Perspective Of Second Language Acquisition Research Articles

A Corpus-Based Approach to Investigate the Cohesive Features Across Different Levels of CEFR

Despite plenty of previous studies pointing out the importance of validating the CEFR scale, scant attention has been given to the validation of the CEFR cohesion scale based on learners’ corpus. This study aims to examine the cohesive features of written texts at different levels of the CEFR using a corpus-based approach. Employing the TAACO and Coh-Metrix tools, this study identified identifies seven categories of key cohesive features, namely connectives, lexical overlap (sentence), Type-token ratio (TTR) and Density, givenness, semantic overlap, hypernymy and deep cohesion of the CEFR. The results showed that hypernymy and deep cohesion were the strongest predictors to distinguish CEFR levels and these categories generally kept a nonlinear relationship with CEFR levels. This study provides empirical evidence to further validate and refine the CEFR cohesion scale and casts light on the development of cohesive competence across different levels of the CEFR from the perspective of second language acquisition. More importantly, this study can provide pedagogical implications for learning and assessing cohesive competence.

A Study of Language Metaphor and Emotional Expression from the Perspective of Second Language Acquisition

Metaphors are a critical aspect of acquiring English. It is grounded in the conceptual system of English L1 users, so there might be a discrepancy between the comprehension and utilization of learners of English as L2, especially if the metaphors entail one aspect of pragmatics, emotion. This paper concentrates on the comprehension and utilization of emotion metaphors in L2 English learners, composing mainly of high school students. The participants must fill out a questionnaire containing seven questions examining the aspects mentioned above of emotion metaphors and metaphors. After analyzing the answers, comprehension can be categorized into two categoriesbasic and deep. By dividing the level of comprehension, a correlation can be drawn between the comprehension level and production of emotion metaphors, using MIP, an established method to identify whether there is a metaphorical expression or not in a discourse. This paper tests the less focused side of the metaphor study, trying to draw a primary conclusion on the relationship between comprehension and utilization of metaphors in hopes of allowing learners of English as L2 to understand more about the mechanism of metaphors and how they are applied to describe emotions.

Research on the Teaching and Learning Strategies in College English Reading Curriculum from the Perspective of Second Language Acquisition

Research on the Teaching and Learning Strategies in College English Reading Curriculum from the Perspective of Second Language Acquisition

Study on the Acquisition Strategies in College English Reading Curriculum from the Perspective of Second Language Acquisition

Based on Theory of Second Language Acquisition, this paper analyzes the acquisition strategies in college English reading curriculum from the perspective of monitoring hypothesis, input hypothesis and affective filter hypothesis. The current reading atmosphere of "more learning, less acquisition" needs to be changed.

The Evaluation of the College English Textbook in China: From the Perspective of Second Language Acquisition

Textbooks play critical roles in promoting learning. Thus, analyzing the content and structure of textbooks can shed light on education. English language education has always been attached with paramount importance in China. This study, therefore, evaluated a widely used college English textbook: Contemporary College English 2 second edition (CCE2) from the perspective of second language acquisition to maximize the learning outcome of students using this textbook. This study started with a description of the textbook. Secondly, the study presented an analysis of the content and structure of the textbook. Thirdly, the author discussed the textbook from the perspective of input and output skills underpinned by theories of second language acquisition. The findings illustrated that CCE2 had pros and cons. It provides authentic input and pedagogical tasks for students, which would benefit students’ English proficiency development. However, the difficulty level of each unit is imbalanced, which might hamper students’ understanding of the reading texts. Based on these advantages and disadvantages, suggestions for both compilers and teachers about how to utilize CCE2 effectively were elaborated.

Saisir le vouloir-dire du français par les étudiants polonophones : quelles difficultés et quelles facilités ?

Grasping French vouloir-dire by Polish-speaking students: what difficulties and what facilities? The objective of this article is to analyze the question of French vouloir-dire from the perspective of second language acquisition. We start from the principle that each language has its own “genius” (Yaguello 1988) and that mastering a language means above all letting oneself be tempted by this genius. In this perspective, we focus on the study of the facilities and difficulties experienced by Polishspeaking students learning French as a foreign language. By presenting the results of an empirical study carried out in two universities in Poland, we show that it is possible to enumerate intuitive grammatical constructions and those whose logic remains difficult for both intuition and analytical thinking throughout the process of learning French. The study also discovers that there is a need to redefine the notion of vouloir-dire while taking into consideration language contacts and the linguistic biography of speakers.

