Theories Of Acquisition Research Articles

KNOWLEDGE MANAGEMENT IN THE CONDITIONS OF INDUSTRIAL ENTERPRISES INTELLECTUALIZATION AND DIGITALIZATION DEVELOPMENT

Objective. The purpose of the research is to deepen the methodological and applied foundations of knowledge management in the conditions of industrial enterprises intellectualization and digitalization development. Methodology. The methodological basis of the research article is a set of theories and concepts that contribute to a full understanding of the knowledge management process of the content at an enterprise in the context of intellectualization and digitalization: theories of knowledge economy, entrepreneurship, institutionalism, microeconomic theory of knowledge management, theory of new knowledge acquisition; the concept of information society; the concept of intellectual capital; the concept of social capital. The methodology is based on system analysis as a scientific method of researching the enterprise knowledge management functions. The study used quantitative and qualitative methods of data and information collection and analysis; methods of analytical, situational analysis and synthesis; comparative analysis, generalization of scientific experience of modern theoretical research, and a systemic and integrated approach. Results. The article outlines the important role of knowledge management in creating competitive advantages, increasing the value of enterprises and ensuring their long-term sustainable development. A new understanding of the essence of the categories of “knowledge management of an industrial enterprise” and “knowledge management system of an industrial enterprise” has been proposed. A theoretical generalization of the concept of knowledge management of industrial enterprises has been carried out. The article describes new trends in the knowledge management system based on the synergistic relationship between technological components and behavioral aspects in management. The scientific novelty lies in improving the methodology and concept of an integrated knowledge management system and methodological support for its effective practical application. The implementation of the knowledge management system in the conditions of intellectualization and digitalization is substantiated, which improves knowledge accumulation processes, integrates knowledge into the field of the enterprise activity and ensures the exchange of knowledge between employees and key stakeholders. Modern knowledge management tools that enable intellectualization and high-quality digitalization of an enterprise are identified. Recommendations for improving knowledge management at industrial enterprises have been developed, as well as mechanisms for their practical implementation have been proposed. Practical significance of the obtained results. The author’s developments and recommendations can be used to effectively use the intellectual potential of an enterprises to increase economic added value through the growth of organizational knowledge.

The Evaluation of Classroom Teaching Quality of College Business English Translation Based on AI and Central Tendency Adaptive Enhancement

Student-centeredness is a teaching theory proposed by British and American scholars in linguistics, psycholinguistics, applied linguistics, and second language acquisition theory. “The student-centered approach is different from the traditional teacher-centered approach, but it is implemented in a teacher-led environment. In this study, word2vec, paragraph2vec, pos2vec and LDA (latent dirichlet allocation) are combined to form a semantic representation vector for college business English translation. The key point of the college business English translation reform is to update the concept and theoretical understanding, so as to improve the teachers’ business English teaching theory and teaching practice, and to do a good job of college business English translation reform. Finally, it is shown that the proposed intelligent evaluation framework is more accurate than the traditional method in terms of automatic grading and rubric generation for college business English translation.

Expertise acquisition in Congress

AbstractAccording to many, the US Congress desperately needs reform because its capacity to govern has declined. Congressional capacity cannot be understood without examining how the expertise available to members is fostered or discouraged. We present a theory of expertise acquisition and apply it to the problem of overseeing the Executive. We use this theory to organize a dataset of congressional staff employment merged with new records of invitations, applications, and attendance at training sessions produced by three nonprofit organizations in Washington, DC. We find that staffers are more likely to acquire expertise when their jobs are more secure and there are more opportunities to use their expertise in careers outside of Congress—most notably, when their party takes control of the presidency. Our analysis suggests that oversight expertise is generally not sufficiently valuable outside of Congress to entice many staffers to acquire it without subsidies.

Research on the Application of Second Language Acquisition Theory in College English Speech Teaching

The teaching of English speeches in universities aims to enhance oral communication ability, improve English communication skills, and expand English knowledge, occupying a core position in English teaching in universities. This article takes the theory of second language acquisition as the background, analyzes the important role and value of this theory in English speech teaching in universities, and explores how to apply the theory of second language acquisition in English speech teaching in universities. It aims to strengthen the cultivation of English skilled talents and provide a brief reference for improving English speech teaching in universities.

