Theories Of Acquisition Research Articles

Reaching gender equity in the classroom

The present study explores the impact of the choice of language in tests for girls’ academic performance at monolingual primary and secondary schools in Sub-Saharan Africa. For that purpose, students in grades 3, 6, and 10 (140 girls and 139 boys) from schools in rural Senegal were given a test consisting of three mathematics problem-solving tasks. They were randomly divided into an experimental group if they received the test in a local language, their mother tongue (Sereer for grades 3 and 6, and Joola for grade 10), and into a control group if they received the test in French, the unique language of instruction in the traditional Senegalese public education system. The findings suggest that using a local language familiar to students may contribute to girls’ attainment at school: Girls in the experimental group in grades 3, 6 and 10 outperformed girls in the control group, therefore narrowing the existing gender gap in education. The present study also explores the application of Cummins’ (1979, 2009) theories of language acquisition: The data shows that girls might take advantage of bilingual education systems that promote the transfer of language skills and knowledge. The results presented in this paper show the benefit of introducing local languages familiar to students in the education system of Senegal and other Sub-Saharan countries where only a European language is employed as the language of instruction, especially for girls, by improving their academic performance and contributing to gender equity in education.

Do children treat adjectives and nouns differently as modifiers in prenominal position?

Usage-based theories of children's syntactic acquisition (e.g., Tomasello, 2000a) predict that children's abstract lexical categories emerge from their experience with particular words in constructions in their input. Because modifiers in English are almost always prenominal, children might initially treat adjectives similarly to nouns when used in a prenominal position. In this study, we taught English-speaking preschoolers (between 2 and 6 years) novel nouns (object labels) and adjectives (words referring to attributes) in both prenominal and postnominal positions. The children corrected both postnominal adjectives and nouns to prenominal position, but corrected modifying nouns more often than adjectives. These results suggest that children differentiate between nouns and adjectives even when they occur in the same position and serve the same function (i.e., modification). Children were increasingly likely to correct postnominal adjectives (not nouns) with increasing age. We argue that children attend to word order more when it makes a difference in meaning.

Biographically Driven Development of Translanguaging Stance for a Modern Language Teacher Candidate in a Graduate TESOL Class

This case study investigated a modern language teacher candidate’s developing translanguaging stance in a Masters-level TESOL course as she made sense of emerging tensions while drawing on her personal and teaching experiences. Data included the participant’s oral contributions to the course, the course syllabus, and student-produced artifacts. We used thematic analysis focusing on the participant’s perceptions of translanguaging as both theory and practice to analyze the data. A semi-structured interview was carried out five years later to review the impact of translanguaging on the participant’s teaching and ideology as a Spanish teacher in a dual language program. Findings uncovered five primary themes all related to the participant’s biographically related development of translanguaging stance: traditional second language acquisition theories as a concern, updating the notion of social justice, the ability to support positive identity development, contemplating translanguaging as a pedagogy, and the longevity of the biographical approach to lifelong learning. The findings highlight the importance of biographical approaches to lifelong learning in language education and suggest that teachers can foster bilingual development, establish inclusive teaching strategies, and create equitable language learning spaces by recognizing the potential of translanguaging, which may be made possible by fostering similar contexts in teacher education courses.

Recovering the Anchoring of Economic Valuations

We revisit the interpretation of the anchoring effect as evidence for nonexisting or arbitrary preferences. A theory of endogenous information acquisition (i.e., deliberation) is developed to rationalize the causal dependence of economic valuations on arbitrary anchor numbers. We identify theory-driven moderators to reconcile seemingly discrepant findings among original and follow-up anchoring experiments. We demonstrate in a meta-analysis that the anchoring effect may be systematically moderated by unintended experimental/individual differences. Moreover, apparent replication failure of the anchoring effect may be a false negative for self-countervailing treatment effects, because an anchoring treatment may cast opposite effects on different subjects within an experiment. (JEL C90, D11, D83)

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.

Exploration of Strategies for Improving English Listening and Speaking Abilities of Students in Higher Vocational Colleges

This paper aims to explore strategies for improving English listening and speaking skills among students in higher vocational colleges. Through analyzing the current status of students' English listening and speaking abilities in these colleges, and integrating language acquisition theories, English listening and speaking teaching strategies, as well as multimedia teaching and autonomous learning theories, a series of targeted improvement strategies are proposed. Using empirical research methods, this paper verifies the effectiveness of the proposed strategies and provides suggestions for English teaching in higher vocational colleges. The research results indicate that significant improvements in students' English listening and speaking abilities can be achieved by enhancing teaching methods, creating an English listening and speaking environment, intensifying listening and speaking training, and cultivating students' autonomous learning skills.

