Theories Of Acquisition Research Articles

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.

Practice and Automatization in Second Language Research: Perspectives From Skill Acquisition Theory and Cognitive Psychology

Practice and Automatization in Second Language Research: Perspectives From Skill Acquisition Theory and Cognitive Psychology

Investigating the Educational and Social Factors Affecting Saudi EFL Learners' Attitudes toward Learning English

This study aims to investigate the attitude of Saudi EFL learners toward learning English as a foreign language, their motivation, and contextual and surrounding factors affecting their attitudes positively or negatively. Out of the population that comprises students studying in levels 1 & and 2 of the graduate programs at Business College, PSAU, 216 EFL learners of Saudi Arabia were selected through a simple random sampling method. A self-designed questionnaire with partial adoption of modified items from existing studies was sent to the students to collect their responses. The quantitative approach (descriptive quantitative design) revealed that Saudi EFL students typically exhibited a high level of positivity toward English as a foreign language, and they demonstrated a high level of instrumental motivation but a lower level of integrative motivation toward English. The use of Spolsky’s (1969) and Gardner’s (1985) Second Language Learning Model and Second Language Acquisition theories respectively revealed that certain educational and social factors (e.g., English learning situation, language teachers, and parents) had an advantageous effect on Saudi EFL learners. In the same way, different social and educational factors, such as peer groups, educational settings, and educational environments, have been found negatively impacting learners' motivation and their desire to speak or learn the language. The study implies that the factors (learning physical environment, teaching material, peer groups) affecting the learners’ attitude negatively should be improved. The study would be beneficial to instructors and students in understanding the elements that impede language acquisition and assist them in attaining outstanding and effective English skills.

Robustness of the random language model.

The random language model [Phys. Rev. Lett. 122, 128301 (2019)0031-900710.1103/PhysRevLett.122.128301] is an ensemble of stochastic context-free grammars, quantifying the syntax of human and computer languages. The model suggests a simple picture of first-language learning as a type of annealing in the vast space of potential languages. In its simplest formulation, it implies a single continuous transition to grammatical syntax, at which the symmetry among potential words and categories is spontaneously broken. Here this picture is scrutinized by considering its robustness against extensions of the original model, and trajectories through parameter space different from those originally considered. It is shown here that (i) the scenario is robust to explicit symmetry breaking, an inevitable component of learning in the real world, and (ii) the transition to grammatical syntax can be encountered by fixing the deep (hidden) structure while varying the surface (observable) properties. It is also argued that the transition becomes a sharp thermodynamic transition in an idealized limit. Moreover, comparison with human data on the clustering coefficient of syntax networks suggests that the observed transition is equivalent to that normally experienced by children at age 24 months. The results are discussed in light of the theory of first-language acquisition in linguistics, and recent successes in machine learning.

Teaching Medical Procedural Skills for Performance.

Procedures are a core element of medical professional practice. Today's training approach was formulated in the mid-twentieth century based on a computer analogue of the brain. Despite minor modifications, the system has remained relatively unchanged for the past 70 years. It delivers competence. However, competence is not reliable performance. The inability to adapt to the variety of patients and variations in the performance environments, such as the operating room, results in patient morbidity and mortality. There is a need for changes in the development and training of medical procedural skills based on current theories of skill acquisition, movement theory, and motor control. Achieving optimal performance necessitates the ability to adapt through training in diverse patient and performance environments rather than merely imitating prescribed movements. We propose a novel model of training, the Constraints-Led Approach, which allows for robust training by altering the factors affecting skill acquisition and lifelong learning.

THE ROLE OF L1 PROSODY IN L2 VOWEL DURATION PRODUCTION: EVIDENCE FROM ASIAN LEARNERS OF ENGLISH

The pre-fortis clipping pattern refers to vowels being shorter before voiceless consonants compared to vowels before voiced consonants. This study examined whether first-language (L1) prosodic properties affect the production of this vowel duration pattern in second-language (L2) English speech. Native speakers of Mandarin Chinese, Vietnamese, Korean, and Japanese with varying English proficiency participated in a production experiment. Results showed that while speakers exhibited some pre-fortis clipping, there were no significant vowel lengthening patterns. Additional analysis revealed subtle differences based on the L1 prosody type. Native Mandarin and Vietnamese speakers, with lexical tone, had similar duration ratios. However, native Korean speakers, with no tone, showed less distinction in vowel duration by consonant voicing. Japanese speakers, with pitch accents, fell in the middle. The findings provide limited evidence that L1 prosody affects L2 vowel duration production. The results have implications for theories of L2 speech acquisition as well as pedagogical techniques when teaching English vowels.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0711/a.php" alt="Hit counter" /></p>