A prosodic account of complex predicate acquisition in Mam: A Mayan language

The Mayan language Mam uses complex predicates to express events. Complex predicates map multiple semantic elements onto a single word, and consequently have a blend of lexical and phrasal features. The chameleon-like nature of complex predicates provides a window on children’s ability to express phrasal combinations at the one-word stage of language development. The ubiquity of complex predicates in the adult language insures that children will produce complex predicates as some of their first words. The verb complex in Mam has obligatory inflections for aspect, person, and to a degree direction. The inflections vary in degree of attachment between syllable segments, affixes, and clitics. Inflections with vowels are phonologically free, while inflections without vowels attach as either syllable segments or affixes. The Mam verb complex requires the addition of a phrasal layer to prosodic models of lexical acquisition. The paper used this extended version of prosodic theory to make five predictions for the acquisition of the verb complex. The paper analyzes production data for three children between 2;0 and 2;8 acquiring the northern variety of Mam spoken in San Ildefonso Ixtahuacán, Guatemala. The children’s production data for both the intransitive and transitive verb complexes support all five predictions to some degree. The children produced prefixes more frequently on vowel-initial stems than on consonant-initial stems, and they produced imperative suffixes more frequently than prefixes on consonant-initial stems. The children exhibited developmental differences and produced phrasal contractions that the prosodic theory did not predict. The results underline the need to integrate prosody into models of morphosyntactic development, and highlight the significance of complex predicates for theories of language acquisition.

Short-term retention of popular music in older adults: Support for a plasticity theory of implicit music knowledge acquisition

Based on our Plasticity Theory of Implicit Music Knowledge Acquisition (PTIMKA), we tested the hypothesis that adolescence is a sensitive period for acquiring musical information and lifelong musical grammar. Older adults (N = 27, mean age = 65.7 years; SD = 6.7) identified artist, title, and year of popularity and rated their familiarity for short excerpts of 36 songs popular between 1962 and 2021. Knowledge and familiarity were greater for music popular during the participants’ adolescence. A subsequent surprise retention task required participants to choose which of 2 excerpts had been presented in the first task; for each of 36 trials, targets and foils represented the same era of popularity. Retention (dꞌ) scores and confidence in retention judgment were higher for the songs popular during adolescence, even though targets of all eras had just been presented in the previous 15 minutes. It is argued that popular music styles congruent with an adolescence-established grammar were more accurately encoded than styles violating this grammar, as would songs popular before or after adolescence. Prior data from younger adults showing trajectories opposite to those for older adults as a function of decade of popularity are further consistent with this interpretation and with PTIMKA. (Work supported by NSERC)

Second Language Acquisition Theories and How They Contribute to Language Learning

This paper presents a systematic review of second language acquisition (SLA) theories and how these theories and ideas could contribute to language teaching. It briefly presents SLA theories related to most language teaching approaches, such as behaviorism, interactionism, sociocultural, and comprehension theory. Then it examines some errors and non-systematic errors and how they affect language learning, as well as how to provide learners with the best kind of feedback on different language skills. It also presents first language interference and its positive or negative influence on acquiring the target language. The paper then discusses the comprehensible input in SLA, the role of interactive communication and social interaction in SLA, and how they could improve learners’ linguistics competence. Furthermore, it presents the difference between language learning and language acquisition and what could be done to help improve the learning process. Finally, it discusses the differences between foreign language learning and second language learning and how that could affect SLA refereeing to some skills and aspects that would help learners to use language appropriately.

СТВОРЕННЯ АНГЛОМОВНОГО ЦИФРОВОГО ОСВІТНЬОГО СЕРЕДОВИЩА ДЛЯ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ: ЛІНГВОДИДАКТИЧНИЙ АСПЕКТ

Recent changes in the Ukrainian language policy have drawn public attention to the issue of shaping an English-speaking digital learning environment for preschool children and have urged researchers to examine the matter from the standpoint of linguodidactics. The pedagogical benefits of mastering English as a second language by preschoolers alongside their mother tongue and their native culture have been studied. A thorough analysis of language acquisition theories has been made in the article. In the context of sociocultural theory, the core role of parents (caregivers) as the child’s initial teachers (pedagogues) and creators of English digital learning environment is outlined. The author has provided guidelines on learning English as a second language based on the supportive use of digital learning tools in English at an early age. The article provides a definition of the term English-speaking digital learning environment. The current research showcases the use of digital learning tools for interpersonal and intercultural communication between adults and a child. The didactic value of English vlogs and cartoons as the most interesting and engaging audiovisual support for children’s English language communicative competence formation is determined. The author provides case examples of how game techniques of miming, dressing up, dramatising, acting out and role-playing cartoons and vlogs scenarios may be employed. A number of online educational platforms and applications designed for learning English have been analysed according to target audience, objectives, content, linguistic, and didactic accuracy. The author has designed a framework of English-speaking digital learning environment formation on three levels: family, educational institutions, and state. The effectiveness of the suggested guidelines on how to create a favourable English digital learning environment for preschool children has been corroborated on the basis of questionnaires and interviews with parents in the kindergarten.