AN ANALYSIS ON INDONESIAN ELT TEXTBOOK FOR GRADE XI FROM THE PERSPECTIVE OF SLA PRINCIPLES USING LITTLEJOHN’S FRAMEWORK

This paper outlines a procedure for language textbook analysis from the perspective of second language acquisition (SLA) principles using a minimally modified version of Littlejohn’s three-level framework by Guilloteaux as a preliminary procedure to textbook evaluation for selection. The aim is to analyze to what extent does Indonesian ELT textbook for grade XI reflects the universal SLA principles. The universal SLA principles used as material analysis criteria in this paper were drawn from the literature selected by Guilloteaux. This analysis revealed that the Indonesian ELT textbook by the Ministry of Education and Culture reflected SLA principles closely. Although only in-use evaluation can determine the extent to which this textbook actually supports language acquisition, the evidence suggests that the textbook is potentially supportive to English language learning.

Documenting L2 input and interaction during study abroad: Approaches, instruments and challenges

A major rationale for study abroad (SA) from the perspective of second language acquisition is the presumed opportunity available to sojourners for naturalistic second language (L2) “immersion”. However, such opportunities are affected by variations in the linguistic, institutional and social affordances of SA, in different settings. They are also affected by the varying agency and motivation of sojourners in seeking second language (L2) engagement. For example, many sojourners prioritize mastering informal L2 speech, while others prioritize academic and professional registers including writing. Most will operate multilingually, using their home language, a local language, and/or English as lingua franca for different purposes, and the types of input they seek out, and language practices they enter into, vary accordingly. Consequently, while researchers have developed varied approaches to documenting L2 engagement, and have tried to relate these to measures of L2 development, these efforts have so far seen somewhat mixed success. This article reviews different approaches to documenting SA input and interaction; first, that of participant self-report, using questionnaires, interviews, journals, or language logs. Particular attention is paid to the popular Language Contact Profile (LCP), and to approaches drawing on Social Network Analysis. The limitations of all forms of self-report are acknowledged. The article also examines the contribution of direct observation and recording of L2 input and interaction during SA. This is a significant alternative approach for the study of acquisition, but one which poses theoretical, ethical and practical challenges. Researchers have increasingly enlisted participants as research collaborators who create small corpora through self-recording with L2 interlocutors. Analyses in this tradition have so far prioritized interactional, pragmatic and sociocultural development, in learner corpora, over other dimensions of second language acquisition (SLA). The theoretical and practical challenges of corpus creation in SA settings and their wider use to promote understandings of informal L2 learning are discussed.

Analyzing The Content of Senior High School Textbooks Towards SLA-Based Principles

This research outlined framework for English textbooks analysis from the perspective of Second Language Acquisition (SLA). The aims are to find out the parts of the material which are in line with SLA principles and the part of the material which are not in line with SLA principles. These parts of the textbooks were analyzed using modified version of Littlejohn’s (materials development in language teaching, 2011) analysis task. The English textbooks were analyzed entitled Pathway to English for Senior high School, published by Erlangga, for Grade X ; XI and XII. The data were assessed by sign, plus point when the features in modified Littlejohn analyzing task are in line with SLA and minus pointwhen they are not. In the data analysis technique, the percentage of initiate shows 99% activity/task initiating learner to respond the instruction which is in line with SLA principles, whilst only 1% is not required respond which are not in line with SLA principles. The part of focus shows plenty activity promoting meaningful task with 51% whilst focus on form with 12%. The part shows that they are in line with SLA principle for giving more focus on meaning. In part of mental operation, the percentage shows most activities covered the features of SLA principles, only 1 % pointed to task which is not line with SLA principles (repeat/reproduce with substitution). In part of who with, individual work dominated the tasks with 60%, individual/pair/group/whole class with 24%, whilst presentation both in group/pair with 2%. In the part of content, the percentage shows most input materials to learners are written content with 90%, output written materials to learners with 57%, whilst input aural material shows only 28% and output aural material shows 24%. The data also shows that 99% the source of the material come from the textbook itself and there is only 1% materials comes from learners. The data of nature content covered non-fiction with 94%, fiction with 6%, and grammar explanation with 20%, song with 4% and learner’s personal information/opinion with 11%. In sum, the content material in the three textbooks are recommended to use both by teacher and learner because they are in with SLA principles.