Analysis of College English Acquisition Strategies

The second language acquisition theory proposed by Krashen in the 1980s is a relatively complete theoretical system of second language acquisition at present. Among them, the most influential is the acquisition-learning hypothesis. He believes that acquisition is the most important. Learners can successfully communicate, mainly the acquired knowledge. College English is the language that all college students in China must learn, and it is also the second language of students. This article takes the acquisition strategy analysis of college students as an observation point and discusses it in five parts. First of all, the introduction introduces the research background. Secondly, briefly introduce the second language acquisition strategy. The third part analyzes the current situation and existing problems of college English acquisition. The fourth part analyzes the strategic factors that affect students' English acquisition. The fifth part analyzes the implications of second language acquisition strategy factors for learners to learn English. Finally, let's summarize.

The role of prediction error in the development of language learning and memory

AbstractPrediction error plays a pivotal role in theories of learning, including theories of language acquisition and use. Researchers have investigated whether and under which conditions children, like adults, use prediction to facilitate language comprehension at different levels of linguistic representation. However, many aspects of the reciprocal relation between prediction error and the development of language learning remain unclear. In this article, we review studies in language development that can inform us about the role of prediction error in updating, learning, and retrieving linguistic information. We argue that the study of individual differences in linguistic and cognitive skills will help the field understand more thoroughly whether, when, and why prediction aids language learning, and whether prediction error necessarily results in language learning and retrieval from memory. We close with a discussion of the needs and challenges for researchers to answer these questions.

Proactive Language Learning Theory

AbstractSecond language acquisition theory has traditionally focused on the cognitive and psycholinguistic processes involved in additional language (L2) learning. In addition, research on learner psychology has primarily centered on learners’ cognitive abilities (e.g., aptitude and working memory) and internal traits or states (e.g., dispositions, motivations, and affect). Language learning behavior, however, has remained largely neglected and under‐theorized. To address this gap, this paper proposes the proactive language learning theory, which delineates the agentic and strategic behaviors that learners employ to learn an additional language. These behaviors include input‐seeking behavior, interaction‐seeking behavior, information‐seeking behavior, and feedback‐seeking behavior. This paper presents theoretical arguments supporting the proposal, describes the four behavioral dimensions of the theory, and outlines general hypotheses concerning the contextual and learner‐related antecedents of these behaviors and their effects on L2 outcomes. Finally, the potential implications of this theory for advancing our understanding of L2 learning and instruction are discussed.

Learning the Meanings of Function Words From Grounded Language Using a Visual Question Answering Model.

Interpreting a seemingly simple function word like "or," "behind," or "more" can require logical, numerical, and relational reasoning. How are such words learned by children? Prior acquisition theories have often relied on positing a foundation of innate knowledge. Yet recent neural-network-based visual question answering models apparently can learn to use function words as part of answering questions about complex visual scenes. In this paper, we study what these models learn about function words, in the hope of better understanding how the meanings of these words can be learned by both models and children. We show that recurrent models trained on visually grounded language learn gradient semantics for function words requiring spatial and numerical reasoning. Furthermore, we find that these models can learn the meanings of logical connectives and and or without any prior knowledge of logical reasoning as well as early evidence that they are sensitive to alternative expressions when interpreting language. Finally, we show that word learning difficulty is dependent on the frequency of models' input. Our findings offer proof-of-concept evidence that it is possible to learn the nuanced interpretations of function words in a visually grounded context by using non-symbolic general statistical learning algorithms, without any prior knowledge of linguisticmeaning.

Задачное обучение русскому языку в Китае в контексте теории усвоения второго языка

As the political, economic, cultural, educational, and scientific-technical collaboration between China and Rus-sia continues to evolve, China's demand for Russian-speaking professionals steadily increases. There is a pressing need for new teaching methodologies that are tailored to national conditions and grounded in second language acquisition theory. One such method is task-based Russian language teaching (Task-based Lan-guage Teaching), which can ensure the preparation of teaching staff capable of meeting the needs of the PRCЭs societal development – that is, Chinese speakers proficient in Russian for teaching it as a second lan-guage within China. The study aims to illuminate how task-based methods facilitate the learning of Russian among Chinese students by promoting active engagement, authentic language use, and the integration of cul-tural insights. Task-based learning emerges as a potent pedagogical approach for teaching Russian in China, aligning with second language acquisition theory by promoting interactive, context-rich language use. The study underscores the need for further research into task design and implementation strategies to maximize the benefits of TBLT for learners of diverse linguistic backgrounds. This exploration into task-based Russian language instruction in China demonstrates the potential of task-based methodologies to significantly enhance second language acquisition through a focus on practical application, interactive learning, and cultural integra-tion. As such, it reinforces the call for educators to incorporate task-based approaches in language teaching programs, tailor-made to the specific linguistic and cultural context of Chinese students learning Russian.

