Knowledge In Language Acquisition Research Articles

What language models can tell us about learning adjectives

It has been argued that language models (LMs) inform our knowledge of language acquisition. While LMs are claimed to replicate aspects of grammatical knowledge, it remains unclear how this translates to acquisition directly. We ask if a language model trained specifically on child-directed speech (CDS) is able to capture grammatical knowledge of adjectives. Ultimately, our results reveal that what the model is “learning” is how adjectives are distributed in CDS, and not the grammatical properties of different adjective classes. While highlighting the ability of LMs to learn distributional information, these findings suggest that LMs alone cannot explain how children generalize beyond their input.

Early Childhood Educators' Knowledge of Language Development: An Integrative Literature Review

Abstract Background: The aim of this paper is to identify the scientific production on the knowledge of early childhood educators regarding language development and their pedagogical practices in Brazil, considering the educators’ perceptions. Objectives: This review aims to identify relevant literature and synthesize existing research on the topic of early childhood educators' knowledge of language development. Methods: For this purpose, the following databases were searched: LILACS, SciElo and ERIC, using the following keywords: language development, language acquisition, oral language, children's language, early childhood education and preschool teachers. The inclusion criteria for the review were scientific articles published in English and/or Portuguese, studies with early childhood education teachers /educators as participants, published between 2012 and February 2022, qualitative and/or quantitative studies, and articles published as full text and open access. Results: The low production found may reflect the need for more publications on this topic, especially in the Portuguese context. It was concluded that the knowledge acquired by teachers during their training paths has a reciprocal impact on the beliefs and practices presented by these professionals in the context of early childhood education intervention. Conclusion: After identifying the published works, this research proved to be relevant and convergent with current conceptions regarding the importance of the link between the knowledge of language acquisition and development acquired by early childhood educators and their practices in school contexts on a daily basis. Keywords: Early Childhood, Language Development, Pedagogical Practices, Teacher Training.

The Effects of Mobile-Assisted Collaborative Language Learning on EFL Students' Interpreting Competence and Motivation

As globalization continues to grow, there is an increasing need for skilled interpreters. However, the interpreting skills of many students are still deficient: firstly, they are incapable of understanding the source language clearly; secondly, they are incapable of expressing standard English accurately. Therefore, the purpose of this study is to investigate how mobile-assisted collaborative language learning (MACLL) can help English as a foreign language (EFL) students improve their interpreting competence and motivation. The study used a quantitative methodology and involved a sample of 60 students from one university. Their performance was monitored over a semester. To facilitate MACLL, mobile technologies such as Chaoxing App, iFlytek Input, and Praat were used as teaching tools. The results showed that MACLL had a positive effect on the improvement of students' interpreting competence, as evidenced by their improvement in academic performance and acquisition of language knowledge. The research also showed that students' learning motivation was enhanced in the MACLL environment.

The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing

This qualitative study explores the influence of curriculum configuration as an instructional context on teachers’ L2 writing assessment literacy and practices. Specifically, the study examined how a group of university French language teachers in China drew on their assessment literacy to assess student’s embedded writing situated in an integrated language course for beginning French learners. Findings show that the curriculum configuration that prioritised student’s language knowledge acquisition over writing development seemed to cause the teachers to adjust their writing assessment to reconcile student’s acquisition of language knowledge and development of writing skills. Whilst teachers’ assessment literacy did not seem to be affected, their assessment practices showed a sequenced “split” between assessments on language issues and writing issues, which were separated and then ordered according to their perceived importance. Teachers’ beliefs about learners’ general learning needs, rather than those for learning L2 writing, seemed to determine how teachers navigated the sequence of the split assessments to order their priorities.

“I made many discoveries for myself”: The development of a teacher candidate's pedagogical knowledge of translanguaging

While research has highlighted the importance of translanguaging for emergent multilingual learners (EMLs), very few studies have focused on teacher candidates (TCs)’ knowledge of translanguaging and how they implement the pedagogy. Using ethnographic methods and multimodal conversation analysis, this study examined how an English as an Additional Language (EAL) TC's knowledge of translanguaging evolved and how she bridged theory to practice in a field-based setting. The participant was a multilingual speaker who did not speak her EMLs' home languages. Data sources included: 1) the participant's course assessments, 2) a reflection, and 3) transcripts of a video classroom observation. The findings revealed her strong stance and ability to use a variety of strategies to create a translanguaging space, as a result of her training. We recommend teachers to enrich their pedagogical repertoire by understanding the affordances of a diverse range of multilingual, multimodal, and multi-sensory resources to effectively facilitate the teaching and learning processes. We also advise teacher educators to be intentional in course design, offering opportunities for TCs to reflect and connect their second language acquisition knowledge with pedagogical translanguaging in order to discover their own ways to create a translanguaging space for EMLs.

