Language Acquisition Research Articles

Writing a successful applied linguistics conference abstract: The relationship between stylistic and linguistic features and raters’ evaluations

The conference abstract (CA) is a promotional genre that is vital to academic success. However, composing a high-quality abstract can be challenging for both first (L1) and second language (L2) writers. Some researchers have performed contrastive analyses of accepted/rejected CAs, yet few studies have analyzed the extent to which different stylistic and linguistic features can predict reviewers’ scores. The current study furthers this line of inquiry, while also responding to scholars’ recent calls for more replication work in the fields of applied linguistics and second language acquisition. Using a corpus of 304 abstracts from an applied linguistics conference, the current study is an approximate replication that analyzes the extent to which 32 variables are predictive of CA raters’ evaluations. Data analyses consisted of multiple stages, including examining the relationships between CA scores and nine stylistic variables (e.g., rhetorical moves, study completeness) and 23 linguistic variables (e.g., grammatical errors, and lexical and syntactic complexity measures). Statistically significant variables were then entered into a regression model. Results suggest that seven variables accounted for approximately 25 percent of CA scores. The pedagogical implications of these findings are discussed for L1/L2 writers, along with future research directions.

Examining Parents' Views on Parental Involvement in Preschool English Teaching

This study aims to examine parents' views on parental involvement in preschool English language teaching. Today, as parents realize their roles, they have started to play a more active role in their children's educational process. In this period when children need their parents' support the most, parents need to turn this situation into an opportunity and contribute to their children's foreign language acquisition process. For this reason, this study examined the views of parents on their participation in this process in the preschool period, which is considered to be very important in terms of foreign language acquisition. It is predicted that this study will shed light on parents' thoughts about their participation in the preschool foreign language education process and will benefit the studies to be carried out to make English language teaching more effective in the preschool period. In this study, the case study design, one of the qualitative research designs, was used to obtain parents' views on their involvement in preschool English language teaching. A total of 15 parents, consisting of eight fathers and seven mothers, whose children received preschool English education in different schools in Afyonkarahisar province in Turkey, voluntarily participated in the study. In this study, the parents' opinions about their involvement in English language teaching were obtained through semi-structured interview forms. As a result of the study, it was found that although almost all the parents adopted the view that parental involvement was necessary when the situation of supporting their children's English learning at home was examined, it was found that they could not support their children in their English learning process due to limited time, insufficient English level, the view that school alone is sufficient and similar reasons. It is concluded that parents who thought that their English level was insufficient for their children's participation in the English language learning process, remained passive in this process and were not informed about how they could participate in the foreign language teaching process of their children.

Foreword

The breadth of topics covered in this volume gives some sense of the range of Brian MacWhinney’s perspectives on and contributions to our understanding of language -- how it is learned, represented, and studied. My brief personal reflections will focus on this latter contribution – how language is studied, and how researchers can be supported in studying the acquisition and use of language, with appropriate attention to variation due to the language features themselves, the learner’s stage of development, the linguistic context, the activity being engaged in, and the presence of clinical impairments.

An Interview with Brian MacWhinney on His Lifelong Commitment to Psychology and Language Learning Research

Dear Professor MacWhinney, many thanks for accepting our invitation for the interview. Edward and Hassan: Let’s begin with some background. Could you please share with us your journey into the field of psycholinguistics? In other words, what sparked your original interest in this area of research in the first place? For example, were there any specific persons, experiences, or events that influenced your decision to pursue psycholinguistics/psychology, and how has your background in cognitive psychology shaped your approach to studying language acquisition and processing?

