Second Language Acquisition Research Articles

Preliminary developmental challenges of children at risk for specific learning disabilities: Insights from parents and teachers—a qualitative study

This study aims to uncover the preliminary developmental challenges experienced by children from infancy to their primary school years, who are subsequently diagnosed with specific learning disabilities during their primary education. The ultimate goal is to develop an item pool to identify early symptoms of specific learning disabilities. This qualitative descriptive design study employed semi-structured interviews with 20 participants, comprising both parents and teachers of 10 children aged 8–11. The interviews lasted between 45 and 60 min. To ensure the research's quality and reliability, we applied evaluation criteria and performed six-stage thematic analysis framework. The results indicate that children experienced developmental difficulties from infancy to preschool period that impacted their social-emotional development, language and communication, motor and self-care skills, as well as their perception, memory, attention, and self-regulation capabilities. These challenges were exacerbated during the school years by motivation-related issues. Parental observations primarily highlighted difficulties in language and communication, such as pronunciation, initiating conversations, and speech, during the first three years of life. Significant issues in social-emotional development included introversion, a need for physical contact, challenges in maintaining relationships, and adherence to rules. These challenges emerged during the first three years of children and progressively worsened across all developmental domains. This study contributes valuable insights into the literature by providing past observations from parents and teachers, thus enhancing understanding of the preliminary developmental challenges faced by children at risk of specific learning disabilities.

A Research Update on Factors Influencing Second Language Acquisition: Native Languages and Learning Difficulty

Learning a second language is a complex process that is influenced by a variety of factors, including the learner's first language. This study investigates the reasons behind language learning decisions made by speakers of different native tongues and investigates whether the difficulty of learning a second language is related to the difficulty of learning the first language. Psychological development, career advancement, and cultural fusion are some of the reasons why language learning is desirable. Additionally, by highlighting potential challenges and resources, it examines the linguistic gap between the target language and the originating language.The study's research design, datagathering strategies, and analytic approaches are all covered in the methodology section.The findings improve knowledge of the interactions between first-language acquisition and secondlanguage learning, direct methods of teaching languages, and promote effective multilingual communication.

Unlocking Potential: Navigating CLT for Adolescent English Learners in Egyptian Public Schools

This study critically analyzes the intricate relationship between age and Second Language Acquisition (SLA), particularly within the framework of Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) settings. Recent research challenges conventional views on the optimal age for language acquisition, highlighting the diverse factors influencing learning across different life stages. Insights from contemporary studies offer a nuanced understanding of the multifaceted aspects shaping language acquisition, prompting a reevaluation of age-related concepts in SLA. Utilizing a mixed-method approach integrating literature review and personal reflection through autoethnography, the study investigates the complex dynamics between age and SLA within CLT frameworks in Egyptian government schools. It aims to offer valuable insights and implications for instructional practices tailored to adolescent English language learners in this context, including an examination of specific challenges and opportunities within the Egyptian secondary school EFL setting. The review concludes by exploring new perspectives on the Critical Period Hypothesis (CPH) and its implications for instructional practices in CLT-based environments for adolescent English language learners in Egyptian government schools.

Behaviorism Approach: Julian Rotter's Theory And Its Reorientation In Addressing Students' Difficulties In Learning Arabic Language

Behaviorism Approach: Julian Rotter's Theory And Its Reorientation In Addressing Students' Difficulties In Learning Arabic Language

Investigation of Students' Difficulties in Mathematical Language : Problem-Solving in Mathematical Word Problems at Elementary Schools

Investigation of Students' Difficulties in Mathematical Language : Problem-Solving in Mathematical Word Problems at Elementary Schools

Foreign language at the pre-primary level

By presenting the theoretical framework and several examples of relevant studies regarding very early foreign language acquisition in the world and in Croatia, the aim of the paper is to raise awareness of the positive effects of learning English in pre-primary education. The theoretical background for early foreign language learning and acquisition is provided and complemented by descriptions of contemporary teaching methods which are based on play, environment, literature, and culture (as the key components). The paper further offers an overview of research, encompassing eight recent studies on early language acquisition in pre-primary education. The primary focus is on exploring the sample of participants, research methodology, and findings of these studies. The selection criteria for these studies are based on their relevance to the language learning domains outlined in the theory section. Through analysis, it becomes evident that researchers employ a combination of age-appropriate and child-friendly quantitative and qualitative methods. Although the studies may not support generalization due to small sample sizes, their results consistently demonstrate a positive impact of Total Physical Response (TPR), music, literature, integrated and project-based learning, as well as digitalization on vocabulary acquisition and the emergent literacy skills of pre-primary children.