Exploring the Feasibility and Efficacy of ChatGPT3 for Personalized Feedback in Teaching

This study explores the feasibility of using AI technology, specifically ChatGPT-3, to provide reliable, meaningful, and personalized feedback. Specifically, the study explores the benefits and limitations of using AI-based feedback in language learning; the pedagogical frameworks that underpin the effective use of AI-based feedback; the reliability of ChatGPT-3’s feedback; and the potential implications of AI integration in language instruction. A review of existing literature identifies key themes and findings related to AI-based teaching practices. The study found that social cognitive theory (SCT) supports the potential use of AI chatbots in the learning process as AI can provide students with instant guidance and support that fosters personalized, independent learning experiences. Similarly, Krashen’s second language acquisition theory (SLA) was found to support the hypothesis that AI use can enhance student learning by creating meaningful interaction in the target language wherein learners engage in genuine communication rather than focusing solely on linguistic form. To determine the reliability of AI-generated feedback, an analysis was performed on student writing. First, two rubrics were created by ChatGPT-3; AI then graded the papers, and the results were compared with human graded results using the same rubrics. The study concludes that e-Learning arning certainly has great potential; besides providing timely, personalized learning support, AI feedback can increase student motivation and foster learning independence. Not surprisingly, though, several caveats exist. It was found that ChatGPT-3 is prone to error and hallucination in providing student feedback, especially when presented with longer texts. To avoid this, rubrics must be carefully constructed, and teacher oversight is still very much required. This study will help educators transition to the new era of AI-assisted e-Learning by helping them make informed decisions about how to provide useful AI feedback that is underpinned by sound pedagogical principles.

Prime Surprisal as a Tool for Assessing Error-Based Learning Theories: A Systematic Review

Error-based learning theories of language acquisition are highly influential in language development research, yet the predictive learning mechanism they propose has proven difficult to test experimentally. Prime surprisal—the observation that structural priming is stronger following more surprising primes—has emerged as a promising methodology for resolving this issue as it tests a key prediction of error-based learning theories: surprising input leads to increased structure repetition as well as learning. However, as prime surprisal is a relatively new paradigm, it is worth evaluating how far this promise has been fulfilled. We have conducted a systemic review of PS studies to assess the strengths and limitations of existing approaches, with 13 contributions selected out of 66 search results. We found that alongside inconsistency in statistical power and how the level of surprisal is measured, the limited scope of current results cast doubt on whether PS can be used as a general tool to assess error-based learning. We suggest two key directions for future research: firstly, targeting the scope of the prime surprisal effect itself with reliable statistical power and appropriate surprisal measurements across a greater variety of languages and grammatical structures; and secondly, using the prime surprisal method as a tool to assess the scope of an error-based learning mechanism utilising conditions in which prime surprisal has been reliably established.

The Critical Period Hypothesis of Second Language Acquisition Theory of Eric Lenneberg's

The Critical Period Hypothesis of Second Language Acquisition Theory of Eric Lenneberg's

The Experiences of Non-PE Teachers in Teaching First Aid and Emergency Response: A Phenomenological Study

This phenomenological study aimed to explore and understand the experiences of non- PE teacher in teaching First Aid and Emergency Response in District I Asuncion, Davao Del Norte. The participants’ experiences, coping mechanisms, and insights were gathered. The theory and the idea of the study were gleamed through the Skills Acquisition Theory of Fitts and Posner (1967), Pedagogical Content Knowledge (PCK) by Shulman (1987), and Experiential Learning Theory by Kolb (1970). Out of the fourteen (14) participants who participated in this study, seven (7) non-PE teachers underwent in- depth interviews (IDI), and another seven (7) for focus group discussion (FGD); (7) participants of them participated virtually through Zoom application while the other (7) participants underwent to a face-to-face interview. They selected to purposive sampling technique. As to the experiences of the non-PE teachers, the following themes emerged: experiencing lack of resources; inadequacy of training opportunities; giving value to learning first aid and emergency response; having struggles in teaching due to insufficient knowledge and skills; provision of practical knowledge and personal growth; having lack of confidence and uncertainty in teaching first aid; and having students who actively participating. To address the issues and challenges, the non-PE teachers mentioned the following: application of experiential learning in practical knowledge skills education; collaboration with people in first aid and emergency response; being optimistic and enthusiastic; sustaining creative adaptation and comprehensive readiness; and utilizing online resources for knowledge enhancement. They also cited insights they could share with others through the themes that emerged; provisions of support, training, and seminar- workshop for non-PE teachers; integration of practical application in real scenarios; continuous professional development in first aid and emergency response; and practice of being calm in emergency response. The results are deemed essential to non–PE teachers, students, the Department of Education, School Administrators, and other stakeholders to give awareness and create best practices that would provide great help in delivering quality teaching of First Aid and Emergency Response, training techniques that would motivate and encourage the non- PE teachers.

