Field Of Second Language Acquisition Research Articles

Unraveling Interlanguage Variability: A Psycholinguistic Exploration of Morphological Forms in Iranian ESL Learners' Written Performance

The present research study aimed to investigate the psycholinguistic aspects of interlanguage (IL) variability in English as a second language learners from Iran. Three morphological forms were specifically examined in this study: the plural "-s," past tense forms, and present tense forms. In order to investigate the learners' cognitive processes, the researchers used a mixed-method approach, combining qualitative semi-structured interviews with quantitative analysis of written task performance. Under various task conditions, learners exhibited two opposing patterns of IL variability (increasing and decreasing) in their morphological forms. Various degrees of accuracy were noted for every kind of morpheme. Different students allocated their attention differently to form and meaning in both under pressure and relaxed task environments. The observed variations could have been caused by limited working memory and attention capacity in addition to L1 transfer. The research indicated that the field of second language acquisition could benefit from an explanatory approach to comprehend IL variability from the learner's perspective. It provides recommendations for larger-scale research projects in a variety of educational contexts, along with pedagogical implications.

A Study of Emotion Regulation in Learning English for High School Students: Taking the Affiliated High School to Hangzhou Normal University Students as a Case Study

Since the 1970s, the exploration of emotion regulation has gained prominence in the field of second language acquisition. Researchers are increasingly focusing on how English learners' emotional experiences influence their academic success and personal growth. This paper aims to examine and analyze the emotions of high school students during English language learning, along with ways to regulate these emotions. It will offer ideas for improvement based on the findings of the empirical investigation. This research concentrates on students from Affiliated High School to Hangzhou Normal University and randomly selected 105 English learners from three different age groups to conduct a questionnaire survey. The purpose is to explore the connections between emotions, interests, and emotion regulation strategies among Chinese high school students while learning English. To this end, three questions were set up and answered: how do high school students feel when they learn English, what are their strategies for regulating their emotions when they learn English, and whether emotion regulation affects their interest in learning English? Recommendations were provided following the analysis of the results.

Self-mention in Chinese linguistic MA novices’ and experts’ academic writing: A corpus-driven investigation of ‘we’

The research aims to conduct a comparative analysis of self-mention, particularly the usage of self-mention ‘we’, as a means of academic persuasion between Chinese linguistic MA novices and linguistic experts. Self-mentions serve various rhetorical functions in academic persuasion. However, for second language writers, mastering these rhetorical functions represents an advanced writing skill, which is contingent upon a proficient command of the structural aspects of self-mention phrases. In light of this issue, this study undertakes a collocation and chunk analysis. The objective is to analyze the collocation characteristics and chunk features of self-mention ‘we’ in international journal articles (ILJA_C) and Chinese MA theses (CLMA_C). This objective informs the choice of the research subject – identifying similarities and differences in the utilization of self-mention ‘we’ in two databases: ILJA_C and CLMA_C. This study’s methodology utilizes a corpus-driven approach alongside comparative academic discourse analysis within academic writing. The novelty of this research lies in its investigation of the collocation characteristics and chunk features of self-mention ‘we’ in CLMA_C and ILJA_C. This study represents a substantial contribution to the fields of second language acquisition and comparative linguistics by enhancing our understanding of self-mention in academic persuasion. Findings reveal significant disparities in the usage of ‘we’ between Chinese MA novices and linguistic experts. Novices tend to focus on constructing discourse logic, whereas experts prioritize establishing academic positions. Analysis of chunk structures exposes varying approaches to discourse and interpersonal functions, underscoring the necessity for novices to emulate expert usage patterns.

Second Language Acquisition and Language Education—Bidirectional Synergies between Research and Practice

This Special Issue brings together the fields of second language acquisition (SLA) and language education in an attempt to offer a venue for exploring mutual insights into classroom language learning [...]

