Understanding Of Second Language Acquisition Research Articles

FACTORS AFFECTING SECOND LANGUAGE COMPREHENSION ABILITY IN CHILDREN: A SYSTEMATIC REVIEW

This systematic review aims to explore the factors that influence children's second language comprehension ability. Second language acquisition in children is a complex process that is influenced by a variety of factors. Understanding these factors can provide valuable insights for educators, parents, and policymakers to optimize language learning strategies and interventions. This review follows a systematic approach by conducting a comprehensive search across multiple databases, including educational, psychological, and linguistic sources. Relevant studies published in the last decade were included in the analysis. The review focuses on children aged 5 to 12 years, as this is a crucial period for language development and acquisition. By combining previous investigations as a more thorough evaluation of the literature, this study used the systematic literature review (SLR) method to address the research issues. The findings reveal several key factors that influence second language comprehension ability in children. Firstly, individual cognitive factors, such as working memory capacity, attention, and executive functions, play an important role in language processing and comprehension. Second, socio-cultural factors, including parental involvement, socioeconomic status, and exposure to a second language in the community, influence language learning outcomes. Thirdly, instructional factors, such as the quality of teaching methods, curriculum design, and classroom environment, have a great impact on children's language comprehension abilities. Based on these findings, this review underscores the need for a comprehensive and holistic approach to improving second language comprehension skills in children. It emphasizes the importance of integrating cognitive, socio-cultural, and instructional factors in language learning programs. In addition, the review also identifies research gaps and provides recommendations for future research to further enhance our understanding of second language acquisition in children.

Innovative Pedagogical Strategies in Second Language Acquisition

The process of acquiring a second language is a complex undertaking that necessitates a multifaceted approach to instruction. Contemporary pedagogical strategies have increasingly emphasized interactive and communicative methods, recognizing the importance of engaging learners in meaningful and authentic use of the language. This article delves into the various instructional techniques that are currently favored in the field of second language education. Notably, the comprehensibility of input, which refers to the accessibility of language presented to learners, is paramount; methods designed to ensure that learners can understand and process language are essential for facilitating acquisition. Moreover, the aspect of learner interaction is scrutinized, as it is critical for providing L2 students with the opportunity to practice and develop their language skills in social contexts. Feedback mechanisms play an instrumental role in L2 learning, serving as a bridge between understanding and production, helping learners to refine their language use through correction and guidance. Task-based learning is another significant pedagogical approach that warrants discussion. It focuses on the completion of meaningful tasks that mirror real-world language use, rather than on the rote memorization of language forms. Furthermore, the integration of technology in language learning environments has opened up new and dynamic avenues for enhancing learners' engagement and exposure to the target language. The article weighs the efficacy of these diverse strategies by reviewing empirical studies and theoretical perspectives that underline their benefits in promoting second language proficiency. The conclusion weaves together the significant insights from the analysis, reflecting on the practical implications these strategies hold for learners and educators alike. It also calls for further research to optimize L2 teaching methodologies, thereby enriching our understanding of second language acquisition in the digital age.

Using Mind Maps to Identify Meaning-Making about ELs in Pre-Service Teachers

The purpose of this research was to examine the use of mind-mapping as a classroom strategy for identifying and assessing the knowledge base of pre-service teachers as they prepare to work with English Learners (ELs) in mainstream classrooms. Using mind maps, the study identified the pre-service teachers’ knowledge base on ELs at the beginning of a 3-week service-learning course and in what areas they were able to grow. Using an action research framework and thematic analysis of the phrases written on mind maps, researchers were able to identify eleven themes prioritized by the pre-service teachers. Analysis of the mind maps revealed that pre-service teachers grew in ways that developed their knowledge of 1) supporting ELs through specific classroom strategies, 2) building awareness of and appreciating cultural diversity, 3) approaching language learning with an asset-oriented mindset, and 4) gaining a basic understanding of second language acquisition. The study found that mind maps are a helpful tool for identifying what pre-service teachers find meaningful about working with ELs as well as a source for data to inform teacher educators as they design and implement curriculum and experiences in teacher preparation that focus on ELs.
 Key Words: Mind Maps, Teacher Preparation, English Learners

Critical period in second language acquisition: The age-attainment geometry

One of the most fascinating, consequential, and far-reaching debates that have occurred in second language acquisition research concerns the Critical Period Hypothesis [1]. Although the hypothesis is generally accepted for first language acquisition, it has been hotly debated on theoretical, methodological, and practical grounds for second language acquisition, fueling studies reporting contradictory findings and setting off competing explanations. The central questions are: Are the observed age effects in ultimate attainment confined to a bounded period, and if they are, are they biologically determined or maturationally constrained? In this article, we take a sui generis, interdisciplinary approach that leverages our understanding of second language acquisition and of physics laws of energy conservation and angular momentum conservation, mathematically deriving the age-attainment geometry. The theoretical lens, termed Energy Conservation Theory for Second Language Acquisition, provides a macroscopic perspective on the second language learning trajectory across the human lifespan.

