Development In Second Language Acquisition Research Articles

Validating the short-form of foreign language classroom burnout, boredom and anxiety scales in online Chinese learning

The digital classroom has become a crucible for complex emotional stressors such as burnout, boredom, and anxiety. The short-form of foreign language classroom burnout, boredom, and anxiety scales (S-FLCBUS, S-FLCBS, and S-FLCAS) have been widely used. However, few studies have assessed the validity and reliability of S-FLCBUS, S-FLCBS, and S-FLCAS in the context of learning Chinese as a foreign language (CFL), especially in online learning environment. To address this issue, a sample of n = 662 CFL learners in online classes was utilized in the validation efforts, including multiple rounds of exploratory and confirmatory factor analysis, the establishment of convergent, discriminant, and criterion-related validity tests, and structural equation modeling. The findings revealed an adjusted 8-item two-factor S-FLCBUS and a 6-item unidimensional S-FLCAS and supported the 8-item unidimensional S-FLCBS, demonstrating excellent reliability and validity. This research provides a replicable template for future psychometric-scale development in second language acquisition, contributing to emotion research in diverse settings.

PEMEROLEHAN BAHASA INDONESIA PADA SANTRI ASAL JERMAN DI SMP THURSINA IIBS MALANG

Language learning is based on the belief that a second language can only be acquired through a deliberate and conscious learning process. The development of second language acquisition is not only from local languages to Indonesian or Indonesian to English or vice versa. Foreigners who learn Indonesian are usually called (BIPA) Indonesian for Foreign Speakers. This research study is to describe the process of acquiring Indonesian as the second language of German students at Thursina IIBS Malang Junior High School. This research uses descriptive qualitative research which will describe in detail about the process of Indonesian language acquisition of German students at Thursina IIBS Junior High School in Malang. Where the source of data used is the German students themselves. The data collection procedure is taken by listening and interviewing the research subject. As a result, the Indonesian language acquisition of German students has been learnt before going to Indonesia. Upon arrival in Indonesia, German students acquire Indonesian from (a) the environment of the Thursina IIBS Malang boarding school and (b) from the BIPA subject class. Meanwhile, the ability to write free essays using Indonesian is still not fully perfect, because the influence of the Indonesian language received when outside the classroom is greater than when in the classroom.

Part of speech tagging of grammatical features related to L2 Chinese development: A case analysis of Stanza in the L2 writing context.

Grammatical complexity has received extensive attention in second language acquisition. Although computational tools have been developed to analyze grammatical complexity, most relevant studies investigated this construct in the context of English as a second language. In response to an increasing number of L2 Chinese learners, it is important to extend the investigation of grammatical complexity in L2 Chinese. To promote relevant research, we evaluated the new computational tool, Stanza, on its accuracy of part-of-speech tagging for L2 Chinese writing. We particularly focused on eight grammatical features closely related to L2 Chinese development. Then, we reported the precisions, recalls, and F-scores for the individual grammatical features and offered a qualitative analysis of systematic tagging errors. In terms of the precision, three features have high rates, over 90% (i.e., ba and bei markers, classifiers, -de as noun modifier marker). For recall, four features have high rates, over 90% (i.e., aspect markers, ba and bei markers, classifiers, -de as noun modifier marker). Overall, based on the F-scores, Stanza has a good tagging performance on ba and bei markers, classifiers, and -de as a noun modifier marker. This evaluation provides research implications for scholars who plan to use this computational tool to study L2 Chinese development in second language acquisition or applied linguistics in general.

Understanding the developmental trajectory of second language acquisition and foreign language teaching and learning using the Model of Domain Learning

This article uses the Model of Domain Learning as a framework to better understand the developmental nature of students’ second language acquisition and teaching and learning of foreign languages. This examination includes the development of knowledge, strategies, and interest through the stages of expertise in the MDL – namely acclimation, competence, and proficiency/expertise. What encapsulates knowledge, strategies, and interest in the second language acquisition and previous empirical research that supports these developmental notions are overviewed. Finally, directions for future research and practical implications are discussed in light of the developmental nature of expertise development in second language acquisition and foreign language teaching and learning.