Enhancing skill acquisition knowledge and practice design in elite level swimming: Effects of a six-week online coach education intervention

In response to calls for examples from sports settings that highlight successful collaborations between skill acquisition specialists and coaches, this study evaluated the effectiveness of a skill acquisition coach education intervention. After an analysis of practice by a skill acquisition specialist, which provided context to impact learning design, two senior coaches from British Para Swimming with no prior knowledge of skill acquisition principles were observed and interviewed. The intervention harnessed coach experiential knowledge by emphasising development in understanding of theory underpinning three key principles of skill acquisition (i) implicit learning, (ii), focus of attention, and (iii) contextual interference, and encouraging informal and experiential learning between sessions. Following the intervention, coaches had adapted their approach to practice design to incorporate theory-informed techniques. Coach observations and interviews highlighted a range of novel findings in skill acquisition. First, outcomes indicated the use of implicit learning techniques in the form of analogy or metaphor cues can facilitate learning for athletes with intellectual disabilities. Second, coaches reported the learning benefits of utilising external and holistic focus cues in the elite athlete setting. Finally, through an increased understanding of the learning-performance distinction, coaches described the benefits of incorporating contextual interference, which emphasised temporal spacing between learning events. The coaches’ interpretation and implementation of skill acquisition theory are discussed with reference to potential avenues of exploration in future research.

Analysis of an Output-Oriented Teaching Method in College English under the Second Language Acquisition Theory

In the context of economic globalization, English has become increasingly essential for students’ communication and professional activities, necessitating higher proficiency in speaking and listening. The theory of second language acquisition posits that college English teaching can purposefully guide students’ learning and facilitate unconscious language acquisition. By integrating an output-oriented teaching method, students are provided with opportunities to practice and apply English, thereby addressing the traditional issue of “separation of learning and use.” This paper examines the application value of the output-oriented teaching method in college English under the second language acquisition theory and proposes several strategies to enhance college English classroom teaching. The goal is to develop students’ linguistic competence and improve their practical English skills.

Is This (Becoming) a Theory of Second Language Acquisition?: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview”

Is This (Becoming) a Theory of Second Language Acquisition?: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview”

A Study on the Influence of Language Environment on English Writing Ability in Universities-Based on the Theory of Second Language Acquisition

Based on the theory of second language acquisition, this study employs a mixed-method approach to investigate the impact of language environment on English writing proficiency in higher education institutions. In the quantitative study, data were collected from 184 students with diverse English language learning backgrounds via the online questionnaire platform "Wenjuanxing" at several universities in China and in-depth interviews were conducted to gain qualitative insights. The findings indicate that the frequency and depth of writing practice, parents' education level, and early exposure to English have a notable impact on English writing ability. Students in the advanced training group demonstrated superior performance due to their increased exposure and practice opportunities, whereas students in the standard study group necessitated more structured instruction and writing practice to enhance their proficiency. The study offers a theoretical foundation and practical guidance for teaching English writing, such as the creation of a rich language environment to facilitate students' English writing abilities.

Implications of Constraints on the Language of Emerging Aided Communicators and Intervention Decisions: A Tutorial

This tutorial offers speech-language pathologists (SLPs) an opportunity to consider the theoretical constructs of language acquisition theory and the multifactorial determinants that can impinge on the language acquisition process for children with complex communication needs. The system of constraints observed through the lens of optimality theory is discussed alongside intrinsic and extrinsic barriers associated with children who acquire their first language simultaneous to their introduction to aided augmentative and alternative communication (AAC) systems. This examination calls into question whether the language competence of emerging aided communicators may be masked by their ability to produce language that accurately represents their understanding of their native language. Specific to this question is whether vocabularies available to emerging aided communicators, opportunities to access aided language models, and intervention decisions made by SLPs may be implicated in the language acquisition and development process. Suggestions for clinical practice are offered as a means of mitigating adverse outcomes related to extrinsic constraints.

Mother Tongue Education and the Acquisition of English Language as a Second Language by Akoose Speaking Pupils

Cameroon is a very diversified linguistic entity with about 284 languages for a population of 15,803,220 inhabitants (Grimes 2002). This situation causes the nation to face quite some challenges with choices of languages utilized as media of instruction at various levels in schools. This article focuses on Early Education whereby, we investigate learning through the medium of the MT and its implication for a better proficiency of the L2 (English Language) by these learners. The endeavor requires the application of various strategies to accomplished the task of learning the L2. It is obvious that at the initial phase, there is bound to be interference of the first language into the second language (L2) with different outcomes. Its hypothesis stipulates that children will learn more when they are instructed in the language they master most and better rather than when they are taught in their L2 or L3. The sample for this study comprises 20 teachers and 460 pupils. In order to collect the relevant data, interviews, language test, participant observation and questionnaires were used. Therefore, the investigation engaged both quantitative and qualitative research methods. The theoretical framework used for this study is Krashen’s theory of Second Language Acquisition. The data was analyzed using both frequency and percentage tables and charts. The findings indicated among other things that the children understood, participated, performed and retained information much better when using mother tongue as medium of instruction than when they are taught solely in English language; that, children are more attentive in class when their mother tongue is used to them than when English is used at the initial phase of their educational exposure. Also, an amazing finding amongst others in this research endeavor is the fact that pilot school pupils who employed mother tongue in early learning as medium of instruction did not only perform better in all school curricular subjects but also in English language subject than their counterparts in the regular school system whose medium of instruction was English language.

