Theory Of Second Language Learning Research Articles

Six Popular Beliefs on Language Learning with the Different Theories and Principles on Second Language Learning

This article defines what language is and how significant it is. It exhibits how language is learned throughout life. It elaborates that there are six beliefs related to language learning. The first belief that the study mentions is that language learning is learned by imitation. The article will exhibit the definitions of imitation case and how it is different from practice. It also shows vivid examples of what is meant by imitation and what is meant by practice. Moreover, the article also shows that learning a language could be done through daily routine and it provides clear examples about this matter. The second belief exhibits that younger learners are better learners than adults. The third belief is the appropriate pronunciation of the sounds to speak. Furthermore, the fourth belief the author explains students learn what they are taught. The fifth belief focuses on learners that they should be corrected as soon as they make errors. Finally, the sixth belief is that students can learn both languages and academic content simultaneously. The article elaborates on the sixth belief in detail explaining each one of them individually. It also sheds light on different theories of second language learning which are universal grammar theory, sociocultural theory, and the monitor model theory. The monitor model theory has five different hypotheses which are the acquisition versus learning hypothesis, The monitor hypothesis, the Natural order hypothesis, the Comprehensible input hypothesis, and The Affective Filter Hypothesis. In addition, the author also speaks about Ellis learning principles which are 12 principles but the Author focuses on only seven of them.

The nature of non-native speech sound representations.

Most current theories and models of second language speech perception are grounded in the notion that learners acquire speech sound categories in their target language. In this paper, this classic idea in speech perception is revisited, given that clear evidence for formation of such categories is lacking in previous research. To understand the debate on the nature of speech sound representations in a second language, an operational definition of "category" is presented, and the issues of categorical perception and current theories of second language learning are reviewed. Following this, behavioral and neuroimaging evidence for and against acquisition of categorical representations is described. Finally, recommendations for future work are discussed. The paper concludes with a recommendation for integration of behavioral and neuroimaging work and theory in this area.

Authenticity of Identity and Second Language Learning

This article focuses on authenticity of second language identity which has been at issue. Previous research of the authenticity of second language identity has revealed that second language identity may be inauthentic due to the impact from social context and the individual’s competence and desires. The discussion in this article aims at exploring causes for the possible inauthenticity of second language identity further. The discussion is carried out in a theoretical framework consisting of Sociocultural Identity Theory of Second Language Learning and Identity Theory. It is revealed that besides individual learners’ insufficient second language proficiency to support their free expression, contributive factors include: their possible disadvantageous position in power relations in a second language context, the lack of immediate and realistic social context, and the possible imagined membership in the target language community in a foreign language context. Based on the discussion, suggestions are made for second language teaching and learning practice.

Competency-based curriculum, relevant second language learning theories, and its language assessment

The complexity of problems encountered in today’s world has forced educational institutions to re-envision their mission in order to successfully prepare a competent and skilled alumna who is able to face the future challenges on a global scale. To achieve this goal, a strategic policy and management, which involves different stakeholders and other parties, are needed. To prepare a competent human resource that is able to face each of the challenges and changes, a curriculum is required that meets the established standards as well as the job market demands. In this regard, this paper addresses the implementation of competency-based curriculum (CBC) in Indonesia. The introduction explains the overview of CBC, its aim and implementation, the relationship between English curriculum and environment, and English language syllabus. The second part discusses the main principles of the curriculum, the theoretical approach that relates to language description and some theories of second language learning that underpin the curriculum. Additionally, other factors that relates to curriculum such as the context and the assessment system including language curriculum innovation are also explored. The third part is the conclusion and identification which reports some of the unsolved issues that relates to the implementation of the curriculum.

CALL and SLA Theory: Developing A Framework to Analyze Web-based Materials for Teaching Listening Skills

Listening skills, considered by many to be the most critical language learning skills, have yet to emerge a variety of problems for learners. In order to have an effective listening class, teachers can use one of the many technology-enhanced language learning tools, web-based materials. In this article attempts have been made to make a comprehensive review on the grounded theory of Computer-Assisted Language Learning (CALL) and Second Language Learning (SLA) related to the use of web-based resources in teaching and learning English, especially for listening skills. This article also proposes a framework for conducting CALL evaluation that is worthy for website materials. The result yields a good guideline for teachers to make judgment or decision in choosing the most congruent web-based sources for teaching listening skills. As a result, teachers are able to adapt a proper teaching materials and methodology for listening skills.