A critical understanding of second language acquisition from two sociolinguistic strands: The Variationist approach and the Investment Perspective

This review explores how sociolinguistics expands our understanding of second language acquisition (SLA) by drawing upon two typical sociolinguistic strands: the variationist approach and the investment perspective. Accordingly, two empirical studies are used to illustrate the contributions of each strand, with Han’s (2019) study adopting a variationist approach and Sung’s (2020) study taking an investment perspective. Through a critical analysis, this paper argues that both theoretical strands contribute to the “social turn” of SLA by providing different insights into the social shaping of second language (L2) knowledge and learning, as well as the interplay between identity construction and L2 learning. Implications, limitations, and suggestions for future studies are discussed at the end.

Theoretical perspective of reading in English second language classrooms

Several language experts have proposed language models that provide a solid foundation for effective second language acquisition. This paper aims to review language theories and explain their relevance to English Second Language (ESL) learning through reading. The ultimate goal is to develop theoretical measures whose considerations and implementations could motivate learners to read more in order to effectively learn ESL, thereby improving academic performance. This paper highlights three theoretical lenses that contribute to the understanding of second language acquisition through reading, namely social constructivism, the input hypothesis, BICS and CALP theory. The study discovered that reading instruction in ESL should be practiced through a combination of multimodality, social interaction, and comprehensive input. The integration and use of appropriate technologies in ESL classrooms, teachers' awareness of their learners' developmental level, exposure to challenging reading materials, and the development of learners' critical thinking skills are all necessary components of second language acquisition. These components should be executed properly in the reading lessons for the learners to acquire ESL to the degree of proficiency.

Brave New Digital Classroom: Technology and Foreign Language Learning by Robert J. Blake and Gabriel Guillén (review)

Reviewed by: Brave New Digital Classroom: Technology and Foreign Language Learning by Robert J. Blake and Gabriel Guillén Alexandria J. Ekler Robert J. Blake and Gabriel Guillén. Brave New Digital Classroom: Technology and Foreign Language Learning. Georgetown UP, 2020. 231p. Professor of Spanish Linguistics, Robert J. Blake, and Assistant Professor of Spanish, Gabriel Guillén, collaborated to create a critical pedagogical handbook outlining the importance of technology use in the language classroom. The authors propose that employing a variety of resources—technological as well as traditional—offers the largest benefit. While some educators may fall on one side or the other of the digital debate, this more moderate approach suggests that too much— or too little—of one sort of teaching may not be in the best interest of students’ development. Teaching methods (especially in language) have changed drastically over the last 50 years and continue to evolve as more research is devoted to language acquisition. New online resources and technologies have revolutionized the learning process, making not only more interactive and communicative options available, but also activities that may better spark student interest. The first chapter cites technology as a primary component in language teaching development and clearly states that it is not the solution to all struggles in the classroom. General classroom practices and a thorough understanding of second language acquisition (also addressed throughout) should be in conjunction with lesson plans that incorporate technology to deliver the most beneficial learning environment. Leading up to the second chapter, the authors debunk certain misconceptions [End Page 266] about second language acquisition and the use of technology. Considering the frequent mention of various scholarly articles and the explanation of principle pedagogical concepts, Brave New Digital Classroom would serve well in any language pedagogy course, especially one focusing on the use of technology. Each chapter offers powerful insight to aspiring educators by beginning with a concept of human nature and relating it to language learning. For further study, a list of citations and discussion questions encourages research and critical thinking on the topics. Various activities that may help learners include task-based language teaching (TBLT) that focuses on real-world communication and comprehension (50). Examples of options for TBLT tasks and advice on how to prepare them are also illustrated (51–52). Additionally, the authors emphasize computer-assisted language learning, or CALL. While CALL programs are great tools, there are now many of them and they are not all created equal. Some appear to be beneficial for learning several topics, but are really only helpful in one arena. For example, the book cites Duolingo as a good option for expanding vocabulary, but, even though verb conjugations are included in the learning interface (112), they are not as effective. A table evaluates the pros and cons of each application (39). There are still many fallacies with technology, because, after all, technology will never bring to the table all of the options and assessments that humans do. Nonetheless, these programs still have value and this volume will help readers navigate them. For many years, researchers have attempted to produce a technology advanced enough to aid students with their conversation skills. Created for this purpose, ICALL is unable to emulate natural, human conversation. Despite that, teachers can still use student input for evaluation (125). Chapter 5 discusses the importance and usefulness of games in the classroom, but also mentions that there are still very few game options for language learning, despite the benefits and booming gaming industry (133–35). However, students may use online games produced for social entertainment to practice at home by changing the language settings and communicating with people from other countries. Brave New Digital Classroom does a good job of stating the facts and leaving readers to arrive at their own conclusions about what is appropriate for the circumstance. It is clearly stated that too much or [End Page 267] too little of anything can have a negative impact on learning, but the authors do not outline exactly how many technological resources should be used. The bottom line is this: each student and class is different; therefore, there is no exact formula for how to create the perfect learning...