Theory in Second Language Acquisition (Recognition of Concepts Toward Krashen's Second Language Acquisition Theory for Five Main Hypotheses)

This research aims to understand the concept of second language acquisition theory according to Krashen and provide information about criticisms of Krashen's theory of second language acquisition. This research method employs a qualitative approach to delve into the concept of second language acquisition theory according to Krashen and criticisms thereof. The subjects of the study include literature sources encompassing theories of second language acquisition, works by Krashen, critical research on his theories, as well as insights from experts and practitioners. Data collection techniques involve literature analysis and expert interviews. Data will be thematically analyzed, involving steps such as identifying key concepts, reviewing criticisms, identifying components, analyzing main hypotheses, and searching for patterns in the data. The goal is to provide an in-depth understanding of Krashen's theory and its implications in second language education. The research findings indicate that Krashen's Theory of Second Language Acquisition consists of five main components that form five primary hypotheses. Firstly, the Acquisition-Learning hypothesis distinguishes between the acquisition and learning systems in understanding language acquisition. Secondly, the Natural Order hypothesis states that children acquire grammar structures in a natural order. Thirdly, the Monitor hypothesis explains the relationship between acquisition and learning and their influence on each other. Fourthly, the Input hypothesis emphasizes the importance of comprehensible input for language acquisition. Lastly, the Affective Filter hypothesis highlights the role of attitude towards language speakers in the second language acquisition process. However, there are several criticisms of these hypotheses. Firstly, the Acquisition-Learning hypothesis is questioned for its lack of evidence-based support. Secondly, the Natural Order hypothesis is criticized for neglecting the significant influence of the first language on second language acquisition. Thirdly, criticisms of the Monitor hypothesis include the impossibility of proving the role of the learning system as a monitor. Fourthly, the Input hypothesis faces criticism due to the lack of a clear definition of comprehensible input. Lastly, the Affective Filter hypothesis fails to address questions about the role of affect in individual variations in second language acquisition.

Rethinking Curriculum through Trainees' Eyes: Investigating Perceptions of Technical and Vocational Trainees' English Proficiency

This study investigates English language proficiency and difficulties among trainees at Federal Democratic Republic of Ethiopia Technical and Vocational Training Institute (TVTI). As English proficiency becomes increasingly vital for career success, particularly in technical fields like garment and apparel fashion, understanding the specific language needs within the Ethiopian TVET context is crucial. Using a mixed-methods approach, data were gathered from 108 trainees through questionnaires, observations, and interviews. Quantitative data were analyzed with SPSS 25, and qualitative data with NVivo. Results indicated that writing is perceived as the most challenging skill, with variability in responses influenced by individual factors. Note-taking, technical reports, and understanding instructions were also rated as difficult. These findings align with previous research, emphasizing the impact of cultural and confidence factors on language perceptions. The study underscores the importance of contextualized skill development to meet the technical terminology demands in this context.

Using modified schema-based instruction to teach problem-solving to students with autism and language impairments: a single case design study

This study evaluates the effect of modified schema-based instruction to teach additive group problem-solving abilities to four students (aged between 11 and 16 years) with autism spectrum disorder and language impairments. The intervention was specifically designed to address language difficulties and to promote the participants’ independence by implementing a progressive withdrawal of supports. Results from a multiple-probe design across participants showed evidence of a functional relation between the intervention and the improvement of the participants’ problem-solving abilities. All four participants improved their performance with respect to baseline. Three of them acquired problem-solving skills in both addition and subtraction problems, with the acquisition of subtraction skills being less evident for one of them. These three participants generalized their abilities in their regular classroom setting, and also to solving two-step addition problems. Two participants were assessed post-intervention, confirming skill maintenance at three and four weeks, respectively.

What's in a Name? Global Englishes—An Umbrella Term to Address Silo Mentality or a Misunderstood Paradigm Reinforcing Silos?