The role of feedback and instruction on the cross-situational learning of vocabulary and morphosyntax: Mixed effects models reveal local and global effects on acquisition

First language acquisition is implicit, in that explicit information about the language structure to be learned is not provided to children. Instead, they must acquire both vocabulary and grammar incrementally, by generalizing across multiple situations that eventually enable links between words in utterances and referents in the environment to be established. However, this raises a problem of how vocabulary can be acquired without first knowing the role of the word within the syntax of a sentence. It also raises practical issues about the extent to which different instructional conditions – about grammar in advance of learning or feedback about correct decisions during learning – might influence second language acquisition of implicitly experienced information about the language. In an artificial language learning study, we studied participants learning language from inductive exposure, but under different instructional conditions. Language learners were exposed to complex utterances and complex scenes and had to determine the meaning and the grammar of the language from these co-occurrences with environmental scenes. We found that learning was boosted by explicit feedback, but not by explicit instruction about the grammar of the language, compared to an implicit learning condition. However, the effect of feedback was not general across all aspects of the language. Feedback improved vocabulary, but did not affect syntax learning. We further investigated the local, contextual effects on learning, and found that previous knowledge of vocabulary within an utterance improved learning but that this was driven only by certain grammatical categories in the language. The results have implications for theories of second language learning informed by our understanding of first language acquisition as well as practical implications for learning instruction and optimal, contingent adjustment of learners’ environment during their learning.

2,4-STUD 2,4-STUDY OF THE STRUC Y OF THE STRUCTURE OF THE P TURE OF THE PAIR EXCHANGE DERIVATIVES E TIVES ETHYL ESTER DIO YL ESTER DIOXOPENTANOATE ACID BY THE METHOD OF PMR AND SAR

Analysis of the scientific literature shows that data on nitrogenous derivatives of ketoaldehyde and ketoesters, their synthesis, tautomerization and Complexing ability are incomplete, in some cases their coordination compounds remain abstract, which requires special attention. As a result of the study of the electronic and spatial structures of the complex molecules, it became possible to determine the causes of the "composition-structure-properties" relationship of chemical compounds in a much more complex structure. The structure and tautomerization of para-exchange acylgases of ethyl ether of 2,4-dioxopentanoic acid in various solvents are studied in the article. role of Stephen Krashen's ideas in the theory of second language learning

CONCEPT AND COMPONENTS OF INNOVATIVECOMMERCI TIVECOMMERCIALIZATION INFRASTRUC TION INFRASTRUCTURE

This article provides a detailed description of the subjects of innovation and innovative activity. Groups of elements of innovation infrastructure structural parts, models of its formation and priorities of innovation infrastructure. Also, all efforts are made to commercialize innovations, examples of component research and the growth of the national economy of Uzbekistan, and in the context of active penetration into the global business community, many sectors of the Uzbek economy make management decisions, scientific support, and the need to find effective ways of sustainable economic development was noted. role of Stephen Krashen's ideas in the theory of second language learning