Creating a foreign language environment by organizing extracurricular activities in a non-linguistic university as one of the ways of implementing Stephen Krashen’s natural approach to foreign language acquisition

The relevance of the study is predetermined by the insufficiency of the number of foreign language classes in a non-language university for the effective acquiring of communicative competences by students and the fulfillment of educational and profession orientation goals in the classroom. Our hypothesis is that the creation of a language environment by organizing extracurricular activities of cultural, educational and professional value is an effective way of organizing the learning process, corresponding to the theory of natural language acquisition by «exposure to comprehensibleand compelling input». The aim of the study is to describe a model of organizing such a language environment and its advantages in the framework of Stephen Krashen's hypotheses. In our research we use the methods of monitoring, literature analysis, synthesis and deduction. As a result of our work, we have come to the conclusion that a diverse language environment created by organizing various additional activities is an excellent means of forming communicative competences of students throughout the period of study at the university, it contributes to the formation of professional motivation and background knowledge, as well as to the upbringing of a citizen who is not only proud of his country but is also able to present it decently at the international level.

The Intersection of Language Impairment and Rehabilitative Language Immersion in Autism: A Comprehensive Analysis

This paper discusses the literature on language acquisition in individuals with autism spectrum disorders (ASD), highlighting rapid changes in the field. Researchers in psycholinguistics are exploring language acquisition theories due to ASD’s significant differences across language, social, and cognitive domains. The study highlights areas where knowledge is lacking and explores potential future directions. While pragmatic deficits are commonly associated with ASD, clinicians and researchers should consider phonological, morph syntactic differences and rehabilitation to change the condition of phonological errors, which impact language comprehension and production.

Output-Oriented Teaching Method of College English Speaking Based on Second Language Acquisition Theory

In recent years, English speaking has become one of the required courses for most college students in China. College students should have strong spoken English expression ability, and it has become an arduous task for them to improve their oral English level. This paper first describes the current situation of college oral English teaching, including some unsolved problems in class and a few teaching methods already in use. Then, the study synthesizes and sorts out previous studies on the Output-oriented teaching method and Second Language Acquisition (SLA) theory. The following parts analyzes and summarizes existing hypothesis on both SLA and Output-oriented teaching method and seek effective ways to advance college professor’s oral English teaching, so as to improve the oral capability of college English learners. This study also implements the teaching objectives and tasks of college students' English teaching, such as cultural accomplishment, comprehensive application ability, and intercultural language communication ability.

Feasibility Study on the Application of Interactive Teaching Model in TESOL under the Background of Universal Grammar and L2 Acquisition Model

The interactive teaching model is a new teaching methodology that is quite different from the traditional teaching model based on teacher's lectures and rote learning. It plays an important role in teaching English to non-native speakers of English, and more and more Teaching English to Speakers of Other Languages (TESOL) practitioners are trying to adopt this model in their teaching. This paper will analyse the specific role played by the interactive teaching mode in TESOL from a linguistic point of view, and study the feasibility of the application of this mode in English teaching under the framework of Chomsky's Universal Grammar and Krashen's theory of second language acquisition. The teaching model will be analysed through the research methodology of literature study within the theoretical framework of universal grammar, input hypothesis, affective filter hypothesis and monitoring model. Through the study, this paper concludes that the interactive teaching model is in line with linguistic findings such as Universal Grammar and L2 Acquisition Theory, and its application in TESOL is highly feasible.

The Application of Second Language Acquisition Theories in Current English Teaching

Nowadays, in the context of the globalization of English, whether it is for traveling abroad, studying, doing business or other circumstances, people can use English. Today as a universal language, the importance of English is self-evident. Many countries, especially those whose mother tongue is not English, are attaching greater importance to the teaching of English as a second language. This paper first presents and introduces the theories related to second language acquisition. Then it explores the phenomena existing in English teaching at the present stage including the inactivity of students in class, the irrationality of language input, the shortage of language acquisition environment and the emotional problems of students. Finally, it utilizes these theories to enlighten contemporary English teaching by putting forward some suggestions such as the development of a sense of purpose, the provision of effective input, the transition of teaching mode, the recruitment of foreign talents as well as the decrease of affective filtering, aiming at providing a reference for today's English teaching.