Second Language Acquisition Research Articles

Strategic Deception in Interlanguage Pragmatics: A Comparative Study on Chinese EFL Learners and Native Speakers of American English

Strategic Deception in Interlanguage Pragmatics: A Comparative Study on Chinese EFL Learners and Native Speakers of American English

Facilitating Students' Cognitive Engagement in Online Asynchronous Discussion Within a Remote English Foreign Language Learning Environment

This study examined the cognitive presence of students in an asynchronous online discussion in the Second Language Acquisition (SLA) course. The course combined synchronous meetings through Zoom sessions to support student participation in asynchronous discussions. The study involved a cohort of 36 participants from the two remote extended campuses of Pattimura University in Maluku. Through content analysis, two key aspects were examined: (1) student participation rates, and (2) the extent of students’ cognitive presence within the discussions. The content analysis findings revealed that although each student made a minimum of two contributions per topic during online asynchronous discussions, they exhibited a moderately high level of cognition, incorporating problem recognition, exploration, integration, and solution, not only in individual messages but also in the overall exchange of information within the discussion thread. These findings suggest that a combination of synchronous meetings through Zoom sessions, tailored prompts, feedback, and social interactions enhances students' active engagement and utilization of cognitive skills in online asynchronous discussions. Keywords: online asynchronous discussion, English foreign language learning, cognitive presence

Proteomics analysis of extracellular vesicles for biomarkers of autism spectrum disorder

BackgroundAutism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by symptoms that include social interaction deficits, language difficulties and restricted, repetitive behavior. Early intervention through medication and behavioral therapy can eliminate some ASD-related symptoms and significantly improve the life-quality of the affected individuals. Currently, the diagnosis of ASD is highly limited.MethodsTo investigate the feasibility of early diagnosis of ASD, we tested extracellular vesicles (EVs) proteins obtained from ASD cases. First, plasma EVs were isolated from healthy controls (HCs) and ASD individuals and were analyzed using proximity extension assay (PEA) technology to quantify 1,196 protein expression level. Second, machine learning analysis and bioinformatic approaches were applied to explore how a combination of EV proteins could serve as biomarkers for ASD diagnosis.ResultsNo significant differences in the EV morphology and EV size distribution between HCs and ASD were observed, but the EV number was slightly lower in ASD plasma. We identified the top five downregulated proteins in plasma EVs isolated from ASD individuals: WW domain-containing protein 2 (WWP2), Heat shock protein 27 (HSP27), C-type lectin domain family 1 member B (CLEC1B), Cluster of differentiation 40 (CD40), and folate receptor alpha (FRalpha). Machine learning analysis and correlation analysis support the idea that these five EV proteins can be potential biomarkers for ASD.ConclusionWe identified the top five downregulated proteins in ASD EVs and examined that a combination of EV proteins could serve as biomarkers for ASD diagnosis.

Engagement in Activity Settings of First and Second Language Learners in Preschool – The Role of Qualified Preschool Teachers and Classroom Structure

ABSTRACT Research Findings: In Swedish preschools, second-language learners often display lower engagement in activity settings than first-language learners. This study used a multilevel model to examine the association between children’s language status, classroom structure, teacher qualifications, and engagement in preschool activity settings. The sample included 148 children, aged three to five, from classrooms with varying proportions of first and second-language learners. The Child Observation in Preschool (COP) instrument measured engagement levels. Our findings reveal that the presence of highly qualified teachers significantly increased the duration of high engagement for all children, regardless of language status. While second language learners initially appeared to show lower engagement, this difference was insignificant in the full model after accounting for classroom structure and teacher qualifications. Classrooms with a higher proportion of qualified teachers demonstrated improved engagement across the board. Policy and Practice: These findings underscore the importance of ensuring a high proportion of qualified teachers in early childhood education and care settings. Creating a supportive, high-quality educational environment is essential for fostering engagement among all children but may be particularly crucial in classrooms with diverse language backgrounds.