Nynorsk and the L2 self

As part of an ongoing project (Educational Role of Language), this paper continues the quest (Haugan 2019b) for finding approaches to second language acquisition that might help understand the challenges for Norwegian pupils/students when trying to learn the alternative written language Nynorsk, in order to develop better teaching didactics.
 Norway has two official written language varieties: Bokmål (Dano-Norwegian) and Nynorsk (New Norwegian). Normally, all Norwegian students must learn both varieties of the written Norwegian language in school, and at the end of secondary school, they obtain two separate grades in written Norwegian. However, one of the varieties is considered and taught as the main written language, whereas the other variety is the second or alternative written language.
 Approximately 85 percent of the pupils in school have the DanoNorwegian variety as their main written language and many of these pupils develop antipathies against the other variety with the result that they do not master it very well at the end of secondary school. In fact, many pupils achieve better results in English than in the alternative variety of their own so-called mother tongue.
 In this paper, I will investigate the approach of Dörnyei (2009), i.e. a motivation-oriented theory of second language learning, and adapt it to learning Norwegian Nynorsk as an alternative written language. According to motivation-oriented L2 approaches, the notion of a L2 self or identity is an important part in trying to acquire/learn a second language. I will claim that this part of language learning is crucial in the understanding of the challenges connected with learning Norwegian Nynorsk as an alternative language. Most language learners would be more motivated to acquire a second language than trying to have a second identity connected to a variety of the same language.
 Since the content of this paper is a continuation and extension of the previous work in the same research project and network and I consider the general background crucial for the argumentation, certain parts of the presentation are borrowed or adapted from Haugan (2019b).

Experiencing Pedagogical Practices with Digital Resources in The Teacher Training of English Teachers

This research deals with the inclusion of digital educational resources in an English teacher-training course and the possible benefit from the use of this in the improvement of the students’ proficiency level. For that, the researchers understood that it was necessary to study theories of second language learning and look for common principles between such theories and information and communication technologies (ICT). The use of the cartographic method to develop the research resulted in three categories of analyses: (a) the relation between SLL theories and ICT; (b) the relation between the students and ICT; and (c) the students’ proficiency level in English. The research generates products which can be used in the processes of teaching and learning in Basic Education, such as papers and a presentation.

Interactions between speech perception and production during learning of novel phonemic categories.

A successful language learner must be able to perceive and produce novel sounds in their second language. However, the relationship between learning in perception and production is unclear. Some studies show correlations between the two modalities; however, other studies have not shown such correlations. In the present study, I examine learning in perception and production after training in a distributional learning paradigm. Training modality is manipulated, while testing modality remained constant. Overall, participants showed substantial learning in the modality in which they were trained; however, learning across modalities shows a more complex pattern. Although individuals trained in perception improved in production, individuals trained in production did not show substantial learning in perception. That is, production during training disrupted perceptual learning. Further, correlations between learning in the two modalities were not strong. Several possible explanations for the pattern of results are explored, including a close examination of the role of production variability, and the results are explained using a paradigm appealing to shared cognitive resources. The article concludes with a discussion of the implications of these results for theories of second-language learning, speech perception, and production.

Second Language Writing and Bidialectalism: A Case for African American Student Writers

There has been much research conducted on second language writing. In addition, there exists a significant amount of studies conducted with African American student writers. However, the fields of Second Language Writing and Composition Studies rarely if ever dovetail in the research literature. The purpose of this article is to argue how English language learners and bidialectal (English as a second dialect) learners share similar learning experiences and how sociocultural theories of English language pedagogy can inform composition theory, specifically as it relates to African American student writers. The study of writer identity provides insights into both bilingual and bidialectal learners’ authorial identity constructions and their experiences in English language learning contexts. Based on these similarities, I argue the need for composition theory to integrate sociocultural theories of second language learning and identity to better address the needs of bidialectal learners.

Scholastic Grammar in College English Teaching

The research of grammar has been received much concern at home and abroad and the instruction of grammar is a focus and difficulty in English language teaching. The role of scholastic grammar has been paid little attention to for a long time. Some linguists and teachers believe that the traditional or school grammar should be the key in the classroom instruction, but others argue that scholastic grammar is a vital part in language itself. Based on the theories of second language learning and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this article conducts a research in colleges and analyzes the stylistic effect of attributive post-position from scholastic grammar perspective and finds that it is necessary to reconsider the important role of scholastic grammar in college English teaching. The paper ends with a conclusion about some implications of the present research for college English language teaching in China.

