Second Language Acquisition Principles Research Articles

Teaching and Learning English in the Degree in Infant Education: A Proposal for a Content-Enhanced Syllabus Model

This paper presents a proposal for a content-enhanced syllabus model aimed at teaching and learning English in the Degree in Infant Education. The proposal addresses the challenge of providing meaningful learning opportunities to develop the linguistic and communicative competence of the learners. It acknowledges the limitations of the general needs approach commonly used in coursebook-driven English Language Teaching (ELT) within this specific context. Instead, the proposal considers the future professional needs of the learners. Thus, the main goals of the proposal are to develop the learners' learning-to-learn competence, focusing on learning strategies and self-directed learning resources, while fostering their language awareness, particularly in terms of pronunciation and form-meaning mappings. Additionally, the proposal incorporates a lexical, discourse-based approach that emphasizes the importance of multi-word units in language structure, second language learning, and language use. It prioritizes practices like noticing and cognitive engagement, supported by thinking routines, as well as exposure to relevant and rich input. In this way, the proposed content-enhanced syllabus translates into an instructional design based on validated principles of Second Language Acquisition. It revolves around meaning-focused language tasks, functional activities, and the utilization of authentic multimodal materials. This type of syllabus requires active participation from the learners, encouraging them to take an active role in their own learning process. By implementing this proposal, it is hoped that learners will enhance their linguistic and communicative competence, as well as their ability to learn effectively.

Leveraging AI tools to develop the writer rather than the writing

Scientific writing can prove challenging, particularly for those who are non-native English speakers writing in English. Here, we explore the potential of advanced artificial intelligence (AI) tools, guided by principles of second-language acquisition, to help scientists improve their scientific writing skills in numerous contexts.

Attitudes of Teachers toward Multilingualism, Heritage Language Maintenance, and Second Language Learning at School

Introduction: Providing an adapted language input in a multicultural classroom is often challenging to educators. Teachers are frequently the parents’ first contacts for language counseling and educational support, and therefore, they may influence the language exposure not only in the classroom but at home as well. This study aimed to investigate the cognitive, emotional, and behavioral attitudes of teachers toward multilingualism in Flanders. The effects of contextual teacher- and school-related properties on the attitudes of teachers were also considered. Methods: An online survey questioning the cognitive, emotional, and behavioral attitudes of teachers was developed and distributed to all schools in Flanders. 710 preschool, primary, and secondary teachers completed the questionnaire. Results: The results showed rather positive attitudes toward heritage language maintenance and multilingualism. However, there are still some misconceptions about multilingual language learning strategies. Teachers are interested in extra training, as they find it hard to use the languages of their pupils as a resource in their teaching practice. Discussion: Teachers mostly consider multilingualism an added value. Supplementary training and extra advice given by speech-language therapists could be helpful to inform teachers about the importance of their students’ proficiency in the heritage language and could give teachers insight into the principles of second language acquisition.

Common Ground: Second Language Acquisition Theory Goes to the Classroom ed. by, Florencia G. Henshaw and Maris D. Hawkins