The Application and Implications of Memetics Theory in Second Language Acquisition

Abstract: In recent years, with the continuous development of language learning theories, the traditional model of second language acquisition has gradually exposed its limitations and is unable to fully explain the complex language learning process. Meanwhile, Memetic Theory, as a theory that explains cultural transmission and imitation, has shown potential application in the field of language learning. As a result, this paper explores its application strategies and implications in second language learning. Specifically, through a literature review of traditional language learning theories (e.g., behaviorism, cognitivism, and social constructivism), it analyzes the shortcomings of these theories in language learning learning, and proposes modal theory as an alternative theory. In addition, it examines the impact of modality on the vocabulary retention, grammatical proficiency, and phonological imitation of language learners, and assesses the potential benefits of modal propagation in language teaching and learning by integrating it with actual teaching cases. In short, the study, which employs a systematic application of modality theory to the field of language learning, can provide new perspectives and methods for second language acquisition, thereby enhancing the efficacy of language learning.

The Use of Mother Tongue in Second Language Teaching

The use of mother tongue in second language teaching has been a controversial issue by linguists. Some scholars hold that mother tongue plays a negative role and should be abandoned in second language teaching. However, an increasing number of scholars believe that mother tongue can play a positive role in second language learning and should be properly used. Based on the theory of language transfer, this paper thoroughly explores the specific application of mother tongue in second language learning and offers several pedagogical implications. This paper holds that mother tongue plays a positive role in learning methods introduction, pronunciation teaching,vocabulary teaching, grammar teaching, students' class expression, and class management, which can play a positive role in improving teachers teaching efficiency, decrease students learning anxiety, increase students learning confidence, stimulate students enthusiasm for expression in class participation and promote students completion of learning tasks. Therefore, it is concluded that mother tongue should be properly used in second language teaching in order to improve the teaching and acquisition of second language.

The Foundational Role of Auditory Skills in Language Mastery

This study examines the critical role of listening in foreign language acquisition, highlighting how dedicated listening practice enhances comprehension, speaking fluency, and overall communication skills. Employing a mixed-methods approach, the research combines a literature review with an observational study of 30 university students engaged in structured listening activities over six weeks. Results indicate a 25% improvement in listening comprehension scores, as well as increased confidence and pronunciation accuracy among participants. These findings underscore the value of incorporating varied auditory resources, such as native dialogues and multimedia, into language learning programs. The study concludes that listening-based practice bridges theoretical knowledge and practical application, facilitating more effective and meaningful language use.

WAYS OF IMPROVING FOREIGN LANGUAGE COMMUNICATION DURING STUDENTS' PROFESSIONAL TRAINING

The article examines the issue of developing foreign language communicative competence of students as the primary goal of language learning in the context of professional training of future specialists. It is argued that the most relevant cognitive-linguistic, operational-linguistic and communicative competences for professionally oriented foreign language learning are the ones which enable the use of language as a means of obtaining professionally significant information through reading and participating in oral and written professional communication. The views of domestic and foreign scholars regarding the definition of foreign language communicative competence and its component structure are analyzed. All components of foreign language communicative competence are interrelated and interdependent, forming a complex, holistic, systematic, and structured entity. The process of foreign language learning should be aimed at the gradual cultivation of foreign language communicative competence components, using the most effective teaching forms, methods and tools. The forms, methods and tools for conducting productive classes are highlighted as those focused on activating cognitive activity, developing foreign language communicative competence, overcoming language, speech and socio-cultural communication difficulties. Attention is drawn to the expediency of using innovative teaching methods such as role-playing games, discussions, project-based methods, quests, as they are person-centered and create conditions for the enhancement of students' creative thinking and provide a good opportunity to acquire and apply foreign language knowledge due to the emergence of internal motivation. The research results in the context of future specialists' motivation to master foreign language communication skills and abilities are presented.