Mealtime conversations between parents and their 2-year-old children in five cultural contexts.

Children all over the world learn language, yet the contexts in which they do so vary substantially. This variation needs to be systematically quantified to build robust and generalizable theories of language acquisition. We compared communicative interactions between parents and their 2-year-old children (N = 99 families) during mealtime across five cultural settings (Brazil, Ecuador, Argentina, Germany, and Japan) and coded the amount of talk and gestures as well as their conversational embedding (interlocutors, function, and themes). We found a comparable pattern of communicative interactions across cultural settings, which were modified in ways that are consistent with local norms and values. These results suggest that children encounter similarly structured communicative environments across diverse cultural contexts and will inform theories of language learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Acquiring differential object marking in heritage Spanish: Late childhood to adulthood

Aims/objectives/purpose/research questions: The present study evaluated child and adult heritage speakers’ (HSs) productive and receptive knowledge of differential object marking (DOM) and addressed the roles of age, proficiency, and frequency of use in explaining variability. Design/methodology/approach: A total of 127 participants completed a sentence completion task (SCT) and a morphology selection task (MST) targeting DOM with animate and specific direct objects. Fifth grade, seventh/eighth grade, and adult HS groups participated alongside a group of Spanish-dominant bilingual adults. Data and analysis: All responses were coded for DOM and submitted to binomial logistic regressions, which included effects for group, task, proficiency, and frequency of use of Spanish. Findings and conclusions: HSs’ DOM production and selection increased across age groups. Proficiency modulated differences between HSs of all ages and participants were more likely to select DOM than to produce it, particularly if they used Spanish less frequently. All HSs produced and selected DOM at least one time, but many differed from Spanish-dominant bilingual adults. Originality: This study is the first to plot the course of development across late childhood and into adulthood in Spanish HSs that incorporates both a production task and a receptive measure to explore HSs’ holistic linguistic systems. Significance/implications: These findings show that there are factors that can account for variability in the production and selection of DOM at the group, individual, and within-speaker levels. This has implications for theories of acquisition: gradient knowledge is inconsistent with incomplete acquisition of DOM, but the increase in knowledge across age groups does not support feature reassembly.

What type of noticing occurs in the first 6 months of learning a foreign language? A case of an absolute beginner of Turkish

AbstractThe concept of noticing, which emphasizes the role of attention and awareness in language learning, has exerted a strong influence on second language acquisition (SLA) theory and practice. The current research analyzes instances of noticing evident across a 26‐week period as the first author, an absolute beginner, was taught Turkish by the second author, a native speaker. All 52 video‐conferenced one‐to‐one lessons were recorded and subsequently thematically analyzed for the learner's noticing of the accusative, dative, locative, and ablative cases at two levels of complexity (single or multiple affix). Six noticing themes were evident and are defined and exemplified with multimodal vignettes and presented as a generalized model. Trends in the occurrence of these noticing themes over the first 6 months of learning are also presented. Discussion focusses on the practical relevance of the types of noticing observed and concludes with directions for future research.

On the Acquisition of Differential Object Marking in Child Heritage Spanish: Bilingual Education, Exposure, and Age Effects (In Memory of Phoebe Search)

Studies on school-aged children have been infrequent in research on Spanish as a heritage language. The present study explored how dual-language immersion education, patterns of heritage language use, proficiency, and age shape child Spanish heritage speakers’ production and selection of differential object marking (DOM). A total of 57 English–Spanish bilingual children and 18 Spanish-dominant adults completed sentence completion and morphology selection tasks. Results revealed that the group of heritage speaker children that produced and selected the differential object marker most frequently was the seventh and eighth grade children (ages 12–14, the oldest in the study) who had completed a dual-language immersion program. Different factors accounted for variability in each task: bilingual education and proficiency affected the production of DOM, while age affected selection. Heritage speakers selected DOM more frequently than they produced this structure. These findings have implications for theories of heritage language acquisition that emphasizes that language experience and exposure account for differences between heritage speakers and argue for the dissociation of production from underlying syntactic knowledge. The data also argue that heritage speakers may possess a bilingual alignment for DOM, whereby underlying receptive knowledge is modulated by cumulative exposure, while production depends more on bilingual education and proficiency in Spanish.