AbstractIn this article, I explore growing scholarship in various sub‐fields of Applied Linguistics and Second Language Acquisition (SLA) that explore the use of English in an increasingly globalized and multilingual world. With different, yet overlapping, conceptual frameworks to guide research, scholarship in various fields provide a growing evidence base on the need for change in TESOL curricula to better reflect the global use of English, and other languages, in an ever‐increasingly globalized world. I explore the introduction of Global Englishes (GE), an umbrella term and inclusive paradigm that was introduced to unite scholarship across the fields of World Englishes (WE), English as an International Language (EIL), English as a Lingua Franca (ELF), and to draw parallels with translanguaging and multilingualism. I provide clarity on the introduction of this broader paradigm, which aimed to unite such scholarship into a comprehensible framework to guide and facilitate a paradigm shift in TESOL curricula away from outdated “native” English norms. I end with a call to focus less on terminology and for scholars to work flexibly across academic boundaries to connect scholarship, particularly when it has a shared goal of achieving a more equitable English language education.

Barriers and Facilitators to Breast and Cervical Cancer Screenings for Hispanic Women in a Rural State

Abstract Introduction The Centers for Disease Control and Prevention (CDC) and the Division of Cancer Prevention of Control administer the National Breast and Cervical Cancer Early Detection Program (NBCCEDP), designed to increase early detection of cancers among low-income uninsured and underinsured women. However, rates of cancer diagnosis and survivorship differ among women of different ethnicities. We investigated two questions: 1) what are the potential barriers and facilitators for women to complete recommended breast and cervical cancer screenings, and 2) are the barriers and facilitators different for Hispanic women when compared to non-Hispanic White women? Methods We used a community-based participatory research approach and mixed methods: qualitative interviews with women enrolled in the program and a systematic process improvement approach to identify root causes of completing or not completing screenings. We conducted semi-structured interviews in English (n = 11) and Spanish (n = 9) and analyzed responses using fishbone diagrams. Results We recruited 20 participants in four categories: (a) non-Hispanic White women who completed screenings (n = 9), (b) non-Hispanic White women who did not complete screenings (n = 2), (c) Hispanic women who completed screenings (n = 7), and (d) Hispanic women who did not complete screenings (n = 2). Among all women, facilitators included assistance from program staff with appointments and reminders. Hispanic women reported barriers including language difficulties and confusion about the program. Non-Hispanic White women identified barriers as confusion about the role of insurance. Conclusions We found that there are differences in barriers and facilitators for non-Hispanic White women and Hispanic women due to language, the role of insurance, and the level of trust in the program. Reasons for not completing screenings for Hispanic women were structural and systemic in nature; reasons for non-Hispanic White women were based on personal choices.

Measuring language use for pronunciation research

Abstract This editorial provides an overview of how language use has been measured in second language acquisition (SLA) research and how it can be implemented in studies on pronunciation. The use of surveys and questionnaires, self-reports, and other methods is discussed along with the limitations of these current methods and recommendations. Measuring language use reliably can be challenging, but implementing and adapting current methods can help make it easier.

The Differences in Thinking between First-Language Learners and Second-Language Learners

The Differences in Thinking between First-Language Learners and Second-Language Learners

Case system in learning Russian as a first and second foreign language

The task of creating innovative technologies for teaching Russian as a native, as a non-native and as a foreign language, taking into account the age of students, their cognitive abilities and features of the first language, is relevant. The solution of this problem requires a fundamental psycholinguistic study of the processes accompanying the formation of the language mechanisms of children and adults. The aim of this research is to specify the ideas about mastering the category of Russian case in various conditions of language acquisition. The method of comparative analysis of the processes of mastering Russian case in monolingualism, simultaneous child bilingualism, studying Russian as a foreign language and Russian language acquisition by a foreign-speaking child in the process of communication, was used. The material was collected during longitudinal observation of the speech of primary school students from St. Petersburg, who were native speakers of Turkic and Caucasian languages. The classification of errors in selecting and constructing case forms is proposed. The ways of access to the mental lexicon and the mechanisms of procedural grammar rules formation are described. The conclusion is that there is the imbalance between the cognitive and communicative development of a foreign child and the level of language proficiency, which leads to a detailed, but grammatically unformed statement, characteristic of a successive natural bilingual. When Russian-speaking child resorts to retrieving ready-made frameworks of prepositional case constructions from memory, the foreign child independently constructs them in speech, preferring to use basic and reduced forms. In the future, it is necessary to develop a unified toolkit for studying grammar mechanisms formation and to increase the empirical base of the study. The information about speech ontogenesis obtained as a result of the study must be taken into account for developing scientifically based methods of teaching Russian as a non-native language and as a foreign language.