Usage in Second Language Acquisition: Critical Reflections and Future Directions (Book Review)

In Second Language Acquisition (SLA) research, the term usage refers generally to a learner’s exposure to language, their production of it, and how they apply it in social interactions and deliberate practice. Though important in SLA research, usage does not have a standardized definition, with usage-based approaches defining it in various ways, and many focusing on a single aspect of language use. As a result, conducting comparisons across studies is challenging, and usage-based pedagogical practices could be misinformed. With a misrepresented concept of usage, second language (L2) educators employing usage-based teaching in the classroom may fail to prepare students for actual situations of L2 use. Usage in Second Language Acquisition: Critical Reflections and Future Directions (2024) aims to address this challenge by bringing together existing definitions and theorizations to provide a transparent description of usage and how it relates to L2 development. The editor’s goal is to understand the extent of agreement and disagreement of key theoretical constructs among approaches, to clarify how they are represented differently in literature, and to provide recommendations for future research in linguistics and pedagogy. [First Paragraph of Review]

Recent Research in Singing

Abstract: This “Recent Research in Singing” article chronicles four academic documents authored during 2024. A thesis by Elaina M. Frissell, “Ukrainian Symbolism in Mykola Lysenko’s Art Songs and Taras Shevchenko’s Poetry,” and dissertations by Ju Eun Oh, “Harmonizing Language and Music: The Potential Role of Voice Pedagogues in Advancing Foreign Language Acquisition Through Music,” Bixiao Wang, “Selected Chinese Art Songs of Tzu Huang: A Performance Guide,” and Edwin R. Williams, “The Interdisciplinary Music Degree: Music Education, Music Performance, and Music and Fine Arts Administration.” Each includes a complete bibliographic citation and an Author/ProQuest abstract.

Interlanguage impoliteness in criticism by the English learners from Javanese background over social status and distance

The present study analyses the impoliteness of criticism over social status and distance, incorporating the concept of "levels of imposition." Criticism as a fundamental speech act is commonly used by people in the modern era, either in the digital world or the real world. It usually contains impoliteness if it embodies negative behavior, conveying criticism. This study belonged to an interlanguage pragmatics study and used forty participants from English language learners having Javanese backgrounds. It also applied the role play technique to take data to be analyzed using mixed method analysis. The data showed that the criticizer performed various impoliteness strategies in criticism, considering familiar and unfamiliar relationships in different social status levels. They mainly performed bald-on-record impoliteness and adhered to other strategies such as negative, positive, and mock politeness. Besides that, delivering criticism in high intonation was also perceived as a part of impoliteness. Therefore, it suggested conducting another research concerning paralinguistics and impoliteness in various communication contexts.

Development of EMG-based criteria to evaluate the difficulty of realization of sign language: A potential contribution for understanding the negative hand paintings

The sign language uses a combination of complex finger and wrist configurations. The frequency of use of a particular sign is highly dependent on its physiological difficulty. However, no method allows to quantify accurately this difficulty. In the context of paleolithic negative hand paintings this absence of methods is problematic since the hand signs which are painted may be related to a primitive hand sign language. The objective of this study was to develop and validate a method based on electromyography recordings for quantifying sign language difficulty. Electromyography of the six main hand muscles were recorded and analyzed to determine individual muscle activity, summed muscle activity and muscle coactivation. Those results were correlated to subjective scales of difficulties to determine the electromyographic variables and/or the combinations of them which are good candidates for determining hand sign difficulties. Among all variables the summed muscle activities and the thumb muscle coactivation presented the most promising criterion. On the top of that, those criterions presented encouraging correlation with the frequence of occurrence of ten hand paintings of the Gargas Cave which open further studies for analyzing the origin of negative hand paintings.

BOOK REVIEW: CORPUS LINGUISTICS AND SECOND LANGUAGE ACQUISITION: PERSPECTIVES, ISSUES, FINDINGS

This article discusses the application of corpus linguistic methods in second language acquisition (SLA) research. It highlights the significance of utilizing native and learner corpora, along with automated tools for corpus annotation and analysis, to explore various aspects of SLA. The article is based on a book titled "Corpus Linguistics and Second Language Acquisition: Perspectives, Issues, Findings," which covers five chapters. These chapters delve into topics such as variations in L2 usage at a group level, factors influencing L2 processing and production, group-level longitudinal trajectories of L2 development, and inter- and intra-learner variability in L2 development. The book aims to provide valuable insights and methodologies for researchers interested in employing corpus linguistic methods to enhance their SLA research.

