Second Language Acquisition Research Research Articles

Inga Language and Culture Revitalization in Putumayo, Colombia

Increasing levels of Quechua–Spanish bilingualism and increased use of Spanish within indigenous communities and classrooms have given rise to concern about Quechua language maintenance (Hornberger, 1988, 1998, 1999; Hornberger & CoronelMolina, 2004). The present investigation is preliminary and explores the possibility of bilingual intercultural education to promote Quechua (Inga) language revitalization in the Putumayo region of Colombia. Because of the large role that schooling has played in the language shift process, Inga language revitalization efforts have focused on implementing use of the Inga language in schools. This paper offers suggestions based on research in second language acquisition (SLA), language revitalization, and bilingual intercultural education to improve recent efforts and overcome the many overt and covert challenges that exist to bilingual education implementation in Putumayo, Colombia. This article attempts to bring such forms of resistance to the surface and provide suggestions for overcoming them, in hopes of facilitating the grassroots-initiated language planning goals of culture revitalization and reversing language shift that are already in place.

In Babel's Shadow: Multilingual literatures, Monolingual States

In Babel's Shadow: Multilingual literatures, Monolingual States

The Relationship Between Working Memory Capacity and L2 Oral Performance Under Task‐Based Careful Online Planning Condition

The Relationship Between Working Memory Capacity and L2 Oral Performance Under Task‐Based Careful Online Planning Condition

Psycholinguistic techniques and resources in second language acquisition research

In this article, a survey of current psycholinguistic techniques relevant to second language acquisition (SLA) research is presented. I summarize many of the available methods and discuss their use with particular reference to two critical questions in current SLA research: (1) What does a learner’s current knowledge of the second language (L2) look like?; (2) How do learners process the L2 in real time? The aim is to show how psycholinguistic techniques that capture real-time (online) processing can elucidate such questions; to suggest methods best suited to particular research topics, and types of participants; and to offer practical information on the setting up of a psycholinguistics laboratory.

Second-Language Acquisition Research on Critical Period Effects: Caveats and Statistical Fallacies

Second-Language Acquisition Research on Critical Period Effects: Caveats and Statistical Fallacies

Can research into the diagnostic testing of reading in a second or foreign language contribute to SLA research?

Language testing researchers have recently shown interest in diagnostic testing. However, diagnostic testing requires a better understanding of language abilities at a less general level than has been normal in language testing, and this has posed challenges to testers to define their diagnostic constructs both theoretically and operationally. In theory, second language acquisition (SLA) should be able to offer insights into the construct of reading in a second or foreign language (S/FL), and testing ought to be able to base diagnostic tests of S/FL reading on theoretical insights from SLA. It is, however, unclear whether this happens in practice. In this paper we examine the potential synergy between second language acquisition and second and foreign language testing, and we report on progress in three inter-related research projects into S/FL reading.

Framing the Problem of Identity in Composition and TESOL Studies: A Sampler

This article looks at how the intricate issue of identity has been addressed and framed in composition and TESOL studies (C&T). It reviews five articles and a book as a sampler to explore identity research in various contexts ranging from the problematic rise of identity in second-language acquisition (SLA) research in 1997, which represented a paradigm shift in SLA research, to other research dealing with second-language (L2) learners’ identity, identity in a teacher training program (i.e., identity of student teachers), and finally, teacher identity as a transformative pedagogy.

Review of doctoral research in second language acquisition in Germany (2006–2009)

Our overview of current dissertation work at German universities has identified four main strands of research interest within the field of second language acquisition (SLA). The 38 Ph.D. theses reviewed here were all read between 2006 and 2009 and fall into the subject areas of: foreign language (FL) teaching in primary school, Content and Language Integrated Learning (CLIL) and multilingual pedagogy, language learner autonomy, and multimedia and language learning. Research methods are mostly qualitative in nature, although method and instrument triangulation are common, and studies often involve smaller research groups. The focus of study tends to be quite practical, reflecting the need to adapt teaching curriculums and learning materials to changing learning situations and populations.

Language Learning Strategies Used by Successful and Unsuccessful Iranian EFL Students

The important part language learning strategies play in second language acquisition(SLA) has been noted by many SLA researchers and also, many studies have been conducted to explore them (Rubin, 1975 and 1981; Naiman et al., 1978; O’Malley et al., 1985 and 1990; Ellis, 1985; Oxford, 1990 and Cohen, 2000). Since language is socially mediated and context dependent, it would be expected that learners’ use of language learning strategies may vary with the environment. This study examines the application of language learning strategies by successful and unsuccessful Iranian EFL students. To do so, memory, cognitive, compensation, metacognitive, affective and social language learning strategies were investigated. To collect data, the Strategy Inventory for Language Learning (SILL; Oxford, 1990) was administered to successful and unsuccessful EFL students. They, then, were analyzed using descriptive statistics. The findings of the study indicated that successful EFL students used a wider range of learning strategies and different from those often preferred by their unsuccessful peers. The former often used metacognitive strategies while the latter tended to use surface level cognitive strategies. The results of this study can be beneficial for Iranian language teachers in terms of raising their awareness on narrowing the gap between the students’ language learning strategies and their teaching methodologies preferences.