Insights into AlphaFold's breakthrough in neurodegenerative diseases.

Neurodegenerative diseases (ND) are disorders of the central nervous system (CNS) characterized by impairment in neurons' functions, and complete loss, leading to memory loss, and difficulty in learning, language, and movement processes. The most common among these NDs are Alzheimer's disease (AD) and Parkinson's disease (PD), although several other disorders also exist. These are frontotemporal dementia (FTD), amyotrophic lateral syndrome (ALS), Huntington's disease (HD), and others; the major pathological hallmark of NDs is the proteinopathies, either of amyloid-β (Aβ), tauopathies, or synucleinopathies. Aggregation of proteins that do not undergo normal configuration, either due to mutations or through some disturbance in cellular pathway contributes to the diseases. Artificial Intelligence (AI) and deep learning (DL) have proven to be successful in the diagnosis and treatment of various congenital diseases. DL approaches like AlphaFold (AF) are a major leap towards success in CNS disorders. This 3D protein geometry modeling algorithm developed by DeepMind has the potential to revolutionize biology. AF has the potential to predict 3D-protein confirmation at an accuracy level comparable to experimentally predicted one, with the additional advantage of precisely estimating protein interactions. This breakthrough will be beneficial to identify diseases' advancement and the disturbance of signaling pathways stimulating impaired functions of proteins. Though AlphaFold has solved a major problem in structural biology, it cannot predict membrane proteins-a beneficial approach for drug designing.

The Influence of Separate and Combined Exercise and Foreign Language Acquisition on Learning and Cognition.

Aging contributes significantly to cognitive decline. Aerobic exercise (AE) has been shown to induce substantial neuroplasticity changes, enhancing cognitive and brain health. Likewise, recent research underscores the cognitive benefits of foreign language learning (FLL), indicating improvements in brain structure and function across age groups. However, the lack of a comprehensive paradigm integrating language learning with exercise limits research on combined effects in older adults. In order to address this gap, we devised a novel approach using a virtual world tourism scenario for auditory-based language learning combined with aerobic cycling. Our study examines the impact of simultaneous AE and FLL integration on cognitive and language learning outcomes compared to FLL alone. A total of 20 older adults were randomly assigned to AE + FLL and FLL-only groups. The results revealed significantly improved Spanish language learning outcomes in both combined and language learning-only groups. Additionally, significant cognitive function improvement was observed in the FLL group following short-term language learning.

EXPLORING GRADE 7 STUDENTS’ SECOND LANGUAGE DIFFICULTIES: IMPLICATIONS FOR TEACHING AND LEARNING

This study investigated the second language difficulties of Grade 7 students in one national high school in Sorsogon province, Philippines, S.Y. 2023-2024. Specifically, it identified the grammatical errors of students in their narrative essays along with subject-verb agreement and verb tenses. It determined the second language difficulties leading to their grammatical errors and their implications for language teaching and learning. Based on the 45 essays analyzed by the 15 students, the results showed that the grammatical errors identified were along the verb tense, which ranked highest (66%), and subject-verb agreement (42%), indicating a high level of students’ writing difficulty. Several linguistic difficulties that contributed to these errors were vocabulary gaps, limited knowledge of grammatical rules, syntactic differences between the students’ local language (L1) and English language (L2), the challenging learning environment, lack of resources, distractions, and insufficient family support. The students’ L2 difficulties may have implications for teaching and learning, particularly in terms of communicative effectiveness, reading comprehension, shift in teaching approach, and balancing formal and communicative activities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0977/a.php" alt="Hit counter" /></p>

Low-Level Auditory Processing Correlates With Language Abilities: An ERP Study Investigating Sequence Learning and Auditory Processing in School-Aged Children.