A Personalized Teaching System for College English Based on Big Data and Artificial Intelligence

In the ultra-modern digital age, the schooling sector is experiencing a transformative shift driven by the convergence of massive records and artificial Intelligence (AI). This paper offers a singular initiative—a ”personalised teaching machine for university English” that harnesses the electricity of these technologies to revolutionise how English language practice is delivered at the college level. The system is designed to address the various ways of gaining knowledge of the desires of students and adapting dynamically to their talent degrees, styles, and possibilities. The centre of this device lies in its capability to collect, technique, and analyse extensive amounts of records associated with students’ language acquisition journey. By leveraging massive statistics techniques, the machine captures and interprets college students’ interactions with direct materials, assignments, exams, and peer interactions. Concurrently, the latest AI algorithms, which include herbal Language Processing (NLP) and gadget learning (ML), are employed to create a responsive and smart learning environment. The system tailors mastering pathways for personal college students, ensuring they get hold of content material and sporting events aligned with their cutting-edge scalability stages. Ordinary formative checks are performed to gauge college students’ progress, taking into consideration timely interventions and changes in teaching techniques. This progressive customised coaching device for university English now not only enhances language proficiency but additionally promotes self-directed getting-to-know and empowers educators with information-pushed insights. The amalgamation of large facts and AI promises to reshape English language education’s panorama, paving the way for an extra personalised, green, and effective pedagogical method in university settings. In conclusion, this study illuminates the transformative ability of harnessing massive records and AI in schooling, with precise relevance to language instruction. The machine is a pioneering model for personalised, adaptive, and information-centric teaching methodologies in higher training.

Языковое образование онлайн: принципы создания размеченного корпуса ошибок в специализированном английском языке русскоязычных работников IT-сферы

Today, academic corpora are a matter of great interest to many linguists. The article examines the importance of academic corpora in modern linguistics and pedagogy as a tool for identifying typical errors in the speech of foreign language students. They reveal problems in foreign language acquisition and create new teaching methods. The paper reviews the existing academic corpora and error classifications. The authors developed a corpus of oral speech errors typical of Russian-speaking IT students that study English for IT purposes. The corpus relied on 50 video recordings of in-class activities in which students communicated with English-speaking IT specialists and made up dialogues in English. The corpus made it possible to identify the main difficulties experienced by adult learners of English for IT purposes. It involves a tagged classification of typical errors divided by language level into morphological, syntactic, lexical, and phonetic ones. The research demonstrated good prospects for developing other academic speech corpora with automated error tagging based on the speech of English learners.

Differences in biological motion perception associated with hearing status and age of signed language exposure.

This study investigates how American Sign Language (ASL) fluency and hearing status influence the perception of biological motion, using three point-light display (PLD) tasks. Prior research indicates that early exposure to ASL among deaf signers results in more rapid and effortless recognition of biological motion than hearing nonsigners, potentially due to the expertise in deciphering complex human movements or possibly due to neuroplasticity in deaf brains. However, it remains uncertain whether this advantage stems from signed language proficiency or the experience of being deaf. To explore this, we designed three PLD tasks involving viewing randomly moving dots, identifying a person from biological motion PLDs, and determining whether right-side up and inverted PLDs depict actions involving a ball. A diverse cohort of participants (N = 224) with varying ASL fluencies and hearing statuses completed the tasks online, providing us with reaction time and accuracy data. Our results demonstrate that earlier ASL exposure is associated with accuracy, especially on complex action identification tasks. Furthermore, we discovered robust evidence for a speed-accuracy trade-off in deaf participants, in which they performed more quickly but less accurately. The speed-accuracy trade-off was evident in the most difficult task, the action identification task. Further analysis of this deaf group revealed that earlier signed language acquisition led to higher accuracy in action identification task. We conclude that age of ASL exposure and hearing status both significantly contribute to variations in biological motion perception, with implications for understanding visual expertise and cognitive processing in both deaf and signing populations. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Machine Learning Applied to Real-Time Evaluation of Spoken English Communication in Tourism

Effective interaction between travellers and local suppliers of services is critical in the increasingly international tourism business. Speaking and understanding English well is frequently essential to a satisfying trip. In the setting of tourism, this study investigates the use of machine learning algorithms for the real-time assessment of spoken English interaction. The aim of this research is to create a new system that uses algorithms based on machine learning to evaluate and enhance English-language conversations among travellers and travel agents. We provide a novel method for assessing many facets of a conversation, such as spelling, syntax, proficiency, and general sentiment, that integrates automated speech recognition (ASR), natural language processing (NLP), and sentiment analysis. The gathering of a broad collection of spoken English exchanges in travel-related contexts, the creation of a tailored ASR models taught on terminology unique to the travel industry, and the incorporation of natural language processing (NLP) methods to assess the sentiment and linguistic structure of dialogues are important aspects of the project. To assist businesses and visitors improve their ability to communicate, models based on machine learning will be taught to deliver immediate input. The goal of this project is to benefit the tourism sector by developing a tool that will enable better English-speaking interaction, which will eventually end up resulting in more satisfied and better experiences for visitors. It also covers the requirement for domain-specific individualized language instruction and evaluation tools. The study’s findings could revolutionize the way spoken English proficiency is assessed and enhanced in the travel and tourism industry. They could also have wider ramifications for language acquisition and intercultural interaction across a range of sectors.