Vocabulary acquisition in the language classroom: what it is, how it works, which strategies and approaches are suitable for Latin instruction

Abstract This paper aims to guide the training of all Latin instructors and learners who want to optimise the process of acquiring the language by applying the results of research carried out in the field of Second Language Acquisition (SLA), specifically here those related to the acquisition of vocabulary. Consequently, some theoretical considerations on the psycholinguistic operations that govern vocabulary learning are first offered, in order to build a better understanding of language acquisition and to make instructors and learners more knowledgeable about the vocabulary learning process, from the noticing of an unknown word and its integration into the subject's competence to the expansion and development of knowledge about the acquired words. The theoretical aspects of vocabulary learning will be illustrated at all times with practical examples taken from methods and books for learning Latin, as well as, in the fourth section, with a wide catalogue of practical advice – must-do items for the class – that can be easily implemented by Latin instructors.

Orchestrating Harmony in the Chaos of Maltese Language Learning through the Lens of Chaos/Complexity Theory

Despite considerable studies in the field of second language acquisition (SLA), the precise cognitive processes occurring in an adult’s mind during second language (L2) learning remain elusive. This study investigates the intricate process of adult’s SLA, specifically focusing on Maltese. Grounded in chaos/complexity theory (C/CT), the research explores the non-linear, dynamic, and unpredictable nature of language learning, likening it to the emergence of order in seemingly chaotic systems. The study employs a qualitative approach, by employing various data collection methods such as structured tests, reflective journals, and interviews to track the learning progression of 35 adults learning Maltese over 15 months. The emphasis is on the acquisition of Maltese verbs and the emergence of non-linear learning curves, akin to the butterfly effect in C/CT. The findings underscore the chaotic yet harmonious nature of Maltese language learning, providing valuable insights for educators and learners alike.

Learning Styles and Second Language Acquisition: A Review of Influences, Factors, and Educational Implication

Academia and the public have focused on studies of learning styles in second language acquisition in recent years. Students’ cultural backgrounds can reveal how education and culture affect learning. This paper summarizes the definition and the classification of learning styles and lists a brief review of influence, factors, and educational implications related to learning styles in the field of second language acquisition. The researchers analyzed learning styles are variable and numerous factors affect academic success. Studies show the beneficial correlation between learning styles and academic achievement within an appropriate teaching environment. A strong association exists between an effective learning style and favorable language learning results in students. Simultaneously, variables such as the learners' native language background and their personal traits will impact the selection of their specific learning style. There is a correlation between the variety of learning styles among students and the teaching techniques and aims of teachers in the field of education. An in-depth understanding of students' learning patterns will facilitate the advancement of the teaching profession. Since current evaluations and methods for evaluating students' learning types are questioned, more trustworthy learning style assessments must be developed in future studies.

A Review of Krashen’s Input Theory

Stephen Krashen is a famous American language educator. Krashen’s achievement in the area of second language acquisition (SLA) has won him a worldwide reputation and influence. In the 1980s, Krashen first proposed five series of hypotheses, namely, the Acquisition-Learning Distinction, the Natural Order Hypothesis, the Monitor Hypothesis, the Input Hypothesis and the Affective Filter Hypothesis, which later are collectively called the “Input Theory”. For many years, this theory has been recognized as the most comprehensive and significant theory in the area of SLA, but while gaining great recognition, this theory has been accompanied by a lot of controversies since its appearance, causing a lot of research and discussion in the academic circle. By analyzing and collating domestic and foreign literature, this paper studies the five aspects of Krashen’s Input Theory in detail, expounds their respective definitions and academic evaluation, and then points out the controversy they are facing with and the suggestions for improvement. Through the author’s research, the Input Theory has altered the idea of language instruction and offered fresh suggestions for communicative language teaching. However, this theory is supposed to be applied with consideration for the unique characteristics of each user and should be defined more explicitly in order to achieve the finest outcomes and bring more developments to the field of SLA.

An Evaluative Review of Mondly: A Mobile Language Learning Application

Mobile-Assisted Language Learning is a thriving research area in the field of Second Language Acquisition. Hand-held devices such as smartphones are increasingly and widely being used for second language teaching and learning purposes nowadays. With the great variety of language learning applications entering a competitive market comes a need for studies to evaluate these applications critically so that teachers and learners can choose wisely. The present study aims to evaluate a language learning application called Mondly through a framework proposed by Reinders and Pegrum (2016). The evaluation was carried out by six experienced English language instructors. The results indicate that although the app suffers from a number of weak points, it can be particularly beneficial for beginner second language learners.

Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double‐edged sword

AbstractAs emotions research in the field of second language acquisition continues to evolve, it is equally important to explore the impact of social–emotional variables that are specifically relevant to heritage language (HL) contexts. Anchoring on foundations in critical heritage language education (HLE), this study examines the discomforts of the HL classroom from a diverse heritage speaker (HS) perspective. Additionally, comforts that support the HL classroom as a safe space for emotional security and well‐being for HSs across HLs are explored. Examining the HL classroom from the perspective of HL practices and knowledge systems, this study ultimately aims to: (a) outline the emotional complexity of HL pedagogical spaces, and (b) provide concrete and meaningful recommendations for supporting HS well‐being and HL development from a transformative positive psychology lens. Data for the current qualitative study were provided through two separate methodologies. First, 64 HSs of Spanish responded to a qualitative questionnaire probing the emotional reactions and memories instigated by authentic HL classroom reading material on sensitive topics of racism, bilingualism, and immigration. The themes identified in written narrative data through an inductive thematic approach were then used as a foundation for semistructured interviews with language learners (n = 6) and educators (n = 8) from eight different HL backgrounds. Findings revealed feelings of comfort and discomfort, and even trauma and healing, in HLE spaces rooted in (a) language learning experiences, (b) social memories of (dis)comfort, and (c) intergenerational histories. Together, the data suggest how the HL classroom can act both as a trigger of social injustice, linguistic insecurity, and family conflict and, at the same time, as a space instigating affective reactions associated with social rebellion, linguistic confidence, intergenerational healing, and emotional refuge. Specific pedagogical recommendations are made to equip educators with a concrete toolkit for the HL classroom.

Reviewing Learning Styles and Learning Motivation in Second Language Acquisition

Second language learners encounter particular difficulties as a result of the impact of technological advancement and globalization, which has always been a matter of concern with regard to second language acquisition. Due to these challenges, second language learners should raise their own proficiency and adaptability to provide learning guidance for future employment. This paper reviews the findings of learning styles and learning motivation in the field of second language acquisition. Learning styles have different effect on English as a Foreign Language (EFL) learners and learning motivation also influence their behaviors from extrinsic to intrinsic goals. Studies suggest that different learning styles perform well in different aspects of language studying. Intrinsic learners perform better than extrinsic learners. Within more learning styles, EFL students act more motivated in language learning and generally perform well in their academic achievement. Drawing from previous studies, the author proposes EFL learners should find their preferred learning styles and try their best to transfer their extrinsic goals to intrinsic goals in foreign language learning.

Die sozial-emotionalen Voraussetzungen im Fremdsprachenerwerb

Abstract In the field of second language acquisition, a lot of emphasis has been placed on factors such as input, age, linguistic background, and prior knowledge of the learner, and there has been ongoing examination and refinement of teaching methods and pedagogy. However, there is still an important factor that is not always considered in the learning process: socio-emotional prerequisites. These prerequisites refer to the non-linguistic factors that vary from person to person and can contribute to the complexity of the learning process. The social environment and emotional states of the learner can heavily influence the learning context, and it is no longer just a matter of considering the cognitive variables of an individual, but rather looking at the individual as a whole, which is formed by multiple variables. The group-specific learning atmosphere can also have greatly impact on the development of the learning process. All these factors raise the question of to what extent they influence the reception and production of a foreign language.

