discussion show that educators can make informed decisions about selecting and adapting methodologies to optimize language instruction for diverse learner populations if they understand their historical development, theoretical underpinnings, practical implications, and limitations. This approach combines elements from each method while addressing their limitations, resulting in dynamic and effective language learning experiences that cater to diverse learner needs and goals. And the review concludes that Language teaching strategies vary, with each method having unique characteristics and methods. The Direct Method promotes natural language learning, the Audiolingual Method emphasizes habit building, and the Grammar Translation Method emphasizes formal language structures. To enhance effectiveness, teachers should combine technology, communicative teaching practices, and a learner-centered environment.

ISSUES OF DEVELOPMENT OF THE KAZAKH LANGUAGE TRAINING CORPUS

The creation of national corpora is an urgent problem of the modern digital era. The creation of corpora in the world linguistics began in the middle of the last century. The experience of creating a corpus of the first English language served as a basis for creating corpora of other European languages, as well as Russian and Turkic languages. Research and teaching corpora, which were previously carried out manually, have achieved great results through the use of. The corpora provided the user with more materials, created new dictionaries and facilitated linguistic research. The number of corpus users increased day by day. Such needs favored the creation of corpora depending on the purpose of the user. For historians or researchers of historical linguistics – historical corpus, for translators and language learners – parallel corpus, for researchers of speech peculiarities and development of speech culture - there was a need to create oral corpora. At the same time, there is an urgent need to create educational corpuses – the only tool for digitalization of education. An educational corpus is an information and corpus base for language learners. The article gives an overview of the world experience in the development of educational corpora. The questions of what texts are contained in the text base of English, Russian language learning corpora, what linguistic information is provided to linguists, etc. are studied. The necessary prerequisites for thedevelopment of the Kazakh language training course being developed at the A. Baitursynov Institute of Linguistics will also be determined. Metadata and linguistic markups aimed at teaching/learning the language, ways of adapting reference tools to Kazakh language acquisition by language learners, computer-software methods are considered.

THE USE OF VERSATEXT IN TEACHING ENGLISH FOR SPECIFIC PURPOSES AT MEDICAL UNIVERSITIES

This article explores the integration of data-driven learning tools, as exemplified by VersaText, into the process of teaching English for Specific Purposes in medical education. The study investigates the efficacy of VersaText’s functions (Word Cloud, Concordance, and Profiler) in enhancing language acquisition and proficiency development among medical students. Through a series of classroom-based activities and exercises, students engage with authentic medical texts, analyze linguistic patterns, and develop a deeper understanding of specialized medical terminology. This study discusses the benefits of integrating open-access materials sourced from PubMed and other databases with VersaText's features, further enriching the learning experience by exposing students to real-world medical discourse. By incorporating such authentic materials, educators can enhance students' awareness of current research literature and reinforce their understanding of medical terminology within a contextually relevant framework. The pedagogical implications of using VersaText in ESP teaching are discussed, highlighting its potential for fostering active engagement, collaborative learning, and critical thinking skills. Furthermore, the article emphasizes the need for ongoing research to further refine and expand the use of data-driven learning tools in ESP teaching methodologies. This study contributes to the growing body of literature on technology-enhanced language learning and provides valuable insights for educators seeking to optimize ESP instruction in various professional contexts.

DEVELOPMENT OF LISTENING COMPREHENSION SKILLS OF FOREIGN COMMUNICATORS (LEVELS B1) USING AUTHENTIC VIDEO MATERIAL FROM YOUTUBE FOR VYSHYVANKA DAY

Listening comprehension is both a goal and a means in the educational activities of foreign language learners, as it builds listening skills and enhances the effectiveness of acquiring communicative competence. It also stimulates their receptive abilities. Consequently, the creation of didactic materials and audio-video content, along with exploring new methods and techniques for their use, remains a critical area in linguodidactics. These materials should be of high quality to facilitate the professional development of future professionals and assist in adapting adapting to new life circumstances. This article presents a model for organizing listening comprehension training for students in preparatory departments using authentic audio and video material available on YouTube. The selection and usage of this material are thoroughly justified. Methodological recommendations regarding the implementation of exercises that enhance the ability to understand foreign language texts are also developed and detailed.The described system of working with audio material aligns with the functional and communicative methods of teaching Ukrainian as a foreign language and facilitates reflection and the updating of the students’ background knowledge of Ukrainian culture and language skills. It is important to note that foreign students are allowed to commence their educational activities at various times according to the Admission Procedure for Foreign Citizens, necessitating a holistic approach to the learning process and adaptation for groups that have already developed basic language and speech skills. Mastering listening comprehension is notably challenging in learning a foreign language, requiring deliberate, consistent effort and the meticulous selection of materials. Effective results in Ukrainian language acquisition can only be achieved through regular listening practice in the classroom. This article employs methods such as analyzing scientific literature, justifying the choice of educational materials, generalizing and systematization.