Feasibility Analysis of Applying Flipped Classroom to College Foreign Language Teaching from the Perspective of Second Language Acquisition

Feasibility Analysis of Applying Flipped Classroom to College Foreign Language Teaching from the Perspective of Second Language Acquisition

An Analysis of the Characteristics of Chinese Female College Students’ English Conversation

This article analyzed the characteristics of Chinese female college students’ English conversation from the perspective of second language acquisition by using some theories of sociolinguistics and discourse analysis. After analysis, it was found that female students used hedges and intensifiers extensively in second language conversations. Additionally, the participants consciously maintained the face of their peers and made the conversation take place in an atmosphere of equality and solidarity. Through the use of deixis, the conversation was well organized and carried out smoothly. The participants changed their roles, gave and took the floors, and offered new information to prolong the conversation. Although female language had many characteristics, it cannot be fully reflected in this sample conducted in a second language.

Can a sociolinguistic perspective of Second Language Acquisition solve ‘the longstanding human curiosity’ of learning languages?

Can a sociolinguistic perspective of Second Language Acquisition solve ‘the longstanding human curiosity’ of learning languages?

Language learning experience of two Vietnamese language adult learners

In-depth research on Second Language Acquisition (SLA) has shed light on different factors affecting learners� process of learning an additional language (AL). The well-researched factors may include age, inter-linguistic influences, language aptitude, cognition, motivation, and so forth. This case study report compares two adult learners� language learning experiences from social and cognitive SLA perspectives. The key findings reveal that both of the learners mostly relied on three significant factors such as motivation, learners� identity and inter-linguistic influences to acquire the language. From the findings, the paper then suggests some pedagogical implications to maximize the effectiveness of English classroom practices.

Linguistic and cultural learning processes of four Chinese exchange students at a women’s university in Japan

With an inter-disciplinary perspective of second language acquisition and cross-cultural adaptation, this study explores the nature of linguistically- and culturally-specific learning processes perceived by sojourners during study abroad. Methodologically, their diary entries with follow-up interviews were analyzed using the grounded theory approach. Findings included two themes that emerged as key in determining and reflecting sojourners’ learning processes in the host environment: (1) attitudes towards normative or authentic language use; and (2) perceptions of traditional or exploratory identity. Furthermore, dynamic tensions were observed between these two themes, constrained by the prescriptive knowledge and skills that sojourners had developed in formal classroom instruction and learning in the home country.

Theoretical syntax in second language acquisition research and in second language classroom research

Second language teaching practicioners have tried to a greater or lesser extent in the past to apply the insights of linguistic theories to teaching methodology and curriculum design. A diverse range of sub·disciplines within the global field of linguistics, such as sociolinguistics, psycholinguistics, discourse theory and pragmatics are generally considered to be relevant. This gives evidence of the widely-held view that second language acquisition is an extremely complex phenomenon of a multi-faceted nature. (See the Appendix to this paper for a list of some recent works within the general field of second-language learning and teaching.) The purpose of this paper is to review the issues that are generally acknowledged to be relevant to theories of second language acquisition, to outline the riature of second language classroom research, and in particular to deal with the insights that the Universal Grammar approach can provide as regards the development of the second language grammar of learners. The Universal Grammar perspective of second language acquisition will then be discussed with respect to its implications for teaching practice, and more specifically for the role of grammar in instruction and input.

