Theories Of Acquisition Research Articles

Self-deception and automatic belief

ABSTRACT Self-deception is a common phenomenon. Most traditional accounts of self-deception agree that self-deception is doxastic as it involves the acquisition of a false belief. Thus, it seems that any adequate doxastic theory of self-deception should be accompanied by a theory of belief acquisition. In this article, I argue that the mainstream doxastic view in the self-deception literature, namely motivationalism, presupposes a Cartesian theory of belief acquisition. I present and discuss the alternative Spinozan theory of belief acquisition and argue that self-deceptive beliefs are likely to be acquired in a Spinozan way. If this is correct, the causal route to self-deception proposed by motivationalists, which runs from evidence to belief, needs to be inverted. I offer a novel take on motivationalism based on Spinozan belief acquisition, which I call Spinozan self-deception. I discuss theoretical advantages of the novel view over motivationalism as well as some of the phenomena it may help explain.

The sensitivity to pragmatic-conceptual representations in garden path double relatives in L1 Mandarin

Abstract The aim of this study is to investigate how pragmatic-conceptual representations can be integrated into theories of first language acquisition. Experiment 1, using a sentence–picture judgment task, examined how children (N = 53, aged 4–6 years) used prosody boundaries as cues for a recursive interpretation when the recursive relatives (i.e., SO and OO)1 were garden path structures. The results showed that children below six-year had a stronger preference for recursive reading than adults under the conjunction-biased prosody condition and that children after six years of birth exhibited an adult-like preference for recursive readings under the recursion-biased prosody condition. Experiment 2 explored whether and how reversibility (e.g., “a dog eats a banana” vs “a dog kisses a cat”) in the action schema affected the production of OO and SO in Mandarin-speaking children (N = 137, age: 4–8 years). The results showed that adult-like production of OO in both reversible and irreversible conditions appeared at the age of six. The adult-like production ability of SO showed a one-year delay in the reversible condition (seven years under the reversible condition versus six years under the irreversible condition). The study suggests that some pragmatic-conceptual representations (such as the action schema) may be precursors of language and serve as a default analysis in language acquisition, while the mapping of the prosody domain onto syntax matures over time.

Investigating ELT Teacher’s Perception of Translanguaging to Enhance Socialization among University Students: A Qualitative Study

Translanguaging has emerged as a transformative approach to foster socialization recognizing the fluid language practices of multilingual students. The present study explores ELT teachers' perception of translanguaging focusing on its role in enhancing socialization and cognitive development in students. The study employs a qualitative methodology within the interpretivism paradigm to comprehend the perspective of ELT teachers. Following theoretical underpinning of Lev Vygotsky’s Sociocultural theory and Second Language Acquisition theory by Stephan Krashen, convenience sampling technique has been used to conduct interviews with the faculty members of Emerson Univeristy. The findings reveal a positive attitude of teachers toward translanguaging. Teachers believed that encouraging students to practice linguistic fluidity in the classroom helps preserve their ideas' originality. Furthermore, findings unveil that translanguaging builds an inclusive environment for students which promotes cognitive development. Ultimately the study advocates the employment of translanguaging as a beneficial strategy to enhance socialization among students. The current findings will prove to be a stepping stone for future research in different institutions or a comparative study to investigate the role of translanguaging in socialization.

Research on the Impact of Corporate Mergers on the Market

This paper explores Microsoft’s $68.7 billion acquisition of Blizzard Entertainment, a landmark deal in the gaming industry. It analyzes the impact on Microsoft’s market position, business strategy, and financial performance. The paper starts with a review of merger and acquisition theories, then compares Microsoft’s and Blizzard’s pre-acquisition market positions and strategies. It assesses the effects of the acquisition on Microsoft’s market performance, strategic adjustments, and financial outcomes. Finally, it provides insights and recommendations based on current industry trends for Microsoft and other businesses.