Students’ motivation to learn English: the importance of external influence on the ideal L2 self

IntroductionThe ideal second/foreign language (L2) self, a concept in second-language acquisition theory, is a learner’s future vision about their language ability. Research on the ideal L2 self is important for finding ways to improve motivation for learning a new language, foreign language teaching strategies, and personalization of instruction for individuals with different backgrounds and aspirations. The present study aimed to better understand the factors that might influence the ideal L2 self among Japanese elementary school students. While there have been numerous studies about the ideal L2 self in English language learning, few have focused on elementary school students’ motivation to learn English.MethodsData were collected from 225 4th- and 6th-grade elementary school students in Japan. The data were analyzed by performing t-tests and a hierarchical linear regression to understand the relationships between the pertinent variables and the ideal L2 self.ResultsThe analysis results revealed three characteristics of the relationship between elementary school students’ English language skills and their ideal L2 selves. First, the results of the t-test suggested that international travel and English cram school experiences were differentiating factors for the ideal L2 self, suggesting that the groups of participants with and without those factors (experiences) had significantly different ideal L2 selves. Second, the experience of living abroad was not a significant differentiating factor for the ideal L2 self. Third, the results of the regression analysis suggested that school, home, and foreign media influences are significant contributors to the formation of the ideal L2 self. These factors may therefore subsume international travel and English cram school experiences.DiscussionBy understanding the factors that contribute to the ideal L2 self, educators and policymakers can strive to establish a more effective environment to improve students’ motivation to learn English.

Effect of Mother Tongue on English Language Performance among Grade 3 Pupils in MSU-ILS

This research aims to investigate the effects of the mother tongue on English language performance among grade 3 pupils at Mindanao State University-Integrated Laboratory School (MSU-ILS) in Marawi City. The study is grounded in language acquisition theories, including Stephen Krashen’s Input Hypothesis, Jim Cummin’s Interdependence Theory, and Lev Vygotsky’s Theory on Social Interaction. The conceptual framework encompasses psychological, personal, and social factors, with an emphasis on the impact of the mother tongue on learners' English language proficiency. The research employs a descriptive-correlational method, utilizing descriptive statistics such as percentages, frequency distributions, and means to analyze demographic profiles and assess the status of psychological and social factors influencing English language learning. The study addresses specific questions related to the learners' profiles, attitudes, motivations, learning strategies, and environmental factors affecting language acquisition. Additionally, it investigates the relationship between English language performance and psychological, personal, and social factors, with a focus on vocabulary, grammar, and comprehension. The hypotheses tested include the absence of significant relationships between English language performance and psychological factors, personal factors, social factors, and cognitive factors. The study, set at MSU-ILS, a laboratory school within the Mindanao State University campus, provides insights into the ongoing debate surrounding the role of the mother tongue in language instruction and its implications for learners' competence and performance. The findings aim to inform educators, curriculum developers, and policymakers, offering recommendations for optimizing language learning strategies in the context of the new curriculum in the Philippines.

Language Analytic Ability, Print Exposure, Memory and Comprehension of Complex Syntax by Adult Native Speakers.

Nativist theories of language development assume that all native speakers of a particular language ultimately converge on (more or less) the same grammar, and argue that this is only possible because they are born with a genetic blueprint for language. However, a number of recent studies have found that there are, in fact, considerable individual differences in adult native speakers' grammatical attainment. In this study, we examine some possible reasons for these differences. We examine both learner internal cognitive factors (implicit and explicit memory for sequences, non-verbal working memory, and language analytic ability) as well as an experiential factor (print exposure). In contrast to many earlier studies which focused on the temporal aspects of language processing, we are interested in the extent to which individuals are able to use grammatical cues to extract meaning from complex sentences. To minimize the effect of performance factors, sentences remained on screen while participants responded to comprehension questions (thus easing working memory load) and participants were given as much time as they needed to respond. Our findings revealed large effects of language analytic ability and print exposure, and a much smaller effect of implicit learning. While the effect of implicit learning fits in well with current theories of language acquisition and processing, the first two findings do not. The strong relationship between print exposure and comprehension suggests that the ability to process complex syntax may depend on a particular type of language experience which is not available to all speakers. Finally, the effect of language analytic ability challenges the wide-held conviction that the ability to identify and explicitly reason about linguistic patterns is only relevant in adult second language learning.