从二语习得角度对英语动结式分类的探讨

在英语动结式分类问题上，学者们依据不同的划分标准对英语动结式进行了分类，值得注意的是，迄今为止，国内外从二语习得角度进行分类的研究少之甚少，几乎没有。本文赞同Healy和Miller (1970)[1]的观点，认为二语习得者在理解英语句子过程中动词起主要作用。本研究从汉语母语者二语习得角度出发，在以往学者分类的基础上，根据以下三个标准：一、有无动词后名词；二、动词后名词与动词的语义选择关系；三、动结式同指与异指，将英语动结式分为四种类型，分别是带真宾语英语动结式、带假宾语英语动结式、带反身代词英语动结式和不带宾语动结式。本文认为将英语动结式分为此四类具有理论合理性和实证可验性，为实证研究提供相关理论背景，有利于日后实证研究工作的开展。 Scholars have classified English resultatives into different types according to various criteria. However, it is notable that there is no study classifying English resultatives from the perspective of second language acquisition at home and abroad so far. This paper agrees with the viewpoint of Healy and Miller (1970) [1] that as for the second language learner, the verb plays a central role in the process of comprehending English sentences. Based on the classifications of previous scholars, this paper classifies English resultatives into four types from the point of English Foreign Language learners. According to these three standards—1) whether the sentence is with the postver-bal noun or not; 2) the semantic selective relation between the verb and the postverbal noun; 3) whether the subject and the postverbal noun are coreferential or not, the paper classifies English resultatives into the following four types: the Subcategorized Object Resultative, the Non-subca-tegorized Object Resultative, the Fake Reflexive Resultative, and the No Object Resultative. The paper holds that English resultatives are divided into the four types with theoretical reasonability and empirical verifiability. The paper also provides relevant theoretical background to empirical researches and it is beneficial for future empirical research.

AI in CALL--Artificially Inflated or Almost Imminent?

The application of techniques from artificial intelligence (AI) to CALL has commonly been referred to as intelligent CALL (ICALL). ICALL is only slightly older than the CALICO Journal, and this paper looks back at a quarter century of published research mainly in North America and by North American scholars. This 'inventory taking' will provide a basis for establishing the place, context, and direction of ICALL in the CALICO Journal, CALICO organization, and CALL research and development in general. As a point of reference, I will use a list of desiderata for ICALL (Oxford, 1993) from the outside perspective of second language acquisition (SLA).

Language Textbook Selection: Using Materials Analysis from the Perspective of SLA Principles

This paper outlines a procedure for language textbook analysis from the perspective of second language acquisition (SLA) principles as a preliminary procedure to evaluation for selection. The aim is to provide a tool that allows comparison of the potential of textbooks for supporting students’ language learning. To this end, ten general principles representing a spectrum of SLA theories were drawn from the literature. Then five EFL textbooks produced in South Korea were analyzed using a minimally modified version of Littlejohn’s (Materials development in language tea, 1998, 2011) task analysis schedule. The low-to-medium inference instrument enabled the analysis of all the activities contained in the sampled units, yielding frequency tallies. Final rankings indicated that the procedure did discriminate between the sampled textbooks, revealing a clear cluster of three books that reflected SLA principles more closely. Although only in-use evaluation can determine the extent to which these textbooks actually support language acquisition, the evidence suggests that they are potentially more supportive than the lower scoring books. The procedure outlined in this paper could be of use to language educators, those involved in language materials publishing, and government officials involved in the approval of language materials.

Typology of rhythm reconsidered: an SLA perspective

Abstract This paper offers an analysis of various typologies of speech rhythm with a Second Language Acquisition (SLA) perspective. The notion of isochrony and the enduring stress- and syllable-time theory are shown to be perception-, rather than production-, related. Duration-centered statistical approaches are found to measure phonotactics rather than establish a functional typology. It is further argued that no existing rhythmic typology can be recognized as efficiently organizing data to enable grouping and comparison of languages, a highly coveted tool in SLA. The outline of an SLA relevant classification, taking into account phonological elements and phonetic processes, is sketched.

Acculturation strategy and language experience in expert ESL speakers: An exploratory study

Acculturation and language proficiency have been found to be inter-related both from the perspective of second language acquisition (Schumann, 1978, 1986) and socio-psychological adaptation in cross-cultural contacts (Ward, Bochner, & Furnham, 2001). However, the predictions as to the effect of a particular strategy on success differ, with assimilation believed to create most favourable conditions for SLA and integration for general well-being. The present study explores acculturation patterns in three expert users of English as a second language, recent Polish immigrants to the UK, in relation to their language experience. The qualitative data were collected with the use of a questionnaire and analysed with respect to language experience and socio-affective factors. The analysis aimed at better understanding of the relationship between language learning in a formal context and language use in a natural setting on the one hand and the relationship between language expertise and acculturation strategy choice on the other. The results show that in spite of individual differences, expert language users tend to adopt an assimilation rather than integration acculturation strategy. This may suggest that attitudes are related to expertise in English as a second language in a more conservative way than advocated by cross-cultural approaches.