CHALLENGES IN ENGLISH LANGUAGE EDUCATION FOR TRIBALS WITH SPECIFIC REFERENCE TO CHHATTISGARH STATE

The state of Chhattisgarh, which was formed in 2000, is home to a significant tribal population, particularly in regions like Bastar. Despite being rich in tribal culture and heritage, these communities face numerous challenges in English language education. This paper highlights the obstacles that hinder English language acquisition among tribal students in Chhattisgarh. These challenges include social circumstances, political indifference, poor school infrastructure, illiteracy, poverty, and the impact of Naxal violence. Understanding the importance of English as a global language, the paper aims to analyze these issues and shed light on the difficulties faced by tribal students in acquiring English language skills in the state.

Innovative methods of teaching foreign languages

This abstract explores innovative methods revolutionizing the teaching of foreign languages in today's interconnected world. Traditional language instruction approaches are evolving to cater to diverse learning styles and preferences, leveraging technology and interactive techniques to enhance language acquisition.

A Study on English Vocabulary Learning Strategies of Çankırı Karatekin University Students

Purpose: The study aims to determine which and which of the English vocabulary methods are used, as well as whether the student has his/her own learning discipline, whether he/she has knowledge about vocabulary learning strategies, and whether he/she is familiar with traditional and modern methods. Method: In this study, quantitative research method was used, the "Vocabulary Learning Strategies Use Scale", which was used to determine the vocabulary learning strategies used by students in their English language acquisition, was administered to 623 participants studying at Çankırı Karatekin University 1st grade in the fall semester of the 2022-2023 academic year. Findings and Implications: In line with the findings, female participants used note-taking and repetition strategies more than male participants. Students whose mothers received graduate education used executive cognition and organizing strategies more than students whose mothers did not. Students who graduated from science high schools use repetition strategies more than students who graduated from other types of high schools. The average score of students who graduated from high schools in the Southeastern Anatolia region is higher than students who graduated from high schools in other regio Result: It shows that female students, students whose mothers have postgraduate education, and students who graduated from science high school use vocabulary learning strategies more. Originality: The study has a unique value in terms of shedding light on issues such as whether the student has own learning discipline, whether he/she is familiar with traditional and modern methods, whether he/she uses technology to improve his/her vocabulary, as well as which of the English vocabulary learning methods are used.

Student’s Learning Readiness For Communication Arabic Subject In Higher Education System

Learning readiness is the prerequisite condition for the effective learning process among learners. Understanding the factors influencing students' readiness to learn a language is crucial for educators and institutions aiming to facilitate effective language acquisition. The interplay of interest, motivation, and prior knowledge significantly shapes the receptivity of learners to the language learning process. This study aims to assess student’s learning readiness in in these key dimensions (interest, motivation and prior knowledge) towards the specific context of Arabic Language for Communication at UiTM Cawangan Johor. By examining these factors, educators can gain valuable insights that inform tailored instructional strategies, ultimately enhancing the overall language learning experience for students. This study employs quantitative research whereby the data was collected from 116 part one students using an online questionnaire. The raw data was analyzed by using Statistical Packages for the Social Sciences (SPSS) in order to get the frequency, percentage mean and interpretation of the data. The positive results indicate that students are moderately prepared in terms of interest and motivation to learn the Arabic Communication subject. The result also shows that the students are ready in terms of Arabic language prior knowledge towards the learning. It is hoped that this research can be used as guidance for Arabic educators, especially the UiTM Arabic lecturers, to design the best and appropriate teaching approaches and methods, especially based on the students' existing knowledge, while seeking to optimize their teaching methodologies.

Effective methods for teaching and learning foreign languages with 12 brain rules

Teaching methodology that aligns with the brain’s natural processes is crucial for effectively teaching and learning a foreign language for several reasons. Understanding how the brain learns can lead to more efficient and successful language acquisition. In our interconnected world, the ability to communicate in foreign languages has become increasingly valuable. Beyond the practical advantages, learning a foreign language has a profound impact on cognitive functions, particularly memory. The intricate connection between foreign language learning and memory is a subject of growing interest among educators, psychologists, and neuroscientists. This article will discuss the profound role of twelve rules of brain on both acquiring a second language and effective approaches for teaching a foreign language with some applied theories coupled with practical experience that have been applied in developed countries’ educational systems as well as some scientists’ teaching experiences.