Running records and first grade english learners: An analysis of language related errors

The purpose of this study was to determine if first-grade English Learners made patterns of language related errors when reading, and if so, to identify those patterns and how teachers coded language related errors when analyzing English Learners' running records. Using research from the fields of both literacy and Second Language Acquisition, we analyzed 123 running records containing 649 errors. Over half (54%) of the errors were determined to be language related and 93% of the LR errors fell into five categories: Inflectional endings, irregular verb tenses, contractions, prepositions and teachers' use of tolds. Numbers of LR errors and non-LR errors were similar within text level bands, and both decreased over time as students became more proficient readers. It is difficult to infer how different types of LR errors influence comprehension. There was inconsistency in teachers' interpretation of language related errors, which underscores the need to increase teachers' understanding of second language acquisition in the service of literacy instruction, and to advance theory regarding English Learners' use of their linguistic resources in language and literacy acquisition.

A Social Network Analysis of Knowledge Infrastructure in the Second Language Acquisition Domain

This study utilizes the social network analysis (SNA) technique to analyze and better understand the semantic and knowledge networks that are associated with the linguistic domain of second language acquisition (SLA). Our analytic research helps to further define our understanding of SLA by constructing a detailed description of the domain’s network knowledge infrastructure. By analyzing 5,297 publications, authored by 9,220 authors, and published in 1471 outlets. Our study utilized the SNA tool to examine the author, institution, bibliographic coupling and keyword networks of the SLA domain. The results of our study show that SLA network is relatively fragmented containing several isolated clusters of authors. The study also found that the diameter of the co-authorship network is relatively small and has clustering co-efficient that is high and displays the small world phenomenon. (Konkuk University, Chungnam National University, University of Waikato Management School)

Teacher-learners' engagement in the reconceptualization of second language acquisition knowledge through inquiry

For decades, teacher educators have struggled to better prepare teachers who critically understand and utilize second language acquisition (SLA) theory and research. Using a sociocultural theoretical framework that positions teacher-learners as active users and producers of SLA theory, this study explores how teacher-learners in two sections of one capstone SLA course (offered in a graduate-level TESOL/World Language teacher education program) construct their SLA knowledge and praxis. We used thematic content analysis to examine our data set which included written artifacts teacher-learners produced during their course assignments, online discussion posts, observations of class discussions over sixteen weeks, and three questionnaires (completed before, in the middle, and at the end of the course). Findings revealed how teacher-learners externalized their understanding of SLA, struggled with contrasting perspectives, and resituated theory in light of past, present and future teaching. This study has implications for L2 teacher education by shedding light on processes of teacher learning and by offering an inquiry based model for SLA courses that prepare teacher-learners as transformative intellectuals and lifelong learners.

What does neuroimaging tell us about morphosyntactic processing in the brain of second language learners?

This review article provides an overview of the neural correlates of second language (L2) morphosyntactic processing of the past 20 years. Morphosyntactic processing is of great relevance for our understanding of second language acquisition as it is believed to be more sensitive to age of acquisition (AoA) and maturational constraints than other linguistic sub-processes, i.e., lexical- and semantic processing.In this review we present the more general questions raised by the first neuroimaging studies, namely, whether L1 and L2 neural representation of morphosyntax is shared or segregated. Next, we present studies that addressed the impact of AoA, proficiency level, and language transfer on L2 morphosyntactic processing and representation and their findings. We then discuss these findings in light of the procedural/declarative and unified competition models. Finally, we suggest some future directions for studies investigating L2 morphosyntactic processing using neuroimaging techniques. With this article we aim to provide the reader with an overview of what is currently known in terms of L2 morphosyntactic representation and processing and emphasize aspects that have remained understudied.