Supplementing the Involvement Load Hypothesis with vocabulary-use knowledge improves mobile-assisted language learners’ productive vocabulary

Over the past two decades, the Involvement Load Hypothesis (ILH) has become a popular buzzword in the field of Second Language Acquisition (SLA). Although applications of the ILH can improve students’ learning of productive vocabulary, this effect appears to be transitory. Students’ learning of productive vocabulary often fades over time, as shown in delayed productive vocabulary tests. To address this problem, the present study investigated the effect of supplementing the ILH with vocabulary-use knowledge on students’ productive vocabulary performance. We designed two WeChat applets, namely Applet 0.0 and Applet 1.0. The design of Applet 0.0 was based solely on the ILH, whereas Applet 1.0 was guided by the ILH supplemented with vocabulary-use knowledge, with the latter consisting of grammatical functions (the grammatical patterns that a word can fit into), collocations (other words that appear together with a word), and constraints on use (the situations in which a word is used). Fifty-one English foreign language undergraduates were assigned to a control group (CG) or an experimental group (EG). Both groups completed a weekly paragraph-writing task as they learned vocabulary with the applets (the CG used Applet 0.0 and the EG used Applet 1.0). The results suggested an advantage for the ILH supplemented with vocabulary-use knowledge over the ILH alone for productive vocabulary performance. Moreover, mobile-assisted language learners’ language proficiency levels did not influence the effectiveness of the ILH (with or without vocabulary-use knowledge) on productive vocabulary performance. The EG students’ perceptions of the WeChat-mediated Mobile-Assisted Language Learning approach are also discussed.

The Gravitational Pull Hypothesis and imperfective/perfective aspect in Catalan translation

Abstract This article aims to test the Gravitational Pull Hypothesis on the imperfective/perfective aspect distinction in the language pairs English-Catalan and French-Catalan. It draws on the corresponding corpora in COVALT. The GPH posits three cognitive causes of translational effects: source or target language salience and connectivity. Different configurations of these causes, or factors, are expected to result in over- or under-representation of target language features. The imperfective/perfective aspect distinction was chosen as a testing ground for the GPH because it is morphologically marked in Catalan and French but not in English. That may give rise to different configurations of factors and, therefore, to different translational effects. It is predicted that the preterite, which conveys perfective aspect in Catalan, will be over-represented in Catalan translations from English as compared to translations from French and to Catalan non-translations. On the other hand, the imperfect, which conveys imperfective aspect, will be under-represented. Results confirm these predictions. For translations from French, both adherence to the patterns observed in Catalan non-translations and over-representation of the preterite are possible outcomes. Results lend support to the second alternative ― over-representation of the preterite. These results highlight the importance of relying on frequency and other sources of evidence when formulating hypotheses in the framework of the GPH. Research from the field of second language acquisition proved particularly significant in this respect.

Teachers’ and Students’ Perspectives of Using Mother Tongue in EFL Classes at a Higher Education Institution in Vietnam

The use of mother tongue to teach a second language has been a controversial issue in the field of second language acquisition. This study aims to compare the effectiveness of using mother tongue (Vietnamese) to teach a foreign language (English) under the pressure of the implementation of an English-only policy at the tertiary level in Vietnam where English is taught as a foreign language. The mixed-methods approach was conducted to contrast the perspectives of 11 teachers participating in semi-structured interviews, and 255 students answering 5-point Likert scale questionnaires. These research instruments were carefully designed by the researchers adopting the factual and behavioural criteria proposed by Dörnyei and Taguchi (2009). The results show that the minimal use of Vietnamese is utilized as a necessary pedagogical tool to teach English. The empirical results propose that the English-only policy can be effective if the actions such as more English learning time, English entry tests, English materials and teaching aids with techno-facilities are seriously taken into consideration. To adopt the English-only policy in EFL classes, school administrators have to renovate the foreign language regulations while teachers must adapt their teaching methodology to meet the requirements of the learner-centered approaches.

The Relationship Between Chinese EFL Learners’ Foreign Language Writing Enjoyment and Writing Vocabulary Strategy

As an important aspect of second language learning, vocabulary has traditionally been the focus of foreign language writing instruction. However, since the introduction of positive psychology into the field of second language acquisition, research on learners’ writing vocabulary strategies from this perspective has not been abundant. The purpose of the present study is to explore the relationship between high school students’ foreign language writing enjoyment and writing vocabulary strategy. The results show that there is a significant positive relationship between senior high school students’ foreign language writing enjoyment and their writing vocabulary strategy, and that two factors: teacher appreciation and personal enjoyment have significant predictive effects on their writing vocabulary strategy. This suggests that positive emotions of both teachers and learners themselves can help to improve learners’ vocabulary application.