Reviewed by: Common Ground: Second Language Acquisition Theory Goes to the Classroom ed. by, Florencia G. Henshaw and Maris D. Hawkins Heather Sandy Henshaw, Florencia G., and Maris D. Hawkins. Common Ground: Second Language Acquisition Theory Goes to the Classroom. Hackett Publishing Company, 2022. Pp. 198. ISBN 978-1-64793-006-6. Common Ground: Second Language Acquisition Theory Goes to the Classroom presents definitions and background information of basic principles of second language acquisition (SLA) along with examples of classroom applications. The book focuses on the three modes of communication (interpersonal, interpretive, and presentational) at varying proficiency levels. The text is organized into three sections: SLA and Pedagogy, Interpretive Communication, and Presentational and Interpersonal Communication. In the first chapter of the first section, the authors focus on definitions and guiding principles of SLA. In the second chapter, they focus on planning for assessment and assessing for proficiency. The focus of the second section is interpretive communication, and the first chapter in the section provides information on what input, both aural and visual, should look like in a language classroom. The authors discuss the comprehensibility of resources made for language learners [End Page 158] versus materials written by native speakers for native speakers. The next chapter continues explaining strategies of reading, listening, and viewing input with activity examples. The final section of the text discusses output—presentational and interpersonal. The first chapter focuses on the characteristics and role of output in the language classroom, as well as suggestions on how to scaffold the output process. The authors present Swain’s Output Hypothesis (137) in contrast to Krashen’s Input Hypothesis (68–69). Although the authors focus more on input throughout the book, they acknowledge the importance of output. “If our goal is to help learners develop communicative ability in the target language, then both input and output should have a place in our curriculum because they play important, yet different, roles in language acquisition and development” (138). In the next chapter, the authors focus on interpersonal communication. They present characteristics and the role of interaction in the language classroom, as well as a discussion of the types of tasks students complete. At the beginning of each chapter, the authors ask the reader to answer a few questions before beginning to read—a pre-test, which is also an outline of the topics to be discussed in each chapter. Readers are to decide if the statements are true or false. For example, at the beginning of chapter six, the authors declare “Recasts are the most effective way of providing oral corrective feedback” (161). The reader is told that “Once you have finished, or while you are reading this chapter, verify your answers” (161). However, the reader is not reminded of the questions again. To continue, in each chapter, the authors offer a few sections titled, “In case you’re wondering” where they ask a question and succinctly answer the question related to the topic of the chapter. For example, in chapter two, which focuses on proficiency, the authors ask, “What do I do if I have a group of students with very different proficiency levels from day 1?” (32). This is an example of a question language educators may have but does not necessitate the need for a separate section in the chapter. Having a few of these boxed, short sections in each chapter helps to break up the technical focus of the SLA discussion. Each chapter concludes with five to nine examples titled, “What Does It Look Like in the Classroom?” The authors present examples at varying proficiency levels focusing on the three modes. Each chapter also concludes with a section titled, “Now That You Know,” which contains discussion and expansion questions and observation and application activities that can be done individually or in a group setting by pre-service or current teachers. The authors also provide a website that offers a list of suggested readings, webinars, and other resources through the publishing company. Once there, readers can access links to journal articles, books, blog posts, webinars, podcasts, video-casts, online databases, and other resources that support and expand upon the topics in the text. The additional resources offer a multitude...

Fun and frustrating: Students’ perspectives on practising speaking English with virtual humans

Speaking in a foreign language is considered challenging to both teach and learn. Virtual humans (VHs), as conversational agents (CAs), provide opportunities to practise speaking skills. Lower secondary school students (N = 25) engaged in an AI-based spoken dialogue system (SDS) and interacted verbally with VHs in simulated everyday-life scenarios to solve given tasks. Our analysis is based on system-generated metrics and self-reported experiences collected through questionnaires, logbooks, and interviews. Thematic analysis resulted in seven themes, revolving around the speaking practice method, scenarios and technology, which, in combination with descriptive statistics, enabled a deeper understanding of the students’ experiences. The results indicate that, on average, they found it easy, fun, and safe, but sometimes frustrating in scenarios not always relevant to their everyday lives. Factors suggested as underlying the levels of experienced frustration include technical issues and constraints with the system, such as not being understood or heard as expected. The findings suggest that lower secondary school students conversing with VHs in the SDS in an institutional educational context facilitated a beneficial opportunity for practising speaking skills, especially pronunciation and interaction in dialogues, aligning with the key principles of second language acquisition (SLA) for language development.

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.

DAILY VERBS: TEACHING ENGLISH VERB TENSES THROUGH A SIMPLE VIDEO GAME

This study introduces an educational game called “Daily Verbs” which teaches verb tenses to second language learners. The mechanics of the game is simple. The player moves a sprite through daily tasks and to each task there is a sentence attached stating the relevant tense. In the game, the researcher made use of Stephen Krashen’s principles of second language acquisition, namely, the acquisition vs. learning hypothesis, the affective filter, and the monitor hypothesis. Their manifestation in the game is explained in this study. Besides, the researcher made extensive use of John Gee’s 13 principles of learning embedded in video games. Their evidence in the game is also explained in the study.
 
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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.