Effect of Language Learning Apps on Vocabulary Acquisition in South Africa

Purpose: The aim of the study was to analyze the effect of language learning apps on vocabulary acquisition in South Africa. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The effect of language learning apps on vocabulary acquisition in South Africa indicate that these digital tools significantly enhance learners' vocabulary skills. Research shows that students who regularly used language learning apps demonstrated a notable improvement in their vocabulary acquisition compared to those who relied on traditional methods. The interactive features of these apps, such as gamified learning and spaced repetition, contributed to increased engagement and retention of new words. Additionally, learners reported higher motivation levels and a greater sense of autonomy in their language studies. Unique Contribution to Theory, Practice and Policy: Constructivist learning theory, cognitive load theory & second language acquisition (SLA) theory may be used to anchor future studies on the effect of language learning apps on vocabulary acquisition in South Africa. Educational institutions should collaborate with app developers to ensure that language learning apps incorporate these theories. Policymakers should encourage the adoption of evidence-based design principles in the development of educational technology by providing funding and resources for research in this area.

Metacognitive Awareness in Second Language Learning: Displaced Primary School Students’ Experiences of Learning German Upon Transition to the Target Language Environment

Drawing on international pedagogical discourse on the inclusion of ethnically diverse refugee groups in the educational systems of OECD countries as well as our previous research on the Ukrainian refugee perspectives on primary school in Switzerland, the author examines experiences of second language acquisition by displaced Ukrainian children in Swiss primary schools. The two-year research period allowed for the exploration of dynamics of German language acquisition by displaced children in conditions of full immersion in the target language environment and identification of the factors influencing their second language (German) learning and performance. The involvement of a Ukrainian researcher in the research project ensured accessibility of the target group and effective researcher-respondent communication in the course of longitudinal study carried out within the framework of a qualitative methodology with data collection through narrative inquiry and participant observations as research tools. The study identifies the effects of the two groups of factors: learner-internal (motivation, metacognitive skills, prior knowledge, and learning strategies) and learner-external ones (second language learning context, type of second language instruction available upon displacement, etc.). Metacognitive skills proved to be instrumental in second language learning in the context of the learners’ unexpected transition to a new educational setting and full immersion in the target language environment. Effects of metacognitive skills on second language learning of the studied group of displaced children vary considerably depending on the student’s age, prior knowledge and language learning experiences, and second language instruction available upon the displacement. The multidisciplinary character of the second language acquisition research undertaken by the author allows for diverse practical applications of its results in second language pedagogy, psychology of education, as well as in refugee and primary education.

Effectiveness of Computer Application in Improving Reading Skills in Chinese Language and Towards Post-Attitudes as Home-based Learning

Background: As technology continues to advance, language acquisition methodologies have increasingly been integrated into computer-assisted language learning (CALL) systems. In the context of Chinese language acquisition, characters are structured in three phases: the overall character, its components, and its strokes. Proficiency in identifying and distinguishing individual characters hinges upon understanding their structural composition. Objective: This study aims to explore the impact of a computer application on Chinese language reading skills and students' perceptions regarding the utilization of computer applications for home-based learning. Method: A total of 60 students engaged in home-based learning using a designated computer application were involved in the study. Employing a quantitative approach with a quasi-experimental design, the study assessed the effects of the intervention. Results and Conclusion: Following one month of home-based learning through computer applications, participants exhibited higher gain scores in reading skill tests, albeit the differences were not statistically significant. Students expressed a preference for and perceived greater ease in acquiring reading skills through computer applications compared to traditional methods. Furthermore, the integration of computer applications in teaching and learning processes demonstrated the potential to enhance students' motivation, interest, and confidence in language acquisition, albeit without a notable impact on attention levels. The study underscores the pedagogical promise of Computer-Assisted Language Learning (CALL) and advocates for further research endeavors in this domain.