DIGITAL TOOLS FOR ENHANCING ARABIC VOCABULARY ACQUISITION: A BIBLIOMETRIC ANALYSIS

The study provides a bibliometric analysis of research on "Digital Tools for Enhancing Arabic Vocabulary Acquisition," aiming to understand emerging trends, influential contributors, and international collaborations in this domain. With the rapid growth of digital language learning tools, particularly for Arabic—a language with unique linguistic characteristics—there is a need to assess the research landscape and identify key focus areas. Despite increasing attention to Arabic vocabulary acquisition, a gap persists in systematically analyzing the scope and impact of digital interventions. This analysis uses data retrieved from the Scopus database, totaling 1,166 documents, with VOSviewer and Scopus Analyzer tools employed to visualize keyword trends, co-authorship patterns, and citation networks. Findings reveal a steady increase in publications over the years, with a sharp rise after 2020, likely spurred by the COVID-19 pandemic's push towards digital learning solutions. Prominent keywords include "language acquisition," "digital game-based learning," and "artificial intelligence," indicating a shift towards integrating interactive and adaptive technologies in Arabic language education. The United States, China, and the United Kingdom are identified as leading contributors, with significant collaborations also evident across European and emerging countries. This diverse global research network highlights a collaborative approach to addressing challenges in Arabic vocabulary acquisition. Overall, the analysis underscores the growing importance of digital tools in enhancing Arabic vocabulary learning, pointing towards an evolving field where foundational language acquisition theories intersect with technological advancements. This study offers valuable insights for educators, researchers, and policymakers interested in fostering Arabic language acquisition through innovative digital solutions.

Exploring Language Transfer of Learning French as a Second Foreign Language under the Theory of Trilingual Acquisition

Chinese universities provide courses in learning French as second language to undergraduate English majors. French plays an important role in the professional courses for undergraduate English majors as a choice for second foreign language courses. Based on the trilingual acquisition theory, this study focuses on the phenomenon of language transfer in learning French as a second language from the perspective of learners. Through the research and analysis of the phenomenon of the transfer of English majors' second foreign language, the influential factors of the transfer of English majors' second foreign language are obtained. Meanwhile, through the empirical research of English majors' second-foreign language French learning, the influence of language transfer on the second foreign French learning has been summarized. In addition, the current situation and obstacles to English majors' second foreign language learning are studied and some learning suggestions are given. Finally, the research results, limitations, and prospects are listed.

Preferred EFL Teaching Approaches to University Professors: A Case Study of Saudi Tertiary Level

This mixed methods study investigates Saudi university EFL professors’ perspectives on current teaching approaches and potential improvements needed. Surveys of 100 faculty and interviews with 10 department heads reveal a continued reliance on grammar-translation and lecture-based methods, despite broader recognition of communicative techniques as more effective. Systemic constraints like standardized curricula, assessments, textbooks, resources, and policies restrict implementation of innovative practices. Though professors acknowledge challenges with prevailing methods, most believe they sufficiently improve English skills, indicating a disconnect between beliefs and second language acquisition theory. Strong support for training in modern approaches shows openness to change given adequate guidance. Recommendations include reforming teacher preparation, balancing grammar with communicative activities, allowing materials flexibility, and linking evaluations to student progress. Updating systemic constraints and empowering educators are critical to shift entrenched practices towards communication-focused instruction aligned with Saudi reform goals. The study provides insights into translating positive perspectives into transformative policies and teaching practices that enhance university student outcomes.

The Effects of Language Aptitude on Fluency in L2 Writing

Language aptitude is a crucial characteristic of second language learning. This study conducted a literature review analysis to review multiple domestic and international studies on the specific relationship between language aptitude and writing output, with the aim of delving into the impact of linguistic competence on second language writing fluency and the mode it affects writing fluency. The study first outlined the definitions of language aptitude and writing fluency. Then, through specific literature analysis and reference to cognitive psychology and language acquisition theory, it is concluded that language aptitudes undeniably impact writing fluency. This study reveals the following important findings: the study found that language aptitudes, being known as the key aptitudes in second language learning, have a positive impact on writing fluency, emphasizing its indispensable role. Finally, this article explores the specific teaching strategies of educators and how learners can improve their fluency and writing skills during the period of second language writing by effectively enhancing their language aptitudes and providing effective references for second language acquisition. The study further explores the specific relationship between language aptitude and second language writing, delves into their influence, and provides a solid theoretical and practical foundation for more specific factors.