L’analyse conversationnelle comme approche "sociale" de l’acquisition des langues secondes: une illustration empirique

This paper examines Conversation Analysis as applied to the field of Second Language Acquisition (SLA). The epistemological framework of CA is first presented and then exemplified through the study of disagreements accomplished by lower intermediate level learners of French L2. Micro-sequential analyses are carried out on a corpus of classroom interactions. The analyses shed new light on practices which have been the focus of previous studies in SLA. The analyses show how learners manage to finely tune their disagreement to the local circumstances by means of diverse resources (e.g. sequential, prosodic), while at the linguistic level, the disagreements appear direct and explicit (essentially turn-initial "no") – which has been interpreted in earlier research as an indicator of limited competence in the L2. On the basis of these results, we discuss specific contributions of Conversation Analysis to SLA research, as well as its limits with regards to other socially oriented approaches to SLA.

Can SLA research and ELT practice be of benefit to each other?

This paper examines implicit beliefs about language learning through a critical analysis of foundation English language course descriptions at Thai universities. Course descriptions provide an overview of the broad goals and methods for specific English language learning contexts. Critically analyzing such descriptions allows us to identify how course designers view the nature of language and language learning, and these views can be compared with the research literature on second language acquisition (SLA) and language learning. The data examined come from 22 foundation English language courses at nine of the largest public universities in Thailand. The data were analysed for word frequency, thematic categorization, and collocations. The findings show that language learning is viewed as the acquisition of skills rather than knowledge; a variety of approaches to language learning are used; skills learning involves building on existing abilities, knowledge learning involves giving, and understanding involves enabling; and little attention is paid to attitudes and non-language objectives. These findings were compared against the literature on SLA and language learning using six recently published texts. The methods used to teach English at Thai universities largely reflect the language learning research literature, but the objectives of teaching are rarely considered in the field of SLA. If SLA research is to have practical implications for language teaching, more attention needs to be paid to the learning of language skills.

Conceptions of Language Input in Second Language Acquisition: A Case of Vietnamese EFL Teachers

Conceptions of Language Input in Second Language Acquisition: A Case of Vietnamese EFL Teachers

Introduction: Current Developments in Form-Focused Interaction and L2 Acquisition

The purpose of this special issue is to explore some of the key issues in form-focused interaction and second language (L2) development. We define form-focused interaction as any attempt to draw learners’ attention to linguistic forms in the course of meaning-focused interaction, through various forms of interactional feedback and focus on form. Our goal is to gain further insights into this vibrant area of second language acquisition (SLA) research by exploring and understanding how such interactions work and the effects they have on L2 acquisition. Although the concept of consciousness and its role has been a matter of much controversy in the field of SLA, there is general agreement that some level of attention to form is required for language acquisition (e.g., Schmidt, 1990, 1993, 2001; Tomlin & Villa, 1994). In order to help language learners pay attention to grammatical features, the features must be made salient (Overstreet, 2007). Authors such as Sharwood-Smith (1991, 1993), VanPatten (1990, 1994, 1996), Schmidt (1993, 2001), and Simard & Wong (2001) maintain that when specific features of language input are salient, learners are more likely to pay attention to them and consequently select them for intake, which makes further processing of these features possible. This view is supported by empirical studies demonstrating that increased attention to form results in more learning (e.g., Jourdenais, Ota, Stauffer, Boyson, & Doughty, 1995; Leow, 1997; Robinson, 1996; Rosa & O’Neill, 1999, Schmidt & Frota, 1986; Simard, 2009). In this respect, many SLA researchers have suggested that incorporation of some degree of focus on form into meaning-focused classrooms improves L2 performance and the accuracy of learners’ production (e.g., Doughty, 2001; Doughty & Varela, 1998; Doughty & Williams, 1998; Ellis, Basturkmen, & Loewen, 2001; Lightbown, 1998; Long & Robinson, 1998, Nassaji, 1999; Nassaji & Fotos, 2004, 2007).

Second language acquisition.

Second language acquisition (SLA) is a field that investigates child and adult SLA from a variety of theoretical perspectives. This article provides a survey of some key areas of concern including formal generative theory and emergentist theory in the areas of morpho-syntax and phonology. The review details the theoretical stance of the two different approaches to the nature of language: generative linguistics and general cognitive approaches. Some results of key acquisition studies from the two theoretical frameworks are discussed. From a generative perspective, constraints on wh-movement, feature geometry and syllable structure, and morphological development are highlighted. From a general cognitive point of view, the emergence of tense and aspect marking from a prototype account of inherent lexical aspect is reviewed. Reference is made to general cognitive learning theories and to sociocultural theory. The article also reviews individual differences research, specifically debate on the critical period in adult language acquisition, motivation, and memory. Finally, the article discusses the relationship between SLA research and second language pedagogy. Suggestions for further reading from recent handbooks on SLA are provided. WIREs Cogni Sci 2011 2 277-286 DOI: 10.1002/wcs.106 For further resources related to this article, please visit the WIREs website.