Knowledge Management Applied to Learning English as a Second Language Through Asynchronous Online Instructional Videos

Aim/Purpose: The purpose of this research is to determine whether ESL teaching videos as a form of asynchronous online knowledge sharing can act as an aid to ESL learners internalizing knowledge in language acquisition. In this context, internalizing knowledge carries the meaning of being able to remember language, and purposefully and accurately use it context, including appropriacy of language, and aspects of correct pronunciation, intonation, stress patterns and connected speech, these being the elements of teaching and practice that are very often lacking in asynchronous, online, instructional video. Background: Knowledge Management is the field of study, and the practice, of discovering, capturing, sharing, and applying knowledge, typically with a view to translating individuals’ knowledge into organizational knowledge. In the field of education, it is the sharing of instructors’ knowledge for students to be able to learn and usefully apply that knowledge. In recent pandemic times, however, the mode of instruction has, of necessity, transitioned from face-to-face learning to an online environment, transforming the face of education as we know it. While this mode of instruction and knowledge sharing has many advantages for the online learner, in both synchronous and asynchronous learning environments, it presents certain challenges for language learners due to the absence of interaction and corrective feedback that needs to take place for learners of English as a Second Language (ESL) to master language acquisition. Unlike other subjects where the learner has recourse to online resources to reinforce learning through referencing external information, such as facts, figures, or theories, to be successful in learning a second language, the ESL learner needs to be able to learn to process thought and speech in that language; essentially, they need to learn to think in another language, which takes time and practice. Methodology: The research employs a systematic literature review (SLR) to determine the scope and extent to which the subject is covered by existing research in this field, and the findings thereof. Contribution: Whilst inconclusive in relation to internalizing language through online, asynchronous instructional video, through its exploratory nature, the research contributes towards the body of knowledge in online learning through the drawing together of various studies in the field of learning through asynchronous video through improving video and instructional quality. Findings: The findings of the systematic literature review revealed that there is negligible research in this area, and while information exists on blended and flipped modes of online learning, and ways to improve the quality and delivery of instructional video generally, no prior research on the exclusive use of asynchronous videos as an aid to internalizing English as a second language were found. Recommendations for Practitioners: From this research, it is apparent that there is considerably more that practitioners can do to improve the quality of instructional videos that can help students engage with the learning, from which students stand a much better chance of internalizing the learning. Recommendation for Researchers: For researchers, the absence of existing research is an exciting opportunity to further explore this field. Impact on Society: Online learning is now globally endemic, but it poses specific challenges in the field of second language learning, so the development of instructional videos that can facilitate this represents a clear benefit to all ESL learners in society as a whole. Future Research: Clearly the absence of existing research into whether online asynchronous instructional videos can act as an aid to internalizing the acquisition of English as a second language would indicate that this very specific field is one that merits future research. Indeed, it is one that the author intends to exploit through primary data collection from the production of a series of asynchronous, online, instructional videos.

Does Learners’ Knowledge of Second Language Acquisition Matter?: Factors Affecting Learners’ Learning Beliefs

Beyond the scope that has been limited to the identification of learners’ beliefs in different majors or English proficiency groups in previous research, this study aimed to investigate correlations among the following learner variables: 1) learners’ knowledge of language acquisition, 2) English proficiency, 3) learners’ experience of English communication both inside and outside the classroom contexts in Korea and both the quality and quantity of communication in English-speaking countries. The study further investigated possible change of learners’ beliefs and the underlying reasons. One hundred and eleven college students participated in the study using a revised BALLI. From the factor analysis and Pearson correlation coefficient, the results suggest positive correlations with ‘Learners’ motivation and expectations’ and negative correlations with ‘The nature of language and learning strategies’ in all learner variables. The study also yielded evidence supporting the change of learners’ beliefs. The causes of change were personal experience, teaching methods, and social needs.

BREAKING THE INEQUITABLE EDUCATION CYCLE FOR ENGLISH LANGUAGE LEARNERS THROUGH POLICIES AND PRACTICES IN AMERICAN SCHOOLS

<p>This study employed qualitative evidence synthesis (Saldaña, 2012) to critically examine and systematically analyze 63 studies published between 2000-2018 reporting positive educational impacts on English language learners (ELLs). Drawing on Scarcella’s (2003) academic English literacy framework and culturally responsive teaching (Gay, 2001), this study demonstrates three mechanisms to improve ELL outcomes. First, teachers should use both culturally responsive practices and knowledge of language acquisition. Second, fostering family and peer supports creates positive learning environments. Finally, long-term solutions require policies addressing the socio-politico-economic disparities affecting ELLs. These results show, in a synthesized fashion, an approach to equitable quality education for ELLs.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0661/a.php" alt="Hit counter" /></p>

Teacher-learners' engagement in the reconceptualization of second language acquisition knowledge through inquiry

For decades, teacher educators have struggled to better prepare teachers who critically understand and utilize second language acquisition (SLA) theory and research. Using a sociocultural theoretical framework that positions teacher-learners as active users and producers of SLA theory, this study explores how teacher-learners in two sections of one capstone SLA course (offered in a graduate-level TESOL/World Language teacher education program) construct their SLA knowledge and praxis. We used thematic content analysis to examine our data set which included written artifacts teacher-learners produced during their course assignments, online discussion posts, observations of class discussions over sixteen weeks, and three questionnaires (completed before, in the middle, and at the end of the course). Findings revealed how teacher-learners externalized their understanding of SLA, struggled with contrasting perspectives, and resituated theory in light of past, present and future teaching. This study has implications for L2 teacher education by shedding light on processes of teacher learning and by offering an inquiry based model for SLA courses that prepare teacher-learners as transformative intellectuals and lifelong learners.