An Empirical study on-Franchising: A Smart Business Solution in India

The paper presents a comprehensive exploration of franchising, examining its historical evolution, theoretical foundations, and contemporary trends across the globe, with a specific focus on the Indian market. The study employs a descriptive research design and utilizes primary data collected through a questionnaire distributed among respondents in Bengaluru. The paper begins by defining franchising as a contractual relationship between a franchisor and a franchisee, emphasizing its role in business expansion through brand licensing and method sharing. It categorizes various types of franchises and highlights the advantages enjoyed by both franchisors and franchisees. The global landscape of franchising is analyzed, featuring insights from Australia, Brazil, Russia, and New Zealand, providing a comparative perspective on the prevalence and regulations of franchising in these countries. In the context of India, the paper outlines the significant growth and popularity of franchising across diverse sectors, acknowledging the regulatory evolution in the absence of specific franchise laws. The literature review section delves into the historical and theoretical aspects of franchising, covering resource acquisition theory, agency theory, transaction cost analysis, signaling theory, and property rights theory. The primary data analysis, based on a sample of 100 respondents, offers valuable insights into the demographic characteristics, attitudes, and preferences of individuals in Bengaluru concerning franchising. Findings suggest a mixed attitude, with a considerable interest in franchising, especially among those prepared to make smaller investments. The study concludes with recommendations, including targeted franchise education, enhanced marketing efforts, support for small investments, and diversification of franchise offerings, offering practical insights for potential franchisors and franchisees.

Acquired Versus Learned Systems in Second Language Acquisition: A Review of Studies Based on Krashen’s Hypothesis

This research aimed to explore the contribution of Krashen’s learned-acquisition hypothesis within the context of second language education. Due to a lack of empirical research exploring teaching methods specifically founded upon the learned and acquisition systems of the said hypothesis, a contingent approach was taken whereby the learned system was deemed congruent with teacher-centred learning and the acquisition system was reflective of student-centred learning due to the conscious and subconscious components, respectively. This research adopted a secondary methodological approach to permit the design and completion of a literature review, which was needed to collectively evaluate original (primary) evidence sources regarding evidence for or against Krashen’s theory of second language acquisition and an acquisition-learning distinction. The findings of the research showed that student-centred learning offers varied advantages over teacher-centred learning in terms of outcomes of value within second language education. Moreover, the findings showed that student-centred learning was associated with meaningful and statistically significant improvements in students’ affective wellbeing and academic performance within second language education. Such findings were observed across child and young adult student groups and thus, show the dynamic utility of student-orientated learning for enhancing education quality and related outcomes.

三语习得理论下英语对德语语音学习的迁移作用研究

三语习得理论下英语对德语语音学习的迁移作用研究

Krashen's second language acquisition, a theory or hypothesis: An analytical study

Language is crucial for adapting to society, and learning different languages enhances human efficiency. Learning a second language involves acquiring any language in addition to one's native language. Second Language Acquisition (SLA) has two meanings, generally, it describes the process of learning a second language, and more specifically, it refers to the theory of how a second language is acquired or picked up. Second language learning demands considerable effort and practice. Stephen Krashen, a prominent linguist, has conducted extensive research on non- English and bilingual language acquisition. Krashen's theory of second language learning is founded on five major hypotheses, the Acquisition-Learning Hypothesis, the Natural Order Hypothesis, the Monitor Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. Given its broad scope and significant impact on language teaching approaches, Krashen's Second Language Acquisition theory is better described as a theory rather than merely a hypothesis. However, like all scientific theories, it continues to be refined and debated in scholarly circles. This article explores Krashen's theories of Second Language Acquisition and provides justifications for referring to them as theories.

Implications of Second Language Acquisition Theory for Junior High School English Oral Instruction

Implications of Second Language Acquisition Theory for Junior High School English Oral Instruction