Auditory processing and procedural learning deficits have been associated with language learning difficulties. We investigated the relationship of these skills and school-age language abilities in children with and without a history of late talking using auditory event related potentials (ERPs). Late talking (i.e., slow early language development) increases the risk of persistent language difficulties, but its causes remain unknown. Participants in this study were children with varying language abilities (n = 60). Half of the participants (n = 30) had a history of late talking. We measured procedural learning by manipulating the predictability of sine tone stimuli in a passive auditory ERP paradigm. Auditory processing was tested by examining how the presence of noise (increasing perceptual demands) affected the ERPs. Contrary to our hypotheses on auditory processing and language development, the effect of noise on ERPs did not correlate with school-age language abilities in children with or without a history of late talking. Our paradigm failed to reveal interpretable effects of predictability leaving us unable to assess the effects of procedural learning. However, better language abilities were related to weaker responses in a 75-175 ms time window, and stronger responses in a 150-250 ms time window. We suggest that the weak early responses in children with better language ability reflect efficient processing of low-level auditory information, allowing deeper processing of later, high-level auditory information. We assume that these differences reflect variation in brain maturation between individuals with varying language abilities.

The Effect of Voluntary IFRS Adoption on MD&A Information

ABSTRACT We analyze the textual management discussion and analysis (MD&A) information of Japanese firms that voluntarily adopted International Financial Reporting Standards (IFRS) and disclosed information in the Japanese language. We conduct a difference-in-differences analysis of firms that voluntarily adopted IFRS and those that continue to use Japanese generally accepted accounting principles. We find that the voluntary adoption of IFRS decreases the textual length but does not change the difficulty of MD&A information. The results indicate that IFRS adoption decreases the level of MD&A disclosure. However, the decrease in textual length is not observed after the 2018 MD&A regulation changes. This suggests that the negative effect of IFRS adoption is offset by the positive effect of the regulation change. This study is unlike previous research as it contributes to international accounting literature by analyzing financial reporting in a non-English language, viz. Japanese, which is, technically, a very difficult language. Data Availability: All financial data and some textual data used in this study are available from commercial providers (NEEDS–FinancialQUEST2.0, NEEDS–MT Executive (Yakuin), and eol), and the other textual data are available from a governmental public source (EDINET). JEL Classifications: M41; M48; G14.

The effects of anaesthesia and analgesia on short- and long-term outcomes following colorectal cancer surgery

BACKGROUND Colorectal cancer (CRC) is the second most frequent cause of global cancer mortality. Most patients with CRC require surgical tumour resection, with certain stages of CRC (Stage II/III) also requiring postoperative chemotherapy. The timing of postoperative chemotherapy is largely determined by postoperative recovery. Delayed return to intended oncologic therapy (RIOT) by >8 weeks results in worse oncologic outcomes. RIOT is thus an important surrogate marker of outcome for patients with stage II/III CRC. We will test the hypothesis that anaesthetic technique during CRC resection surgery may affect RIOT. OBJECTIVE To test the association between anaesthetic and analgesic technique during CRC surgery and RIOT. To document Short-term Secondary outcomes including individual postoperative complications and a composite of all postoperative complications, the Comprehensive Complications Index (CCI) and to measure the time to recurrence (TTR) of cancer at 3 years. DESIGN This is a prospective, international, multicentre, observational cohort study. SETTING Global healthcare setting, with >140 centres in >30 nations. PATIENTS Inclusion criteria: All patients age >18 years, ASA I–III, with CRC stage I–III scheduled for elective CRC surgery (open or minimally invasive). Exclusion criteria: Uncontrolled renal or liver disease, restrictive (limiting mobility) heart failure or ischemic heart disease (ASA IV–V). Speech, language, or cognitive difficulties precluding signing informed consent to participate and Stage IV CRC. PRIMARY OUTCOME MEASURES Short -term: The duration from day of surgery to RIOT among patients expected to receive postoperative chemotherapy. Long-term: incidence of recurrence and time to recurrence (TTR) at 3 years after primary curative surgery SECONDARY OUTCOMES Postoperative complications within 30 days of surgery, length of hospital stay, Days at Home at 30 and 90 days (DAH-30, DAH-90) after surgery, and adverse events related to oncological treatment. We will also assess the burden of preoperative modifiable comorbid disease in patients. Exploratory endpoints will assess practice variation (including incidence of RIOT by demographic e.g. gender of patient, type of institution, country). RESULTS N/A. CONCLUSIONS N/A. TRIAL REGISTRATION The Effects of aNesthesia in COloREctal cancer outcome study: ENCORE, ClinicalTrials.gov Identifier: NCT04493905.