PRINCIPLES OF SECOND LANGUAGE ACQUISITION IN CHILDREN

To understand the principles of second language acquisition, we could adopt a variety of perspective. Research on second language acquisition (SLA) by children and adults is characterized by many different subfields and perspectives, both cognitive and social in orientation. Although children feature as participants in this research, it is relatively rare to find reviews or overviews of SLA that deal specifically with child SLA although there are a few important exceptions. This general lack of focus on children’s SLA is somewhat surprising, considering that data from children as first language learners have often provided a basis and impetus for SLA theorizing. Among the best-known first language studies to prove influential was Brown’s seminal work showing a predictable order of morpheme acquisition by children under the age of three. Many early years settings now welcome children and families from different cultures who use languages other than English. Young children who are starting to learn English as an additional language may also be attending a nursery school, pre-school, day nursery or child-minder perhaps for the first time. They will bring with them many skills and experiences from their home culture and will be both anxious and excited about their new situation. A good foundation for learning English as an additional language is embedded in quality early years practice. To know more about the principle of second language acquisition in children, this paper will present some issues related with it such as the nature and the role of language learning and the logical problem in language learning.

Language as an including or excluding factor in mathematics teaching and learning

This article explores the power of language to either include or exclude certain groups of students from genuine opportunities for mathematical sense-making. The substantial increase worldwide in the number of students learning mathematics through a language other than their primary language makes this a particularly urgent issue. This paper focuses on the South African situation, where, because English is widely perceived as the language of opportunity, it is, by grade 4, overwhelmingly the chosen language of learning and teaching. The epistemological and pedagogical consequences of this choice are evidenced in the poor performance of the country’s students on national and international assessments of mathematical proficiency. Drawing on research literature around language immersion education models and the extent to which these align with certain key principles of second language acquisition, this position paper motivates for a stronger and more sustained commitment to providing students, particularly those from marginalized and vulnerable communities, with opportunities for becoming both bilingual and biliterate. Empirical data from two South African grade 4 mathematics classrooms are used to illuminate aspects of the mathematical sense-making challenges students and their teachers face without such commitment.

The contribution of customized lessons with cultural content in the learning of EFL among undergraduates

This qualitative descriptive action research study explores the contribution of customized lessons with cultural content in the learning of English as a Foreign Language (EFL).. This study was conducted with a group of 17 undergraduates from the English Language Teaching (ELT) program at a state university in south-eastern Colombia. Data were collected via students’ artefacts (EFL lessons developed by the participants) with corresponding self-assessment, teachers’ field notes, and surveys on students’ perceptions. Findings suggest that designing customized lessons anchored in principles of second language acquisition results in more effective language learning. Additionally, using cultural content in the lessons makes communication more meaningful as undergraduates develop cultural knowledge and understanding. Finally, addressing learning styles and providing learning strategies in the lessons greatly contribute to EFL learning among undergraduates.

Evaluating technology integration in a Vietnamese university language program

In the main, evaluation in CALL has focused on the assessment of the individual use of technology in accord with the principles of second language acquisition. Now that CALL focuses on the full integration of technology in language programs, evaluators are urged to take into account a wide range of factors that span institutional policy, departmental culture and classroom practice. In this study, we use an argument-based approach to evaluate technology integration within an English language program at a leading university in Vietnam. Using a layered approach and qualitative techniques to gather data, we examine how administrators and lecturers at the departmental, or meso, level perceive technology integration in an English language program. Results of the study inform technology integration, stakeholder identification, resource allocation and curriculum interpretation, and concludes with a discussion of the utility of blended language program evaluation.

Using geospatial technology to teach language and content to English learners

It has been well documented that English learners (ELs) in U.S. secondary schools have limited access to rigorous content area curriculum, in particular science. Yet watering down or forgoing content area instruction compromises the short‐ and long‐term academic trajectories of ELs. Thus, the need for science curricula that marries rich learning opportunities with language support continues to be a pressing need in EL education. This article draws on an innovative inquiry‐based science curriculum to demonstrate how geospatial technologies can be utilized to provide ELs with rigorous academic and second language learning opportunities. The featured curriculum includes tasks that engage students in locally relevant issues and draws on principles of second language acquisition and geospatial learning. The curriculum ultimately demonstrates how opportunities to learn can be cultivated for ELs as well as other language learners in a wide range of academic contexts.