Input, Universals, and Transfer in Developing Rhotics: A Sketch in Bilingualism

Understanding the role of input in bilingual phonological acquisition is revealing for deciphering the workings of language acquisition processes. Input and usage distributional frequencies guide and differentiate speech sound acquisition patterns cross-linguistically. Such processes are operant in first- and second-language acquisition. There is an under-representation of investigations on how context-specific input in bilingualism influences the early acquisition of rhotics in child developmental speech longitudinally. This study addresses the gap by tracing a Greek/English bilingual girl’s rhotic development between ages 2;7 and 3;11, utilizing naturalistic data during daily interactions with an adult interlocutor. The study reports and schematically illustrates the child’s bilingual usage frequencies, informing language choice in her production variables, which demonstrate, quantitatively and qualitatively, the effects of context-specific input on rhotic accuracy levels and substitution patterns in both languages. Specifically, distributional frequencies in the input govern the child’s phonemic and phonetic tendencies in the languages. Findings are compared with previous reports in the literature and enhance language acquisition theory, revealing the pivotal role of input in the dynamic interplay with developmental universals, language-specific tendencies, transfer, and individual variation.

English Language Learning and Acquisition Theories

Introduction: Language is a powerful tool and means of communication and to communicate with others we also use other ways such as Body manners, gestures, signals and facial expressions which is also called as a non-verbal communication. English is a tool, like basic arithmetic, or literacy, or computer skills. An ability they need to master in order to function effectively in today’s world. The L1 remains the learners primary language and the only they identify with what teachers aiming for is functional English-knowing bilingualism. Socio-political status: With the European trade patterns, most of the known European-based Creole languages were existed in the coastal regions of the Americas, Western Africa, Goa and along with the west coast of India. Indian Ocean Creole languages are based on European languages with elements from Malagasy and possibly other Asian languages. Learning Language Through Culture: Learning other language is to understand the nature of the relationship between language and culture, learners need to engage with the ways in which context affects what is communicated and how. Standard English is the variety of English that is generally acknowledged as the model for the speech and writing of educated speakers in UK. It is also associated with Received Pronunciation or accent. Intuitive acquisition: We learn anther language the same way as we learnt our first language or mother tongue. Intuitive acquisition through lots of exposure to the language in authentic communicative situations. Habit-formation: Language is a set of habits: we mimic and memorize and drill the patterns of the language until we learn to produce the correct forms automatically. Cognitive Process: Language involves the understanding of underlying rules: if we master these rules, we will be able to apply them in different contexts. That may be at school, home, with community or with others. Skill-learning: Language is a skill. We learn it in school just as we learn other skills: someone explains rules or words to us, we understand and practice them until we master them and use them fluently and skillfully.

High-stakes Technical Performance Assessments Across the Continuum of Surgical Training.

The aim of this article to outline proposals for the use of high stakes technical performance assessments, defined as assessments of technical skill that take place outside of the operating theatre, across the continuum of surgical training. Technological advancements have allowed for the assessment of operative technical skill outside of the workplace environment, developed and evaluated in line with modern concepts of assessment validity. With the introduction of competency-based education principles across surgical training curricula, increasing scrutiny is being placed on the validity and reliability of assessments used to inform high-stakes training decisions regarding selection, progression through training, autonomy granting and end-of-training certification. The role of performance assessments, conducted outside of the workplace environment, is yet to be fully established. This article discusses the use of high-stakes performance assessments across the continuum of surgical training, with reference to relevant theories of surgical skill acquisition and assessment, along with contemporary evidence from the performance science literature. Assessments of increasing professional authenticity are required across the continuum of surgical training. In an attempt to capture inherent ability rather than skill at the time of trainee selection, assessments should be of deliberately low levels of professional authenticity. Assessment in early surgical training should focus on ensuring competence in core surgical skills, and then assessing for canonical competence across a series of commonly encountered procedures. Baseline competence in these procedures should ideally be assessed prior to the transition to (supervised) lead operator, with a view to ensuring patient safety and improving the efficiency of in-theatre training. Assessment later in training relies more heavily on the workplace, with simulation offering a complimentary role in ensuring a minimum competency standard in procedures less likely to be encountered in the workplace. High-stakes performance assessments can play an important role as part of a programmatic approach to surgical training and certification. They can and should be designed with an appropriate level of professional authenticity to ensure adequate and appropriate representation of the assessment construct.