Analyzing the Functional Interdependence of Verbal Behavior with Multiaxial Radar Charts

AbstractThe functional analysis of complex verbal behavior requires an evaluation of topographically similar responses under multiple sources of control. Traditional graphical displays of behavior were designed to show the manipulation of isolated controlling variables and may not be amenable to displaying the multidimensional properties of complex behavior. Researchers have recently demonstrated the use of multiaxial radar charts for comparing the functional performance of biological systems. Here we extend the use of multidimensional analyses to compare the relative performance distributions of verbal behavior across four potential controlling variables. First, we provide a conceptual analysis of intraverbal and extraverbal control as continua along which stimuli range from formal to thematic and explain how the intersection of these stimulus fields creates a radar chart for multidimensional analysis. Then we demonstrate how data may be gathered through a verbal operant experimental analysis. We employed repeated measures to map the conditioning history of a child with autism spectrum disorder across 2 years of early intensive behavioral intervention and analyzed the results using shape descriptors for quantitative comparisons. We also compared the polygonal language profiles of children with autism against that of a neurotypical peer. Extending a multidimensional analysis to the field of verbal behavior provides the basis for a language growth chart that researchers and clinicians can use to monitor language acquisition over time. We discuss the use of radar charts as a framework for understanding the interdependence of verbal operants and suggest their use for complex analyses of complex verbal behavior.

Some Impact of the English Competence Assessment Test Based on Output Standards on English Teaching at Tan Trao University

The standardized English proficiency assessment has yielded significant and positive impacts on the English teaching and learning processes at Tan Trao University. This assessment not only serves as a tool to evaluate students' English proficiency but also constitutes an integral component of the educational process, encompassing curriculum design and instructional methodologies. One of the paramount effects of this assessment is the establishment of clear standards regarding proficiency levels and requisite skills. This initiative provides educators and students with a precise understanding of the competencies required for English language acquisition. Consequently, the university can devise tailored language programs that ensure students are equipped with the necessary skills to thrive in academic and professional environments. Furthermore, the assessment instills a sense of pressure on students as they prepare and engage in a high-stakes testing environment. However, this pressure serves as a motivator for students to enhance their individual English proficiency. Consequently, students are propelled towards autonomy and responsibility in their English language learning endeavors, whether through supplemental coursework or independent study. the assessment fosters improvements in the quality of English language instruction at the university. Educators must possess comprehensive knowledge of the assessment's content and requisite skills, prompting them to explore and implement effective pedagogical strategies. This results in a diversification of teaching methodologies, ranging from the utilization of extensive learning resources to the organization of practical activities and classroom discussions.

A CRITICAL ANALYSIS OF LANGUAGE USE AND LANGUAGE ACQUISITION

This article provides a critical analysis of language use and language acquisition, exploring their intricate relationship and shedding light on key theoretical and empirical debates in the field. Drawing upon research from various disciplines, including linguistics, psychology, and sociology, the article examines the social, cognitive, and cultural aspects of language use and acquisition. It delves into the complexities of language as a multifaceted phenomenon that both shapes and is shaped by individual and social factors. The critical analysis encompasses topics such as pragmatics, discourse analysis, language and thought, and intercultural communication, among others. By critically examining these areas, the article aims to deepen our understanding of how language is used, acquired, and experienced, and to foster insights into language-related issues in diverse contexts.

Children's Acquisition of Arabic Language Based On Chomsky's Theory Of Nativism

This study delves into the acquisition of Arabic language by children in the context of Chomsky's Theory. Acquisition of Arabic language for non-native students in Indonesia is very important to find out how Indonesians acquire arabic language and are able to understand the rules of the target language. The research focuses on non-native students in Indonesia, shedding light on how they grasp Arabic language and comprehend its linguistic rules. Through a qualitative approach and the Miles and Huberman model for data analysis, the study reveals that children can proficiently learn Arabic through language acquisition rather than traditional learning methods. And results of study are that children can master arabic language by means of language acquisition, if he masters the second language it is not through the learning process in school. The findings underscore the significance of innate language skills in children, as proposed by Chomsky's Theory of Nativism, emphasizing the presence of a Language Acquisition Device (LAD) from birth. This study contributes valuable insights into the natural language acquisition process and the role of innate linguistic abilities in mastering Arabic language skills. So, there must be some important aspects regarding the language system that is naturally within the child.