EFL students' self-efficacy in technology-assisted language learning

Technological advancements are currently available in several areas to meet our daily needs. One such development is the use of technology in education, which has seen a significant increase in recent times due to the Covid-19 epidemic. Although students may be familiar with blended learning and technology, it is important for teachers to assess their level of self-efficacy in using technology effectively in education, as this has a direct impact on their ability to learn and improve their academic performance. This study investigated the level of students' self-efficacy and explored strategies to enhance it among Indonesian students who are now enrolled in an English Language Education program after the outbreak. This survey research integrated both quantitative and qualitative data analysis methods. Data was collected through interviews and questionnaires. A total of 60 students participated in this research. The questionnaire resulted in an overall self-efficacy score of 76.6% for all participants. This percentage indicates the high level of self-efficacy of the students. Each year group is classified as high. Interviews with the students served to validate the questionnaire results and further supported these findings. The majority of students use three ways to improve their English as a Foreign Language (EFL) acquisition. They participate autonomously in English language practice by improving computer skills, using online educational media and resources, and intensifying engagement with teachers and peers through communication platforms.

The four strands: A simplified approach to SLA for CLIL

AbstractWhile it is widely accepted that language teachers require knowledge of second language acquisition (SLA) (Richards, 2010), what about content teachers, who are increasingly required to help develop their learners' academic language proficiency? How much do they need to know about SLA theories and how can they acquire such knowledge and expertise? This article proposes P. Nation's (2007) four strands framework as a straightforward and accessible model for content and language integrated learning (CLIL) teachers to address the challenge of balancing content and language instruction, a common concern within CLIL programs. The article begins by looking at two well‐known CLIL teacher competence frameworks. It then raises questions about the extent to which CLIL teachers need to master aspects of pedagogical content knowledge about SLA. The authors argue that while CLIL teachers do indeed need knowledge of how languages are learned and of SLA‐informed approaches to developing learners' second language (L2) proficiency, questions about just how much SLA knowledge CLIL teachers need and how they can be equipped with this knowledge remain unanswered. By delineating language learning opportunities into the four strands framework—meaning‐focused input, meaning‐focused output, language‐focused learning, and fluency development—the authors illustrate how this framework offers a practical guide for integrating language and content education effectively in CLIL and bilingual education contexts. The article ends with a presentation of three principles to help CLIL teachers achieve both the content and language teaching objectives of CLIL.

Present simple forms in the written work of Bangladeshi EFL learners

This paper presents an investigation on plausible causes of similarities and differences of present simple tense features in the written work of Bangladeshi EFL learners. It endeavours to compare between British Standard English (BSE) present simple tense features found in different standard sources and the same used by the Bangladeshi EFL learners. In doing so, content analysis is employed on written compositions of a specific topic and these are collected from 30 postgraduate advance level Bangladeshi EFL learners with a special focus on the use of present simple form. Atlas.ti software is used to analyse the collected data. It is found that the features of present simple tense are the mostly used form and also a complex part of the learner’s written work. The study has found that one of the major causes of similarities and dissimilarities between the two standards are the cross-linguistic influence (CLI). This influence may be a ‘positive transfer’ that refers to the facilitating effects of one language in acquiring another; or a ‘negative transfer’ i.e. the divergences due to some differences between the target language and the native one of the learners (Odlin, 2013). For the similar features between the Bangladeshi native language, Bengali (L1) and English present tense, the learners can easily adopt the features; contrarily, they make occasional mistakes in writing or do not use in the cases of dissimilar features. Thus, based on current CLI and second language acquisition (SLA) theories, the study has hopefully contributed to the theoretical development of cross-linguistic study in written English in Bangladesh.