Effect of Language Learning Apps on Vocabulary Acquisition in South Africa

Purpose: The aim of the study was to analyze the effect of language learning apps on vocabulary acquisition in South Africa. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The effect of language learning apps on vocabulary acquisition in South Africa indicate that these digital tools significantly enhance learners' vocabulary skills. Research shows that students who regularly used language learning apps demonstrated a notable improvement in their vocabulary acquisition compared to those who relied on traditional methods. The interactive features of these apps, such as gamified learning and spaced repetition, contributed to increased engagement and retention of new words. Additionally, learners reported higher motivation levels and a greater sense of autonomy in their language studies. Unique Contribution to Theory, Practice and Policy: Constructivist learning theory, cognitive load theory & second language acquisition (SLA) theory may be used to anchor future studies on the effect of language learning apps on vocabulary acquisition in South Africa. Educational institutions should collaborate with app developers to ensure that language learning apps incorporate these theories. Policymakers should encourage the adoption of evidence-based design principles in the development of educational technology by providing funding and resources for research in this area.

Artificial intelligence and smart decision making in smart cities: a parallel moderated mediation approach

ABSTRACT The growing use of artificial intelligence (AI) for decision-making in smart cities has ignited serious debates on the positive aspects and potential harms of AI in smart cities. However, research on this subject is yet to be comprehensive. While previous studies have examined the direct link between AI and smart decision-making (SDM), extant results remain unclear. Thus, using social cognitive theory and integrated fear acquisition theory, the current research examines the direct impact of AI on SDM by introducing work-life interface and lack of transparency anxiety as mediators. The study also examines the moderating role of support orientation. We rely on cross-sectional data collected from citizens of Turkey to examine the relationships. The study’s research framework was validated using 433 valid samples collected from Turkish citizens through a simple random sampling method. The findings indicate that AI has a positive impact on SDM. AI has a positive impact on work-life interface. Work life interface has a positive impact on SDM. AI has a positive impact on lack of transparency anxiety. Lack of transparency anxiety has a negative impact on SDM. Both work-life interface and lack of transparency anxiety were discovered to be effective mediators between the use of AI and SDM. The positive impact of AI on work-life interface is further enhanced at high level of support orientation. The positive impact of AI on SDM is further enhanced at high level of support orientation. The findings offer useful guides for making well-informed decisions and executing policies that are beneficial for all in smart cities.

Do First Language, Word Frequency and Input Matter in Bilingual’s Language Acquisition?

The acquisition of morphosyntactic features, such as third-person singular (3SG) inflection, is a critical aspect of language development. While much research has focused on monolingual children’s acquisition of 3SG inflection, less is known about how bilingual children navigate this process, particularly those from non-inflectional first language (L1) backgrounds. Furthermore, two well established characteristics found in other bilingual groups: word frequency and L1 transfer are still remain unclear in the acquisition of 3SG inflection in Chinese-English bilingual groups. Addressing these gaps are crucial for understanding the unique challenges bilingual children face and the factors influencing their acquisition of English morphosyntatic feature. In this study, we employed corpus to analyze longitudinal naturalistic data from three Chinese-English bilingual children and one English monolingual child. We investigated the children’s use of 3SG inflection across obligatory contexts, examining the frequency of verb exposure in both parental input and a large corpus (COCA). Our results indicate that bilingual children, especially those from a non-inflectional L1 background, demonstrated delayed acquisition of 3SG inflection compared to monolingual counterparts. However, both groups showed better accuracy with high-frequency verbs, underscoring the importance of input frequency. Additionally, L1 transfer effects were evident in both monolingual children and bilingual children, with the bilingual children struggling more with verbs whose L1 lacked verb agreement. These findings suggest that both input frequency and L1 transfer play significant roles in shaping bilingual children’s acquisition of 3SG inflection. This study contributes to a deeper understanding of bilingual language development, with implications for language acquisition theory and educational practices, particularly in addressing the needs of children from diverse linguistic backgrounds.

Theories of foreign and second language acquisiton

Theories of foreign and second language acquisition examine how learners acquire languages beyond their native tongue. These theories offer insights into the cognitive, social, and environmental factors that influence language learning. While some theories emphasize innate abilities, others focus on the importance of interaction, cognitive development, or the role of external input and social contexts. This article presents observations on how language learners from diverse backgrounds learn English in different ways.