Investigating Smartphone Empowerment for Self-Regulated Learning in English Language Acquisition: A Descriptive Study

This study investigates the perceptions of undergraduate English Language Education students on the utilization of smartphones for self-regulated learning and the acquisition of the English language. The study investigates the ways in which smartphones facilitate the learning of English language through self-directed techniques, using Zimmerman's model of self-regulation and the MALL framework as theoretical basis. An exploratory investigation including 110 students was conducted to analyze their experiences, perspectives, and practices in utilizing language learning applications. The findings indicate a range of levels of knowledge and usage, with students generally acknowledging that smartphones are valuable tools for improving language acquisition through self-regulation. Analysis based on Zimmerman's model yields high average scores (3.42-3.51) for forethought, performance, and reflection & evaluation, indicating students engage in self-regulated learning practices. According to the MALL framework analysis, task design and design characteristics, all received high ratings (ranging from 3.42 to 3.68). This indicates that the app features effectively promote self-regulated learning activities. This study emphasizes the crucial role that smartphones play in promoting self-regulated learning practices and enhancing the acquisition of the English language among university students

Can Picture Dictionaries Unlock Vocabulary Mastery? Unveiling Insights Through Quasi-Experimental Research

The current study assessed the effectiveness of employing a Picture Dictionary to enhance the vocabulary acquisition of junior high school learners. A significant improvement in vocabulary comprehension was found to have been correlated with learners taking advantage of a visual dictionary compared to those who did not use such a resource. This idea points out that visual dictionaries could be a good option for students to enhance their vocabulary acquisition efforts. This research used a quasi-experimental design and the test as the research instrument to determine the students' vocabulary mastery. In this research, the test is the research instrument to determine the student's vocabulary mastery. This research has been conducted on seventh-grade students in the academic year 2022-2023 with a total sample of sixty respondents. A random sampling technique was employed to determine the group of respondents. The experimental and control groups' average scores differ, as determined by the data analysis. By comparison, the control group attained an average score of 61.7, but the group participating in the experiment attained a mean score 80. The average scores indicate that the group participating in the experiment achieved a mean score greater than the control class.

Thyroid autoimmunity in euthyroid pregnant women is associated with slower productive language acquisition: the Odense child cohort study.

Maternal thyroid autoimmunity and thyroid function in early pregnancy may impact fetal neurodevelopment. We aimed to investigate how thyroid autoimmunity and thyroid function in early pregnancy were associated with language acquisition in offspring at 12-36 months of age. This study was embedded in the prospective Odense child cohort. Mother-child dyads were excluded in case of maternal intake of thyroid medication during pregnancy. The parents completed MacArthur-Bates Communicative Development Inventories (MB-CDI) every third month to assess their offspring's productive vocabulary. All completed reports for each child were included in the analyses. Logistic growth curve models evaluated associations between MB-CDI scores and levels of maternal thyroid peroxidase antibodies (TPOAb), free thyroxine (FT4), and thyrotropin, respectively, measured in early pregnancy (median gestational week 12). All models were stratified by offspring sex and adjusted for maternal age, education, pre-pregnancy body mass index, parity, breastfeeding, and offspring age. The study included 735 mother-child dyads. Children born to mothers with TPOAb ≥11 kIU/L, opposed to TPOAb <11 kIU/L, had a lower probability of producing words at age 18-36 months for girls (OR = 0.78, P < 0.001) and 33-36 months for boys (OR = 0.83, P < 0.001). The probability of producing words was higher in girls at 30-36 months of age with low-normal maternal FT4 vs high-normal FT4 (OR = 0.60, P < 0.001), and a similar trend was seen in boys. Results were ambiguous for thyrotropin. In women without known thyroid disease, TPOAb positivity in early pregnancy was negatively associated with productive vocabulary acquisition in girls and boys. This association was not mediated by a decreased thyroid function, as low-normal maternal FT4, unexpectedly, indicated better vocabulary acquisition. Our results support that maternal thyroid autoimmunity per se may affect fetal neurodevelopment.

PARADIGMATIC SOUND INTERFERENCE IN THE ENGLISH SPEECH OF TURKOPHONES

This study explores language interference in Turkophone speakers learning English, emphasizing the impact of phonetic and phonological discrepancies on second language acquisition. It highlights the need for a nuanced teaching approach that incorporates phonetic training and practical language application to address the unique challenges faced by learners from linguistically diverse backgrounds.