Parental Views of Minority Language Instruction in a Spanish Enrichment Program and for English Language Learners

Forty parents of children enrolled in a Spanish Enrichment Program (SEP) at a Southern California university’s children’s center responded to a questionnaire inquiring on their attitudes toward their children learning Spanish, as well as the principles of bilingualism and the instructional use of minority languages with English Language Learners (ELLs). While parents appeared to support the SEP and the tenets of bilingualism, and value their children’s development of bilingual skills, their support for the instructional use of minority languages with ELLs to help these students develop bilingual skills was not as strong. However, notably, a large number of participants were “not sure”. This finding hints at the need for a concerted effort on the part of the SEP’s faculty and staff to provide parents with more information on the principles of second language acquisition and bilingualism in general, in order to benefit all children, not just their own

Medical Spanish Programs in the United States: A Critical Review of Published Studies and a Proposal of Best Practices

Background: Despite an increasing demand for medical Spanish training, there has never been a comprehensive review of the methodology and outcomes of existing programs. Purpose: This article critically reviews studies published about medical Spanish education and proposes best practices for curriculum design and program research and evaluation. Methods: The authors reviewed articles published on medical Spanish programs in the United States from 1977 to 2012, then appraised them for the presence of five factors commonly used in second-language acquisition (SLA) research. Results: Only 2 of 23 published studies of programs met all 5 criteria. There was high variability in design and infrequent use of valid and reliable outcome measures. No consensus emerged as to best practices. Instead, reported outcomes were often inadequate surrogate markers for desired educational outcomes in interactions with Spanish speakers. Conclusions: There is a significant need for effective medical Spanish programs based on solid SLA principles and research methods.

CALL Evaluation for Early Foreign Language Learning

This paper provides a critical review of the literature between 1980 and 2005 on the evaluation of resources for computer-assisted language learning (CALL) with a particular emphasis on elementary education. An analysis of that literature indicates that there are a range of approaches to evaluation that have been somewhat monolithic and possibly linked to a postpositivist approach to research in education. Today's elementary classroom, where foreign languages are learned, requires a more interpretivist approach to the evaluation of CALL resources informed by the principles of second language acquisition (SLA) theory, instructional design theory, early foreign language (FL) teaching methodologies, and the connection of FL curriculum with other curriculum areas to promote meaningful student-centered interactions. A critique of the literature using factors of multivocality, contextualization, and interpretation is followed by the proposition that these may provide a framework for future CALL evaluation. The evaluation of CALL has a complex relationship with elementary education and therefore CALL evaluation may best be integrated within teacher education programs.

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.

Exploring the interface between World Englishes and Second Language Acquisition – and implications for English as a Lingua Franca

Abstract This paper explores and attempts to explain cognitively-based similarities between ELF uses and newly-emerged World Englishes, notably ESLs (stable second-language varieties) but also EFL forms, from a theoretical perspective, with an eye on earlier scholarship, and in an exemplary case study. Starting out from definitions of some core concepts, it is argued that the common ground underlying ESL, EFL and ELF is to be found in principles of Second Language Acquisition, such as preferences for simplicity, analogy, or isomorphism. A range of earlier studies which point out parallels between these categories is critically surveyed and supplemented by some new, pertinent data drawn from the VOICE corpus. In an extended case study of select structural features of finite vs. non-finite complement clause formation in ESL varieties, the hypothesis is tested that ESLs show traces of SLA effects by preferring relatively more isomorphic structures over less transparent ones, and implications of the findings for ELF are considered. It is suggested that ESLs and ELF are related via SLA effects and cognition and that sociolinguistically stable ELF settings may be hypothesized to represent initial stages in a trajectory towards ESL formation.

Can Communicative Principles Enhance Classical Language Acquisition?

Is it feasible for nonfluent instructors to teach Biblical Hebrew by communicative principles? If it is feasible, will communicative instruction enhance postsecondary learning of a classical language? To begin answering these questions, two consultants representing second language acquisition (SLA) and technology-assisted language learning led 8 Biblical Hebrew instructors and a graduate assistant through a 3-year process involving study of SLA principles, development of Biblical Hebrew classroom manuals, training of teachers, and field-testing of materials with more than 90 students in 7 institutions. More than two-thirds of the students and all instructors found the communicative approach both effective and preferable to grammar-translation and audiolingual methods customarily employed for learning classical languages.

The Influence of SLA Training in Curricular Design among Teachers in Preparation

This study reports on how language teachers in preparation integrate key concepts from second language acquisition (SLA) theory into CALL curricular design. The need for language teachers who have had SLA coursework to receive orientation to student-centered learning in a CALL context has been identified previously (Kessler, 2010). This research is intended to provide insight into the ways that students can more effectively design CALL environments with activities that are based on SLA-informed pedagogy. The suggestion is made that in order to successfully integrate SLA theories and CALL, not only is it beneficial for SLA principles to be incorporated into CALL courses but also for SLA theory courses to address the opportunities that CALL may offer for integrating SLA principles within the language classroom.