Adult Second Language Research Articles

Review Article: Welsh in the Contemporary Work–Place

Y Gymraeg a Gweithlu'r Gymru Gyfoes is an edited volume of contributions with the aim of reflecting on various aspects of using Welsh in the workplace, stemming from a conference on the same theme in 2017 funded by the Coleg Cymraeg Cenedlaethol. An important sphere of life and one which is essential to effective language planning, a critical discussion of the use of Welsh in the workplace is timely. It includes discussions on various aspects of language planning and policy for the workplace, from Welsh medium provision in higher education to adult second language acquisition. Overall themes structure the review and individual chapters are reviewed within these themes.

From one language to the other: Examining the role of code-switching on vocabulary learning in adult second-language learners

The present work examines the impact of code-switching (CS) on novel word learning in adult second language (L2) learners of Spanish. Participants completed two sessions (1–3 days apart). In the first session, they were taught 32 nonwords corresponding to novel creatures. Training occurred across 4 conditions: (1) a sentence in English only, (2) a sentence in Spanish only (the L2), (3) a sentence that contained CS from Spanish-to-English, (4) a sentence that contained CS from English-to-Spanish. Immediately after training, participants were tested on their ability to identify the newly trained words using a looking-while-listening paradigm in which videos of participants’ looking patterns were collected remotely via Zoom. In the second session, re-testing of the trained words was completed. In the first session, training in the English-only condition led to better initial learning compared to the other conditions. In the second session, the English-only condition still had the highest accuracy, but performance in the two CS conditions was significantly better compared to the Spanish-only condition. These findings suggest that CS during vocabulary training may aid the retention of newly acquired word-object relations in the L2, compared to when training occurs entirely in the L2. This work has important implications for theories of L2 acquisition and can inform instruction practices in L2 classrooms.

Phonetics Instruction's Effect on Adult Learners and the Production of Second Language Sounds at Ignatius Ajuru University of Education

The influence of phonetics education on adult learners and the creation of second language sounds was examined at the Ignatius Ajuru University of Education. The study was guided by four research questions. A questionnaire on the influence of phonetics education on adult learners in the generation of English sounds was used in a qualitative study design. A total of 10,000 people were studied with a sample size of 200 people. To obtain responses from the respondents, random and purposive selection approaches were utilized. The data was analyzed using the mean and standard deviations. According to the research, adult second-language learners who learn phonetics improve their pronunciation of English sounds. Adult second-language learners who received phonetics training improved their intonation. After obtaining phonetics education, adult second language learners improve in the placing of emphasis on words. Phonetics teaching helped adults who were learning a new language improve their word pronunciation.

The Determination of Brain Localization in Adult Second Language Learning Process

The aim of current study takes an interdisciplinear perspective to address the investigation of brain localization in adult second language learning process. This study was conducted on 10 native speakers of English who were trained on intensive Turkish as a second language at Indiana University Programme of Turkish Flagship, from initial exposure to high proficiency during 6 months. Participants were recorded by using fMRI while performing picture matching nd production tasks. Brain activation was found in areas associated with first language processing and parietal cortex, suggesting that adult second language learners have access to first language regions. Additional areas were engaged, suggesting that first language mechanisms are not sufficient for second language learning and processing. At early stages of learning, hippocampal activation was found for both vocabulary and grammar. At later stages, basal ganglia activation was observed for grammar, particularly in the caudate nucleus. The findings reccomend that early word and grammar learning relies on declarative memory, but that grammar later relies on procedural memory. These results highlight the importance of integrating neural and behavioral methods in second language research.

The processing of English which-questions in adult L2 learners: Effects of L1 transfer and proficiency

Abstract In a visual-world eye-tracking study, we investigate the on-line comprehension of subject and object which-questions in 60 German-English adult second-language (L2) learners at various stages of proficiency. In particular, we examine whether adult L2 learners follow the same acquisitional trajectories as children or whether L1 transfer dictates a different development. Previous research on monolingual English children shows that child learners initially commit to a strong subject preference and use inflectional cues, i.e. number marking, to overcome structural biases (e.g. Contemori and Marinis 2014b). The adult data on comprehension accuracy show strong effects of proficiency. Intermediate-proficiency L2 learners have an overwhelming structural preference for subject questions, and they are not sensitive to inflectional cues that disambiguate towards object readings. High-intermediate learners come to exploit inflectional cues for revising an initial subject-preference to the target object reading. Finally, advanced learners display native-like comprehension patterns. In contrast to the off-line accuracy data, the analysis of the eye movements shows that all groups of L2 adults make incremental use of inflectional cues in on-line comprehension. These findings indicate that inflectional cues are integrated in the course of L2 development in similar ways as in monolingual development. We discuss the results in the context of current approaches to L2 processing and child-adult differences in language development.

THE TESTABILITY OF PROMINENT HYPOTHESES ON ACCESS TO UNIVERSAL GRAMMAR IN ADULT SLA

CITATION: Southwood, F. 2002. The testability of prominent hypotheses on access to Universal Grammar in adult SLA. Stellenbosch Papers in Linguistics Plus, 31:15-46, doi:10.5842/31-0-10.

FOSSILIZATION IN ADULT SECOND LANGUAGE ACQUISITION

FOSSILIZATION IN ADULT SECOND LANGUAGE ACQUISITION. ZhaoHong Han. Clevedon, UK: Multilingual Matters, 2004. Pp. vii + 201. $29.95 paper.Researchers often use metaphors to define abstract or complex phenomena in terms of more familiar concepts (Honeck & Temple, 1992). Fossilization (Selinker, 1972) is a trope coined to conceptualize a widely known but poorly understood characteristic of the majority of adult second language (L2) learners: failure to achieve targetlike competence despite continuous exposure to the target language, adequate motivation to learn, and sufficient opportunity for practice. Challenged by researchers who question the utility of the concept (see the overview in Long, 2003), Han's comprehensive and coherent eight-chapter book provides theoretical and empirical justification for the use of fossilization as an organizing trope (Kupferberg & Green, 1998) that encapsulates the meaning of adult SLA processes.

Exploring second language learners' notions of idiomaticity

To what extent do adult second language (SL) learners desire to learn idioms? Are adult SL learners capable of predicting their performances on various idiomatic tasks? Do adult SL learners have specific beliefs regarding matters of idiomaticity? Rarely are such issues investigated and even more rarely are SL learners asked to voice their opinions on such issues. This article reports answers to two questionnaires given to 60 third-year adult learners of Spanish, French, and German. Analysis of data showed that (1) SL learners do want idioms to be an integral part of their language and culture training; (2) they can predict their performances on idiomatic tasks and, finally, (3) they have very specific beliefs about the importance of learning idioms, the nature of idiomatic learning, and the strategies that are most likely to facilitate such learning. It is concluded that SL instructors should introduce idioms to their students more regularly and systematically, regardless of the specific approaches they may take to idiomatic learning.

The acquisition of English articles by first- and second-language learners

ABSTRACTChild first-language (L1) learners frequently use the definite article in referential indefinite contexts, that is, with nouns appearing in the discourse for the first time, where adults use the indefinite article. Adult second-language (L2) learners also overgeneralize the definite article. Research reported here shows 30 L2 learners usethein referential indefinite contexts at significantly higher rates than in nonreferential contexts. Thus, both L1 and L2 learners may share an initial hypothesis associatingthewith referential nouns. This evidence of a strategy common to L1 and L2 learners invites reinterpretation of both L1 and L2 acquisition data.