Effective Online Foreign Language Courses: Theoretical Framework and Practical Applications

<p>Institutions are increasingly turning towards online foreign language courses, yet there are almost no guidelines for their development and implementation. Because there is significant research on online education and instructed second language acquisition (SLA)—but very little on the intersection of the two—this article emphasizes the importance of considering research from both fields for the successful design of online foreign language instruction. Empirical evidence from distance and blended learning, applied linguistics, and SLA research is considered as the article presents four guiding principles of online foreign language course design:1) follow principles of SLA; 2) establish a sense of community; 3) choose relevant and appropriate technology and content; and 4) provide students and instructors with adequate training. The discussion of the third principle includes an overview of the technological and pedagogical options available for online courses and makes specific recommendations for teachers, administrators, and designers. This section includes a discussion of Learning Management Systems (LMS) and web-conferencing software; a review of the research on computer-mediated communication (CMC) as well as information on how to choose appropriate tools to facilitate CMC; a discussion of how to incorporate relevant audio and video into online courses; and a discussion on simulations and virtual worlds. All of these recommendations are based on educational, educational technology, and second language research findings on how to maximize language learning.</p>

A Correlational Study of Language Learning Motivation and Strategies of Chinese Undergraduate UNE ÉTUDE CORRÉLATIVE SUR LA MOTIVATION DE L'APPRENTISSAGE DE LANGUE ET LA STRATÉGIES DES ÉTUDIANTS CHINOIS DU PREMIER CYCLE

Since the 1960s the focus of research in second language acquisition has shifted from teaching to learning, and language learners become the center of language teaching and learning. As to learners, language learning motivation and language learning strategies are two main research topics. The present study investigates Chinese college students’ motivation types and strategy use as well as the relationships between language learning motivation and language learning strategies. The study aims to show whether motivation is related to learning strategies, and to shed light on the study of learning motivation, learning strategies, and pedagogy. Key Words: language learning motivation; language learning strategies; gender; correlation

Review of doctoral research in second language acquisition in Wales (2003–2008)

An objective selection protocol identified 25 Ph.D. theses from Welsh universities in the period 2003–2008 which are relevant to the field of second language acquisition. Most of these fall into three broad subject areas: language in school, acquisition and assessment of spoken language, and lexical issues. The last of these encompasses the majority of theses reviewed here, and includes studies of vocabulary assessment, collocation and association, and the organisation of the bilingual lexicon. Research methods vary greatly, from classroom observations and questionnaires to lexical decision tasks and ERP (event-related potentials) techniques, and the stronger Ph.D.s tend to use mixed-methods research design. One persistent theme is that confounding complexities emerge from even the most specific and precise experimental studies. The most valuable doctoral research here recognises that its role is to investigate, with academic rigour, well-defined aspects of those complexities, and to clearly state its position in a larger investigative context.

Let’s Collaborate: Using Developments in Global English Research to Advance Socioculturally-oriented SLA Identity Work

In light of the growing importance of identity work in second language acquisition (e.g., Block, 2006a, b) in Second Language Acquisition (SLA) as well as calls for SLA and World Englishes (WE) scholars (e.g., Y. Kachru, 2005) to work together, I examine how identity has been conceptualized in research on the global use of English. While such research finds its roots in the WE paradigm (e.g, B. Kachru, 2005), it has undergone contestation in recent years. Such contestation has emerged as a result of two new conceptualizations of English: English as a lingua franca (e.g., Jenkins, 2007; Seidlhofer, 2006) and a postmodern approach to English (e.g., Canagarajah, 2006; Pennycook, 2007, 2010), which views it in hybrid and fluid terms. This paper explores how identity has been embodied in the literature on the global use of English with a view to analyzing how future SLA research related to identity should take shape in the face of changes brought about by globalization.

Jeff Siegel: The Emergence of Pidgin and Creole Languages.

Jeff Siegel: The Emergence of Pidgin and Creole Languages.

Second Language Acquisition and Syntactic Theory in the 21st Century

Syntactic theory has played a role in second language acquisition (SLA) research since the early 1980s, when the principles and parameters model of generative grammar was implemented. However, it was the so-called functional parameterization hypothesis together with the debate on whether second language learners activated new features or switched their value that led to detailed and in-depth analyses of the syntactic properties of many different nonnative grammars. In the last 10 years, with the minimalist program as background, these analyses have diverted more and more from looking at those syntactic properties that argued for or against the various versions of the UG-access versus non-UG-access debate (UG for Universal Grammar) and have more recently delved into the status of nonnative grammars in the cognitive science field. Thus, using features (i.e., gender, case, verb, and determiner) as the basic units and paying special attention to the quality of input as well as to processing principles and constraints, nonnative grammars have been compared to the language contact paradigms that underlie subsequent bilingualism, child SLA, creole formation, and diachronic change. Taking Chomsky's I-language/E-language construct as the framework, this article provides a review of these recent developments in SLA research.