A language-agnostic model of child language acquisition

This work reimplements a recent semantic bootstrapping child language acquisition (CLA) model, which was originally designed for English, and trains it to learn a new language: Hebrew. The model learns from pairs of utterances and logical forms as meaning representations, and acquires both syntax and word meanings simultaneously. The results show that the model mostly transfers to Hebrew, but that a number of factors, including the richer morphology in Hebrew, makes the learning slower and less robust. This suggests that a clear direction for future work is to enable the model to leverage the similarities between different word forms.

이공계 고급인재 유학생의 한국어 학습의 필요성에 대한 고찰

[Purpose] Increasing population movements between countries have made the challenges of cultural diversity and multicultural coexistence a major social issue. This study examined the satisfaction of highly talented international students in Korea and some of the difficulties they face in the adaptation process. [Methods] This study explored the experiences of high-performing international students at a South Korean university, specifically examining differences in satisfaction between the students that learned some Korean and those that did not. A t-test analysis of survey responses from 852 students revealed some significant disparities between the two groups. [Results] While both groups reported similar levels of satisfaction with the academic and administrative aspects of university life, the members of the Korean-learning group exhibited significantly higher satisfaction and far fewer difficulties in their personal lives than the non-learning group. Specifically, Korean learners cited higher levels of satisfaction with regards to health, safety, and daily life in general, and less difficulty in adapting to life in Korea. [Conclusion] These findings highlight the importance of language proficiency in fostering successful adaptation and facilitating greater understanding, empathy, and adaptability among international students. Ultimately, the results of the study suggest that language acquisition can contribute to more harmonious and inclusive multiculturalism in the host society, and in Korea this carries implications for the importance of supporting Korean language learning among international students and other foreign residents.

Optimization and Three-Dimensional Review of the Reform Path of College English Education System Driven by Information Technology in the New Era

Language learning cannot be separated from the environment, and the environment for second language acquisition is becoming more and more perfect and ideal. It makes the traditional single and limited English learning environment gradually move towards a three-dimensional and diversified learning environment. On the premise of the great development of higher education in China, this study aims to conduct research and discussion on higher English teaching. In combination with other successful or well functioning higher English teaching reforms, it studies and discusses some problems faced in the construction and implementation of vocational English teaching application system in China, and finds solutions and methods. Therefore, this study has practical significance for the reform and development of higher English education in China. This manuscript is based on the design of the college English teaching system module of Web technology to realize the sharing of information resources. In addition, with the deepening understanding of the importance of English teaching in colleges and universities, improving English level and English teaching level is the goal of colleges and universities. English teachers urgently need to understand the factors that affect students’ English level in order to teach students in accordance with their aptitude and find the best teaching methods. The experimental results show that the system realizes the management, query and sharing functions of open level information, and has high security and interactivity. The development of the system conforms to the development trend of network information technology and promotes the informatization and standardization of college English teaching management.

Lexical Bundle Patterns in Malaysian Educational Texts: A Corpus-Based Analysis of English Language Textbooks

In the era of digital learning, understanding the linguistic input in educational materials is vital for language acquisition. Lexical bundles, or recurring word sequences, significantly contribute to developing fluency and coherence, especially in academic contexts. This study examines the presence and types of lexical bundles in Malaysian Form 4 and Form 5 KBSM English textbooks, analyzing their frequency and functions. Using a mixed-method design with a corpus-based approach, data were collected from textbook reading passages and analyzed with AntConc 3.4.3 software. The study aims to assess whether these textbooks provide sufficient linguistic input to enhance students' English proficiency in academic contexts. The findings show a limited presence of lexical bundles, with 29 different 3-word bundles appearing 203 times in total. Four-word bundles were not found in the corpus. The bundles were categorized into three functional types based on Biber et al.'s (2004) taxonomy; stance expressions (55.2%), referential expressions (44.8%), and discourse organizers which were absent. This gap suggests a shortfall in the textbooks' ability to guide students in creating coherent and well-structured texts. The study emphasizes the need for more comprehensive inclusion of lexical bundles in textbooks to better support language acquisition and academic proficiency. It recommends that future textbooks incorporate a broader range of lexical bundles to better equip students for advanced language uses. This research contributes to discussions on the effectiveness of educational materials in second language learning and highlights the importance of targeted linguistic input.