The Role of Input and Interaction in Developing EFL Saudi Learners' Reading Skills: A Literature Review

This paper highlights two prominent theories in second language acquisition: the Input Hypothesis and the Interaction Hypothesis. Numerous studies have explored the meanings, types, and effectiveness of each and their roles in developing language skills, which are central to language acquisition and learning. While many studies have discussed effective and meaningful approaches that incorporate input and interaction, few specifically examine their effects on reading skills, particularly concerning the Interaction Hypothesis. This paper aims to assess the impact of input and interaction on Saudi EFL learners' reading skills. The literature review indicates the effectiveness of the Input Hypothesis in enhancing reading skills and suggests that incidental learning facilitates language acquisition. It reveals the positive influence of interaction on reading skill development, mainly through interactionally modified input, which is perceived as an effective type. Previous studies show the importance of considering the cultural schema of learners as it works as a checklist for them during their reading to measure their knowledge, resulting in enhanced comprehension. The paper concludes with implications for future research, noting the limited studies available on the impact of the Interaction Hypothesis on the reading skills of Saudi EFL learners and in other contexts.

Research on control allocation, legality and acquisition performance of cross-border M&A based on stakeholder theory

As the involvement of Chinese enterprises in cross-border mergers and acquisitions (M&A) increases, on the one hand, it can drive enterprises to integrate with the international community and accelerate their transformation and upgrading, continuously enhancing their international competitiveness; on the other hand, it will also cause enterprises to experience more setbacks and challenges, especially the “weak acquisition of the strong” reverse cross-border acquisitions, which makes enterprises face a higher risk of failure. Reasonable control rights allocation can fully utilize the competitive advantages of enterprises, achieve synergistic cooperation among shareholders, board of directors, and management, promote the realization of enterprises’ cross-border acquisition goals, and thus enhance the value creation of acquisitions. There is a positive correlation between internal legitimacy and acquisition performance; the relevant assumptions about the distribution of shareholder control rights are invalid; the control rights at the board of directors level are negatively correlated with internal legitimacy and acquisition performance, and internal legitimacy has a mediating effect between the control rights at the board of directors level and acquisition performance, but the moderating effect of the acquisition mode is not significant; the control rights at the management level are negatively correlated with internal legitimacy and acquisition performance, and internal legitimacy has a mediating effect between the control rights at the management level and acquisition performance, and the acquisition mode negatively moderates the relationship between the control rights at the management level and internal legitimacy. This study takes the post-acquisition control rights allocation as the entry point, and examines the cross-border acquisition activities of Chinese enterprises from the perspective of stakeholders. The research results not only can enrich existing acquisition theory, but also can provide theoretical guidance for Chinese enterprise managers on allocation of control of target enterprises, and provide a theoretical basis for the state to formulate and optimize the system and policies of enterprises’ cross-border acquisitions.

Best Practices for Including Students With Visual Impairment in KFL Classrooms

ABSTRACT This article discusses best practices for including a blind student in a college Korean as a Foreign Language (KFL) classroom. First, it surveys theories of language acquisition for people with visual impairment (VI) and reviews previous research on foreign language teaching and learning for students with VI. Second, it delves into (a) anticipatory adjustments made by the school; (b) assistive technology used by the blind student; and (c) modifications and accommodations implemented by the Korean instructor. These include alternative forms of quizzes and exams, modified assignments, classroom activities, and frequent check-ins to address the student’s needs and progress. Finally, the article reviews the implications of the study and suggests recommendations for effective practices in teaching KFL to students with VI.

Reaching gender equity in the classroom

The present study explores the impact of the choice of language in tests for girls’ academic performance at monolingual primary and secondary schools in Sub-Saharan Africa. For that purpose, students in grades 3, 6, and 10 (140 girls and 139 boys) from schools in rural Senegal were given a test consisting of three mathematics problem-solving tasks. They were randomly divided into an experimental group if they received the test in a local language, their mother tongue (Sereer for grades 3 and 6, and Joola for grade 10), and into a control group if they received the test in French, the unique language of instruction in the traditional Senegalese public education system. The findings suggest that using a local language familiar to students may contribute to girls’ attainment at school: Girls in the experimental group in grades 3, 6 and 10 outperformed girls in the control group, therefore narrowing the existing gender gap in education. The present study also explores the application of Cummins’ (1979, 2009) theories of language acquisition: The data shows that girls might take advantage of bilingual education systems that promote the transfer of language skills and knowledge. The results presented in this paper show the benefit of introducing local languages familiar to students in the education system of Senegal and other Sub-Saharan countries where only a European language is employed as the language of instruction, especially for girls, by improving their academic performance and contributing to gender equity in education.