Pengaruh Keluarga Dalam Pemerolehan Bahasa kedua Pada anak usia 1.5 tahun: Sebuah Analisis Teori Monitor Krashen

Abstract: The object of this research is to describe and comprehensively understand cognition in second language acquisition in children aged 1; 5 years: a formal approach to the type of Krashen monitor theory. The method in this study uses a qualitative approach. Qualitative because based on taking a historical data in the form of observation and recording using electronic media as a recorder of speech forms.Data is collected through data collection by recording and then recording one word and two words from the child's speech then describing it syntactically the words that the child uttered. The method used is observation and conversation by asking a few questions. The object in this study was a child named Raffasya Wirayudha who was 1; 5 years old.. The findings in this study were to test the development of second language acquisition with the type of monitor theory. The model theory is applied in children aged 1, 5 years who have a first language (Sundanese) and a second language (Indonesian). So that we can know the level of mastery of each language with the type of monitor model. The findings are: 1. Language acquisition and learning can be carried out in the family sphere, 2. The development of B2 language learning is more interactive if using media, and 3. Language problems can be solved if it gives the child the opportunity to talk and control unstable emotions in the speakers when speaking.

Second Language Acquisition, WE, and language as a complex adaptive system (CAS)

AbstractThe field of Second Language Acquisition/Development (SLA/D) has evolved to a point where the paradigm gap between SLA/D and world Englishes (WE), identified by Sridhar and Sridhar (1986), has narrowed. The closing of the gap is due in part to SLA/D and WE leaving behind their ontological inheritance of a static competence from linguistics and finding common ground in a view of language as a complex adaptive system. While differences between the two fields are real and will rightly prevail, there may now exist an opening for a dialogue that can lead to a closing of the gap.

Dependency distance: A new perspective on the syntactic development in second language acquisition: Comment on “Dependency distance: A new perspective on syntactic patterns in natural language” by Haitao Liu et al.

Dependency distance: A new perspective on the syntactic development in second language acquisition: Comment on “Dependency distance: A new perspective on syntactic patterns in natural language” by Haitao Liu et al.

The Role of Negotiation of Meaning in L2 Interactions:An Analysis from the Perspective of Long’s Interaction Hypothesis

This study examines how negotiation of meaning contributes to second language interaction. The discussion in this study is based on Michael H. Long’s 1996 Interaction Hypothesis suggesting that environment contributes to the development of second language acquisition. Long proposes that environmental contributions to acquisition are mediated by selective attention and the learner’s processing capacity during negotiation for meaning. To support this belief, recent empirical studies are also presented in this article. Three negotiation for meaning strategies are discussed in this study to mirror and provide evidence for Long’s proposal, including several excerpts from conversations collected from daily natural conversations and other recorded sources. The strategies include (1) clarification requests, (2) confirmation checks, and (3) comprehension checks. The study has been able to prove that learner’s L2 acquisition takes advantage of environmental contributions mediated by selective attention and the learner’s developing L2 processing capacity brought together during negotiation of meaning.

A critical review of recent trends in second language syllabus design and curriculum development

To date, numerous books and research articles have focused on the notion of syllabus design and curriculum development. Nevertheless, very few works have had an inclusive and concise look upon the issue. This paper is an account of current trends on syllabus design and curriculum development in Second Language Acquisition in the recent past decades. This is hopefully intended to offer a descriptive and critical interpretation of the existing syllabuses in the domain of language learning and teaching. After a brief introductory remark on curriculum and syllabus types, 13 of the most prominent syllabuses in SLA will be elaborated on separately. In pursuit of doing so, definition, rationale, merits, and drawbacks attributed to each syllabus will be touched upon. Although the emergence of some of these syllabi coincides with each other, while presenting them, it has been tried to follow a roughly chronological order of their emergence.

Introduction

Die Unterrichtspraxis/Teaching GermanVolume 44, Issue 2 p. 133-133 Introduction Katherine Arens, Katherine Arens Professor of Germanic Studies and Comparative Literature at the University of Texas at Austin whose work ranges between curriculum development in Second Language Acquisition and the intellectual and cultural histories of Austria and Germany since 1720.Search for more papers by this author Katherine Arens, Katherine Arens Professor of Germanic Studies and Comparative Literature at the University of Texas at Austin whose work ranges between curriculum development in Second Language Acquisition and the intellectual and cultural histories of Austria and Germany since 1720.Search for more papers by this author First published: 14 November 2011 https://doi.org/10.1111/j.1756-1221.2011.00103.xCitations: 2AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume44, Issue2Fall 2011Pages 133-133 RelatedInformation

Vocabulary teaching strategies and conceptual representations of words in L2 in children: Evidence with novice learners

A controversial issue in bilingual research is whether in the early stages of L2 learning, access to the conceptual system involves mediation of L1 lexical representations [Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149–174] or a direct route from the L2 word [Altarriba, J., & Mathis, K. M. (1997). Conceptual and lexical development in second language acquisition. Journal of Memory and Language, 36, 550–568; Finkbeiner, M., & Nicol, J. (2003). Semantic category effects in second language word learning. Applied Psycholinguistics, 24, 369–383]. The main goal of this paper is to study, in a child population, whether the creation of conceptual representations for L2 words is possible, even after only one session of learning of the L2 vocabulary. Furthermore, we do so by examining the efficacy of two different L2 learning methods: L2–L1 association learning vs. L2-picture association learning. A translation recognition task was employed to test whether there was a difference between a semantically related pair and an unrelated pair across conditions (i.e., a semantic interference effect). Results showed a significant semantic interference effect—a conceptual effect—in children after just one vocabulary learning session. Importantly, the L2-picture method produced a greater semantic interference effect than the L2–L1 method. The implications of these findings for models of bilingual memory are examined.