Affective Filter Hypothesis and Second Language acquisition: A study on anxiety levels in the dictation part of TEM-4

The Affective Filter Hypothesis is a cornerstone of second language acquisition (SLA) theory. This hypothesis explores the influence of emotional factors on language learning, particularly the role of emotional states such as anxiety, motivation, and self-confidence in the process of language input. This work investigates the applicability of the Affective Filter Hypothesis in the context of the Dictation section of the Test for English Majors, Band 4 (TEM-4). To explore the impact of emotional factors, especially anxiety levels, on performance in the Dictation section of the TEM-4, a mixed-methods approach was employed in this paper. Participants underwent an anxiety level test and a simulated dictation test to establish baseline data. The results indicated that the overall performance trend of the low-anxiety group was higher than that of the high-anxiety group. This outcome suggests that learners with low anxiety level performed better in TEM-4 dictation than learners with high anxiety level.

A Correlational Study on Openness to Experience Trait, Attitude and SLA Proficiency of Chinese Undergraduate Students Based on Socio- educational Model: A Research Proposal

This study took a comprehensive approach to investigate the correlation between personality traits (openness to experience), attitudes towards second language acquisition (SLA), and SLA ability among Chinese undergraduate EFL students. The study utilized the Big-Five personality test, attitude questionnaire, and speaking interviews with 35 participants, ensuring a thorough exploration of the subject. Based on socio-educational model, the study found a strong correlation between

A Study of Factors That Affect Chinese Tertiary EFL Learners’ Willingness to Communicate in Class

Classroom interaction characterizes communicative language teaching. Effective classroom interaction promotes second language acquisition (SLA) and serves as an important means of using the language especially for students in a foreign language context. Willingness to communicate (WTC) has received constant attention since its application to the SLA field in the 1990s. Students’ WTC ensures the quantity and quality of classroom interaction. By analyzing the data from an end-of-year questionnaire in an ordinary Chinese college English class, the present study aims to examine Chinese non-English major students’ general attitudes towards classroom communication activities and two major categories of factors, namely Teacher Factors and Task Factors, that influence students’ WTC in English classes from students’ perspective. The results show that the factors affecting WTC in college English classrooms are multidimensional, with Teacher’ s Emotions (being patient, encouraging, guiding, positive, happy, lively, passionate, trust), Teacher’ s Professional qualities (content selection, class organization, pronunciation, wait-time) and Task Content (usefulness, degree of difficulty, interest) having relatively greater effects. At the end of the paper, direction for future research is given. Second/foreign language teachers are advised to conduct further classroom research and actively regulate these factors for a more interactive English class and thus improve students’ class participation and learning efficiency.

Evaluation of Smell Function in Patients with Childhood Epilepsy with Centrotemporal Spikes at a Pediatric Neurology Clinic-A Case-Control Study.

Objective: Childhood epilepsy with centrotemporal spikes (CECTS) is associated with cognitive, behavioral, and language difficulties. These epileptic discharges predominantly occur in the temporal lobe, which is known to be involved in olfactory functions. This study aims to assess olfactory dysfunction in patients with CECTS. Methods: This study included patients diagnosed with CECTS who were attending follow-ups at the Department of Child Neurology between January 2022 and July 2023. Olfactory function was evaluated using the Sniffin' Sticks (Burghart GmbH, Wedel, Germany) 12-point screening test, which was administered to 44 patients and 35 controls. The smell test and the final control EEGs were performed simultaneously. Results: A total of 44 patients and 35 control subjects were enrolled in this study. The smell scores were significantly lower in the patient group compared to the control group (p = 0.029). The patient group had a very high prevalence of anosmia compared to the control group. The normosmia rate in the control group was significantly higher. No significant difference was observed in the smell scores based on EEG findings or antiepileptic drug type. Conclusions: Olfactory dysfunction was identified in patients with CECTS compared to healthy controls, yielding results consistent with findings for other types of epilepsy. Olfactory dysfunction was detected in a greater frequency among the patients diagnosed with CECTS than among the healthy control group, and similar results were obtained with other types of epilepsy. It was deduced that these patients may experience problems with smell sensitivity throughout their lives. The most important result of this study is that this condition should be taken into account in regard to patients' well-being and lives.