Do children treat adjectives and nouns differently as modifiers in prenominal position?

Usage-based theories of children's syntactic acquisition (e.g., Tomasello, 2000a) predict that children's abstract lexical categories emerge from their experience with particular words in constructions in their input. Because modifiers in English are almost always prenominal, children might initially treat adjectives similarly to nouns when used in a prenominal position. In this study, we taught English-speaking preschoolers (between 2 and 6 years) novel nouns (object labels) and adjectives (words referring to attributes) in both prenominal and postnominal positions. The children corrected both postnominal adjectives and nouns to prenominal position, but corrected modifying nouns more often than adjectives. These results suggest that children differentiate between nouns and adjectives even when they occur in the same position and serve the same function (i.e., modification). Children were increasingly likely to correct postnominal adjectives (not nouns) with increasing age. We argue that children attend to word order more when it makes a difference in meaning.

Biographically Driven Development of Translanguaging Stance for a Modern Language Teacher Candidate in a Graduate TESOL Class

This case study investigated a modern language teacher candidate’s developing translanguaging stance in a Masters-level TESOL course as she made sense of emerging tensions while drawing on her personal and teaching experiences. Data included the participant’s oral contributions to the course, the course syllabus, and student-produced artifacts. We used thematic analysis focusing on the participant’s perceptions of translanguaging as both theory and practice to analyze the data. A semi-structured interview was carried out five years later to review the impact of translanguaging on the participant’s teaching and ideology as a Spanish teacher in a dual language program. Findings uncovered five primary themes all related to the participant’s biographically related development of translanguaging stance: traditional second language acquisition theories as a concern, updating the notion of social justice, the ability to support positive identity development, contemplating translanguaging as a pedagogy, and the longevity of the biographical approach to lifelong learning. The findings highlight the importance of biographical approaches to lifelong learning in language education and suggest that teachers can foster bilingual development, establish inclusive teaching strategies, and create equitable language learning spaces by recognizing the potential of translanguaging, which may be made possible by fostering similar contexts in teacher education courses.

Recovering the Anchoring of Economic Valuations

We revisit the interpretation of the anchoring effect as evidence for nonexisting or arbitrary preferences. A theory of endogenous information acquisition (i.e., deliberation) is developed to rationalize the causal dependence of economic valuations on arbitrary anchor numbers. We identify theory-driven moderators to reconcile seemingly discrepant findings among original and follow-up anchoring experiments. We demonstrate in a meta-analysis that the anchoring effect may be systematically moderated by unintended experimental/individual differences. Moreover, apparent replication failure of the anchoring effect may be a false negative for self-countervailing treatment effects, because an anchoring treatment may cast opposite effects on different subjects within an experiment. (JEL C90, D11, D83)

The relationship between long-term memory ability and instructed second language learning: Evidence from research and implications for practice

Re ability to encode, store and retrieve linguistic information long-term is key to effective second language learning and use. Alongside its importance for second language acquisition theory, investigating the role of long-term memory is fundamental to advance pedagogical implementations, in the effort to optimise language instruction and maximise its effectiveness by catering for individual learners’ differences. In order to achieve these goals, the role of variability in explicit and implicit long-term memory has been investigated employing methodology developed in neuropsychological research in laboratory settings. More recently, this research programme has extended to less controlled, but also more ecologically-valid, instructed contexts, included in the foreign language classroom. Ris article aims at reviewing these studies, as well as at providing an overview of recent research advancing new proposals on how the findings of long-term memory research can be implemented to benefit L2 pedagogy.