Applied Linguistics for College Students

§ Chapter One: Definition of applied linguistics § Chapter Two: Factors Affecting SL Learning and Teaching § Chapter Three: Theories of Second Language learning: behaviorism and cognitive theory § Chapter Four: Syllabus Design § Chapter Five:Language Teaching Methods § Chapter Six: Learning Objectives § Chapter Seven: Learning Strategies § Chapter Eight: Language Testing

Conceptualizing Drama in the Second Language Classroom

Abstract: This paper reviews key literature published in English on drama and second language (L2) pedagogy. The author explores (a) the integral role drama has played in 20th and 21st century L2 teaching methodologies; (b) commonly cited approaches to integrating drama and L2 instruction; (c) uses of drama as a means of exploring culture and power relations within society, and; (d) major definitions and categorizations developed in the existing body of literature. To conclude, the argument is made that researchers must clearly explain and define their approaches to drama in L2 instruction and ground these approaches in relevant theories of second language learning.

I came, but I’m lost: Learning stories of three Chinese international students in Canada

Abstract The number of international students arriving in Canada is increasing annually, with students from China accounting for the highest number. Grounded in sociocultural theories of second language learning, identity, investment and Community of Practice (CoP), this paper presents selected findings from a narrative study investigating the experiences of Chinese international students preparing for the International English Language Testing System (IELTS) tests in Canada. Based on their own accounts of English learning before and after coming to Vancouver, this paper finds that the participants recognized the capital and power of English and foreign qualifications, and regarded international education as a sanctuary from examinations in China. By comparing their current learning in different settings, they expressed confusion about engaging/disengaging in different communities, and about their past expectations, current experiences as well as future possibilities. This paper hopes to draw the attention of stakeholders (institutions and test issuing organizations) to the more nuanced challenges that international students encounter so that better support can be provided to international students learning English for academic purposes.

Cognitive Skill Transfer in English Reading Acquisition: Alphabetic and Logographic Languages Compared

The purpose of this article is to review published studies regarding acquisition of English as a second or foreign language by students of different linguistic backgrounds, in light of the English language’s opaque alphabetic orthography. This review focuses on the contribution of first language cognitive skills (orthographic knowledge, phonological awareness, and morphological awareness) in native speakers of languages with alphabetic and logographic orthographies, to English second-language reading skills (word reading and reading comprehension), to better understand the contribution of cognitive reading skills in alphabetic and logographic languages to the acquisition of English reading skills as a second language. The author examines findings in the context of second-language learning theories, and two contradictory hypotheses in particular—the linguistic interdependence hypothesis and the script-dependent hypothesis. The author finds that no consensus can be indicated as to the contribution of most native-language skills in alphabetic vs. logographic languages to the acquisition of second-language or foreign-language English reading, or even whether or not they are language-specific (script-dependent). The exception is phonological awareness in alphabetical orthographies (but not logographic orthographies) which received a consensus among researchers supporting its transfer from the native language to English as a second or foreign language.

Barry McLaughlin: Theories of Second-Language Learning

Barry McLaughlin: Theories of Second-Language Learning

Bridging Canadian Adult Second Language Education and Essential Skills Policies

Employing critical discourse analysis (CDA), this paper examines the attempt to bridge a Canadian adult second language policy with an employment skills policy. The result is a third policy intended to improve language education and employment skills training for immigrants. The analysis reveals that the knowledge economy and human capital theory are the predominant discourses embedded in the policy documents. The paper argues that predominant discourses perpetuate power imbalances and essentialize worker and migrant subjectivities. Engaging in postcolonial theories of second language learning, the paper proposes another way of conceiving adult second language learning and its potential for policy development.

Literacy development in deaf students: case studies in bilingual teaching and learning.

A bilingual model has been applied to educating deaf students who are learning American Sign Language (ASL) as their first language and written English as a second. Although Cummins's (1984) theory of second-language learning articulates how learners draw on one language to acquire another, implementing teaching practices based on this theory, particularly with deaf students, is a complex, confusing process. The purposes of the present study were to narrow the gap between theory and practice and to describe the teaching and learning strategies used by the teachers and parents of three elementary school children within a bilingual/bicultural learning environment for deaf students. The findings suggest that strategies such as using ASL as the language of instruction and making translation conceptual rather than literal contribute to literacy learning. Findings further indicate that some inconsistencies persist in applying a bilingual approach with deaf students.