Geographical and Spatial Inclusion in Language Teaching During the COVID-19 Pandemic

This article presents a duoethnographic study by two lecturers of German in a B.A. program at Waipapa Taumata Rau – The University of Auckland (UoA) in Aotearoa New Zealand (NZ). With an abrupt change to online teaching in March 2020, we had to redesign our language acquisition courses at different levels. Retrospectively, we conducted a duoethnography to investigate our development of courses that are inclusive for onshore as well as offshore students and lecturers. Our personal experiences across different courses are the main data sources, and include our e-mail exchanges, written narrative reflections, and dialogic oral reflections. They served to interrogate and critically reflect our unique experiences while attempting to foster location-based inclusivity. We used thematic analysis to interpret the data into emerging themes. This analysis provided us with a better understanding of the development of our course designs and the role of spatial and geographical inclusion in these courses. Informed by the collaborative reflection of our experiences, as the main finding, we identified three setups and four variations of these for location-based inclusive course designs. In our reflections we illustrate how these designs provided multiple opportunities for contributing to a place-sensitive teacher and learner autonomy.

EXPLORING VOCABULARY GROWTH THROUGH SONGS: AN IN-DEPTH INTERVIEW OF MALAYSIAN UNDERGRADUATE STUDENTS

This study investigates the perceptions of Malaysian undergraduate students regarding the use of English songs as a tool for vocabulary acquisition. Through in-depth interviews with five undergraduate students in Malaysia, the study examines their experiences, insights, and reflections on utilising English songs to expand their vocabulary. Four prominent themes emerged from the analysis: subconscious word learning, learning of pronunciation and accent, vocabulary retention, and exposure to authentic English words. The results reveal that while listening to English songs undergraduate students in Malaysia improve their English language by learning new words, accent and improving pronunciation. Learners benefit from the autonomy to choose strategies they deem suitable for their learning, while also benefiting from teachers' guidance on various strategies to employ. The study concludes that there is a growing preference for engaging approaches such as using English songs, and providing students with an enjoyable and immersive way to learn vocabulary.

Effects of Form-focused Instructions on L2 Vocabulary Acquisition

Effects of Form-focused Instructions on L2 Vocabulary Acquisition

Increasing Vocabulary Acquisition in the English Language Class: Using Origami in Community Service Projects

Increasing Vocabulary Acquisition in the English Language Class: Using Origami in Community Service Projects

Transformative Impacts of Technological Advancements in English Language Teaching: A Comprehensive Analysis within the TESOL Context in Duhok City, Iraq

This comprehensive research was conducted in Duhok City, Iraq, encompassing both university and high school levels in the academic year 2022-2023. The primary objective was to thoroughly examine the influence of technology on English language teaching and learning. Employing a historical analysis, this study traced the evolution of technology within the realm of English language education while meticulously scrutinizing its advantages and potential challenges. Participants encompassed a diverse group, comprising university students and teachers, as well as high school teachers and students. Through rigorous investigation, the research sought to shed light on effective strategies for integrating technology into TESOL (Teaching English to Speakers of Other Languages) classrooms, with the overarching aim of enhancing language proficiency and communication skills. The study underscored the critical significance of striking a harmonious balance between technology and traditional teaching methods. This thoughtful integration was found to hold the potential for positively transforming students' language acquisition experiences. By strategically incorporating multimedia resources and cutting-edge tools, this research succeeded in enriching the landscape of English language learning. The result was a more engaging, dynamic, and immersive educational environment. While the abstract outlines the study's participants and the period during which it was conducted, it does not specify the exact tools or methods used for data collection and analysis. Furthermore, the abstract does not provide specific findings or outcomes of the research, focusing instead on the broader implications and significance of the study for educators, policymakers, and stakeholders involved in language education in Duhok City, Iraq, and beyond.