A Review on Corrective Feedback Research of the Recent 20 Years

Corrective Feedback is a hot topic in the field of second language acquisition in recent years. Its research is helpful for second language learners to acquire target language successfully. Based on the research results at home and abroad in the past two decades, this paper firstly analyzes the definition of Corrective Feedback, including the definition and classification of Corrective Feedback. Secondly, it introduces the research content of Corrective Feedback at home and abroad, mainly including the overall effect of Corrective Feedback on second language acquisition, the effectiveness of different classification of feedback and the four main factors affecting the effect of Corrective Feedback. Finally, the current development trend of Corrective Feedback research is summarized and concluded.

Individual Differences in Computer Assisted Language Learning Research. Mirosław Pawlak & Mariusz Kruk (eds.) (2023). Routledge, pages144. ISBN: 978-1-03214-588-4

Over half of a century, second language (L2) psychological factors have been heatedly investigated by L2 practitioners and computer assisted language learning (CALL) researchers who devote their continuous efforts to gain some comprehensive understandings of what learner-external and internal factors may contribute to successful L2 learning outcomes (Li, Meng, Tian, Zhang, & Xiao, 2021). For the learner-external factors, contextual settings (outdoor instruction vs. indoor instruction), availability of resources (paper-based vs. digital-based) and interaction modes (e.g., corrective feedback and collaborative learning) have been regularly discussed in the field of second language acquisition (SLA). Apart from the learner-external factors, an emerging array of publications with different foci have begun to offer insights into the learner-internal factors, viz. individual difference (ID) factors, such as learner demographic factors (e.g., age, gender, age of acquisition, and language proficiency, etc.), aptitude, working memory, personality, grit, willingness to communicate, learning styles, beliefs, learning strategies, L2 mindfulness, learning motivation, L2 self-efficacy, engagement and emotions, among others.

The Subjunctive as a Model of Grammatical Complexity: An Integrative Review of Issues Based on Combined Evidence from Mental Chronometry and Neurosciences.

The acquisition of a second language requires the construction or reconstruction of linguistic knowledge about the new language system. Learners of a second language have to acquire the linguistic structures of the second language by constructing or reassessing their own knowledge in the light of the new one. Some of these new linguistic structures may be more or less complex to process and/or difficult to acquire. In this review, we focus on an example of linguistic complexity in French, namely, the subjunctive. Through a discussion of some selected studies on the second language acquisition of the French subjunctive, our purpose is to argue that these findings, considered from a psycholinguistic perspective, could be fruitful for further research employing neuroscience techniques, such as electroencephalography or neuroimaging in order to better understand the neurocognitive processing of this complex structure both in French native speakers and in learners of French. Hence, we aim to contribute to exploring the question of linguistic transfer in the field of second language acquisition, the typological distance/relation between L1-L2, the syntactic acquisition of complex structures in adult second language learners, and the potential contributions of electroencephalography and functional magnetic resonance imaging to the processing of the subjunctive, selected as an example of linguistic complexity that has not yet received much attention.

The impact of learning experience on motivation: A case study of Chinese ethnic minority EFL learners

Language motivation research has long been a research focus in the field of second language acquisition. In the past two decades, a large number of motivation studies has been conducted in different social and cultural contexts. Researchers contributed to the explorations of factors that affect learners’ foreign language motivation as well as the relationship between motivation and other aspects of foreign language learning. However, research on Chinese ethnic minority learners’ motivation to learn English is in paucity. Many of the ethnic minority students are proficient in their mother tongue (minority language) and Mandarin (national language), while they are also learning English as a foreign language. The social and cultural contexts to which they are exposed make their English learning complicated. To address the gap, the present study adopted a qualitative research approach in the form of a case study to explore the impact of learning experience on English learning motivation among three Chinese ethnic minority pre-university students. Semi-structured interviews were undertaken with three participants. The findings from the qualitative data revealed that the English learning motivation of the participants was typically examination-directed and greatly influenced by teachers’ teaching style, peers’ attitudes toward English and the overall learning atmosphere in the class. The study provides implications for educational policy making and English instruction in China’s ethnic minority regions.