Detecting the Development of Language Skills in Current English Language Teaching in the Czech Republic

The current English language teaching (ELT) is based on the communicative principle whose aim is not only the acquisition of language knowledge but mainly the acquisition of the ability to make oneself understood in everyday situation. However, this communicative method should not be overestimated because there should be always a balance between the acquisition and learning of foreign language knowledge and skills so that pupils could achieve corresponding communicative competences. In addition, the four language skills should be integrated in ELT classes so that pupils could focus more on functional use of language. Therefore, the purpose of this article is firstly to evaluate the use of communicative method in present ELT; secondly, to explain the importance of communicative competences; thirdly, to explore whether all four language skills are well-balanced and/or whether some of these skills are more preferred in ELT in the Czech Republic or not; and finally, to propose methodological approaches to the successful development of the productive language skills.

The role of abstract syntactic knowledge in language acquisition: a reply to

In his paper “Do young children have adult syntactic competence?” Tomasello (Cognition 74 (2000) 209) interprets young children's conservatism in language production as evidence that early language use, and verb use in particular, are based entirely on concrete lexical representations, showing no evidence of abstract syntactic categories such as “verb” or “transitive sentence”. In this reply, I argue that Tomasello's interpretation depends on three questionable premises: (a) that anyone with a robust grammatical category of verbs would use new verbs in unattested sentence constructions; (b) that there are no reasons other than lack of syntactic competence for lexical effects in language use; and (c) that children always interpret a new verb presented in the context of an action on an object as a causal action verb, and therefore as one they should use transitively. I review evidence against all of these assumptions. Tomasello's data, among others', show that children indeed learn item-specific facts about verbs and other lexical items – as they must, to become competent speakers of their native language. However, other data suggest that more abstract descriptions of linguistic input also play a role in early language use. To achieve a complete picture of how children learn their native languages, we must explore the interactions of lexical and more abstract syntactic knowledge in language acquisition.

Event knowledge and early language acquisition

The role of event knowledge in early language acquisition was investigated. Thirteen two-year-olds were observed interacting with their mothers over a five-week period. During weekly observational sessions, dyads interacted in both a familiar-event context and an unfamiliar-event context. Events were represented by complex toys (e.g. airport, marina, etc.). In the familiar-event, dyads interacted with the same event-toy during each observation period. In the unfamiliar-event, these same dyads interacted with a different novel toy during each observation period. The results indicated that children's increasing event knowledge facilitated their language development. Specifically, children's lexical type use, action verb use, and MLU increased in the familiar-event, but remained unchanged in the unfamiliar-event. Event knowledge also facilitated children's lexical token use. Results are discussed in terms of the role of event knowledge in language acquisition.

A lexical‐semantic and syntactic‐grammatical analysis of Zambian English: Towards a ‘meaning‐to‐grammar hypothesis’ of classroom second language instruction

Abstract This study is an attempt to compare the intuitions and reasoned judgments of second language learners of English on a number of semantic and syntactic phenomena in the language. Using the speech processing approach, subjects were tested on lexical‐semantic and syntactic‐grammatical linguistic performance tasks. Interest was motivated by the role of semantic space and formal space in language acquisition (cf. Slobin, 1985). In turn, interest was motivated by recent studies on the role of implicit‐ and explicit knowledge in language acquisition, on the one hand, and meaning‐focused and form‐focused second language classroom instruction, on the other. Basing our arguments on an authentic data base and related studies, we conclude that since learners’ scores on the semantic phenomena tasks appear, comparatively, significantly higher than on syntactic phenomena tasks, it is logical to assume that classroom instruction should attempt to follow the same route. Hence, the ‘Meaning‐to‐Grammar Hypothesis’.

The Effect of Group Training Upon the Correction of Articulatory Defects in Preschool Children

SPEECH development in young children has received much attention from investigators of child behavior since the beginning of the century. In recent years the biographical records of vocabulary growth have been supplemented by systematically controlled studies of vocabulary, sentence length, and parts of speech, on large groups of children. Among these the works of Bateman (1), Smith (21), and McCarthy (14), have added much to our knowledge of language acquisition. The articulation phase of speech, however, has been neglected in the preschool years. Surveys on large numbers of school children at various ages from kindergarten to college, conducted by Wallin (29), Root (19), Blanton (5), Conradi (10), and Stinchfield (25), indicate that a considerable percentage of the school population possess speech defects. The estimates range from 2.46 per cent (Conradi) to 19 per cent (Stinchfield); but in general the authors agree that the percentage of defects decreases from kindergarten on. These investigators