Present simple forms in the written work of Bangladeshi EFL learners

This paper presents an investigation on plausible causes of similarities and differences of present simple tense features in the written work of Bangladeshi EFL learners. It endeavours to compare between British Standard English (BSE) present simple tense features found in different standard sources and the same used by the Bangladeshi EFL learners. In doing so, content analysis is employed on written compositions of a specific topic and these are collected from 30 postgraduate advance level Bangladeshi EFL learners with a special focus on the use of present simple form. Atlas.ti software is used to analyse the collected data. It is found that the features of present simple tense are the mostly used form and also a complex part of the learner’s written work. The study has found that one of the major causes of similarities and dissimilarities between the two standards are the cross-linguistic influence (CLI). This influence may be a ‘positive transfer’ that refers to the facilitating effects of one language in acquiring another; or a ‘negative transfer’ i.e. the divergences due to some differences between the target language and the native one of the learners (Odlin, 2013). For the similar features between the Bangladeshi native language, Bengali (L1) and English present tense, the learners can easily adopt the features; contrarily, they make occasional mistakes in writing or do not use in the cases of dissimilar features. Thus, based on current CLI and second language acquisition (SLA) theories, the study has hopefully contributed to the theoretical development of cross-linguistic study in written English in Bangladesh.

Affective Filter Hypothesis and Second Language acquisition: A study on anxiety levels in the dictation part of TEM-4

The Affective Filter Hypothesis is a cornerstone of second language acquisition (SLA) theory. This hypothesis explores the influence of emotional factors on language learning, particularly the role of emotional states such as anxiety, motivation, and self-confidence in the process of language input. This work investigates the applicability of the Affective Filter Hypothesis in the context of the Dictation section of the Test for English Majors, Band 4 (TEM-4). To explore the impact of emotional factors, especially anxiety levels, on performance in the Dictation section of the TEM-4, a mixed-methods approach was employed in this paper. Participants underwent an anxiety level test and a simulated dictation test to establish baseline data. The results indicated that the overall performance trend of the low-anxiety group was higher than that of the high-anxiety group. This outcome suggests that learners with low anxiety level performed better in TEM-4 dictation than learners with high anxiety level.

Exploration of Strategies for Improving English Listening and Speaking Abilities of Students in Higher Vocational Colleges

This paper aims to explore strategies for improving English listening and speaking skills among students in higher vocational colleges. Through analyzing the current status of students' English listening and speaking abilities in these colleges, and integrating language acquisition theories, English listening and speaking teaching strategies, as well as multimedia teaching and autonomous learning theories, a series of targeted improvement strategies are proposed. Using empirical research methods, this paper verifies the effectiveness of the proposed strategies and provides suggestions for English teaching in higher vocational colleges. The research results indicate that significant improvements in students' English listening and speaking abilities can be achieved by enhancing teaching methods, creating an English listening and speaking environment, intensifying listening and speaking training, and cultivating students' autonomous learning skills.

Enhancing skill acquisition knowledge and practice design in elite level swimming: Effects of a six-week online coach education intervention

In response to calls for examples from sports settings that highlight successful collaborations between skill acquisition specialists and coaches, this study evaluated the effectiveness of a skill acquisition coach education intervention. After an analysis of practice by a skill acquisition specialist, which provided context to impact learning design, two senior coaches from British Para Swimming with no prior knowledge of skill acquisition principles were observed and interviewed. The intervention harnessed coach experiential knowledge by emphasising development in understanding of theory underpinning three key principles of skill acquisition (i) implicit learning, (ii), focus of attention, and (iii) contextual interference, and encouraging informal and experiential learning between sessions. Following the intervention, coaches had adapted their approach to practice design to incorporate theory-informed techniques. Coach observations and interviews highlighted a range of novel findings in skill acquisition. First, outcomes indicated the use of implicit learning techniques in the form of analogy or metaphor cues can facilitate learning for athletes with intellectual disabilities. Second, coaches reported the learning benefits of utilising external and holistic focus cues in the elite athlete setting. Finally, through an increased understanding of the learning-performance distinction, coaches described the benefits of incorporating contextual interference, which emphasised temporal spacing between learning events. The coaches’ interpretation and implementation of skill acquisition theory are discussed with reference to potential avenues of exploration in future research.