Interlanguage Development

The study of language development in second language acquisition naturally leads to information about linguistic processes of second language acquisition, but it also sheds light on learners’ individual differences. This article examines the acquisition of the future in L2 English and explores how learners in a longitudinal study respond to input, instruction, and the general task of learning a second language through the lens of their grammatical development.

Exploring the relationships between theories of second language acquisition and Relevance Theory

This article explores a number of points at which Relevance Theory makes a useful contribution to second language theoretical models, specifically those of Bialystok and Schmidt and their respective notions of ‘analysis’, ‘control’ and ‘noticing’.It is suggested that the inferential mechanisms of Relevance Theory can account for the contingencies of communicative interaction without which pragmatic negotiations do not make sense, and thus can complement such information-processing accounts through the notions of ‘manifestness’ and the balance between ‘effort’ and ‘effect’.Further research is called for into the integration of information-processing concepts and Relevance Theoretical insights as part of a complex theoretical architecture capable of capturing the rich diversity of pragmatic development in second language acquisition.

When the Survival of a Language is at Stake

This article compares the functional roles of English, French, and Inuttitut in arctic Québec. In their concern with disadvantaged members of society and their focus on functional differences in language use, the authors draw on early research by Robinson concerning language and social behavior for working- and middle-class speakers. First, they present evidence concerning the importance of sustained heritage language (Inuttitut) development in second-language acquisition and address the implications of this finding in terms of additive versus subtractive bilingualism in the North. Second, they contrast the language proficiencies of children in the two dominant languages, English and French, exploring variations in status and their concomitant effects on language acquisition. Finally, they compare the conversational versus academic language proficiencies of Inuit children in the context of minority versus dominant language education and discuss implications for the debate on language deficits versus differences for disadvantaged children.

Creating Hypermedia Learning Environments: Guidelines For Designers

The field of network-based second language education has expanded rapidly in recent years. However, few attempts have been made to address the salient design issues facing the individual designer. In this paper the author will propose a set of preliminary guidelines applicable to the creation of hypermedia-based learning environments that draw on insights gained from research from a number of fields. This framework will encompass the following approaches. First, an acceptance of the importance of modern pedagogy in the shaping of instructional design. Second, a perspective that takes account of the cognitive and instructional design factors that may facilitate the development of second language acquisition. Third, a viewpoint that draws on the findings of research from the field of human computer interaction.

Conceptual and Lexical Development in Second Language Acquisition

Lexical and conceptual representation in bilingual memory for both novice and expert bilinguals was examined in a series of three experiments. In Experiment 1a, monolingual English speakers learned a set of Spanish–English translations and were then tested using a translation recognition task. Response times to orthographically related foils were longer than response times to unrelated words. Lexical interference was also found to a lesser extent for expert bilinguals. In Experiment 1b, semantically related foils also produced interference, but the interference was greatest for expert bilingual participants. A bilingual version of the Stroop color-word task was used in Experiment 2, and novice and expert bilinguals each demonstrated Stroop effects both within and between languages. The results of all three experiments indicate that both conceptual and lexical links are formed for second language words, even after a single learning session. These results call into question the asymmetrical model of bilingual memory proposed by Kroll and Stewart (1994) which suggests that novice bilinguals rely exclusively on lexical representations when first acquiring a second language.

Acquisition of Morphology and Syntax

The early development of second language acquisition [SLA] research in the area of morphology and syntax can be traced in some excellent publications both exemplifying and evaluating the state of the art in this area (e.g., Anderson 1981, Davies, Criper, and Howatt 1984, Hatch 1983, Wode 1981b). The research questions identified and pursued at that time have continued to occupy researchers. (The ones which are the most important and relevant for the discussion here are as follows: 1 the problem of regularity in interlanguage [IL] morphology and syntax; 2) the contribution of Universal Grammar to SLA, and 3) variability in IL performance. The problems enumerated above will provide a framework for the discussion of the acquisition of morphology and syntax. Some additional comments on other, related issues will be included.