A commentary on processing instruction

AbstractThe commentary takes the form of reflections occasioned by the debate carried out in the various contributions to this volume as also the related presentations and discussions that took place at the Symposium on Processing Instruction at the University of Greenwich in September, 2013. Rather than review each contribution the debate is be placed within a historical perspective and focus is on the changing relationship between two types of professional: a) those who seek to extend our understanding of second language acquisition and b) those whose main aim is to assist language instructors by applying insights from theoretical research and, by so doing, provide their profession with a modern scientific foundation. It is about the relationship between the ‘understanders’, on the one hand, and the ‘helpers’ on the other. The interaction between Input Processing Theory (IP)– the theory – and Processing Instruction (PI) – the application – provides an ideal background for such a discussion.

Contribution of Error Analysis to Foreign Language Teaching

It is inevitable that learners make mistakes in the process of foreign language learning. However, what is questioned by language teachers is why students go on making the same mistakes even when such mistakes have been repeatedly pointed out to them. Yet not all mistakes are the same; sometimes they seem to be deeply ingrained, but at other times students correct themselves with ease. Thus, researchers and teachers of foreign language came to realize that the mistakes a person made in the process of constructing a new system of language is needed to be analyzed carefully, for they possibly held in them some of the keys to the understanding of second language acquisition. In this respect, the aim of this study is to point out the significance of learners’ errors for they provide evidence of how language is learned and what strategies or procedures the learners are employing in the discovery of language.

Learning difficulties or learning English difficulties? Additional language acquisition: An update for paediatricians

Australia is a diverse society: 26% of the population were born overseas, a further 20% have at least one parent born overseas and 19% speak a language other than English at home. Paediatricians are frequently involved in the assessment and management of non-English-speaking-background children with developmental delay, disability or learning issues. Despite the diversity of our patient population, information on how children learn additional or later languages is remarkably absent in paediatric training. An understanding of second language acquisition is essential to provide appropriate advice to this patient group. It takes a long time (5 years or more) for any student to develop academic competency in a second language, even a student who has received adequate prior schooling in their first language. Refugee students are doubly disadvantaged as they frequently have limited or interrupted prior schooling, and many are unable to read and write in their first language. We review the evidence on second language acquisition during childhood, describe support for English language learners within the Australian education system, consider refugee-background students as a special risk group and address common misconceptions about how children learn English as an additional language.

Shyness as a risk factor for second language acquisition of immigrant preschoolers

The aim of this study was to examine whether shyness is a risk factor for second language acquisition in immigrant preschoolers. Results from studies on first language acquisition indicate that shy children show less favorable language development; however, it remains unclear how shyness affects second language acquisition. As second language skills are often acquired in interactions outside the family where shyness is more evident, we postulate that shyness has a strong negative effect on second language acquisition. This hypothesis was examined using standardized tests and parental ratings in a sample of 330 immigrant preschoolers cross-sectionally and with 130 immigrant preschoolers longitudinally. The analyses revealed lower second language competence as well as slower language development in shy immigrant children compared to their non-shy counterparts. The present study highlights that not only contextual but also personality factors need to be considered for a comprehensive understanding of second language acquisition in immigrant children.

Are Grammatical Morphemes Hard or Soft?

For the past few decades, one of the most persistent criticisms against second language acquisition (SLA) research has been the derivative nature of its origin in establishing its theoretical and methodological foundation. That being the case, the phenomenon of fossilization, i.e., the cessation of learning in a second language (L2), has been a central interest of study unique to the field of SLA, to which most, if not all, hypotheses and research on adult L2 learning are ultimately linked. In this connection, the Selective Fossilization Hypothesis (SFH) proposed by Han (2009) demonstrates its potential to account for a wide spectrum of issues related to fossilization, thus deepening our understanding of SLA in general and fossilization in particular. Simply put, the SFH is promising in that it not only accounts for the previous research findings a posteriori, but also predicts selectively fossilizable features a priori on the basis of the interaction of first language (L1) markedness and L2 input robustness.

Dynamic systems in second language learning: Some general methodological reflections

In this rich and provocative article, De Bot, Lowie and Verspoor provide a clear and informative description of the central tenets of dynamic systems theory and apply this to a number of theoretical and empirical issues in second language acquisition. The authors see dynamic systems theory as a promise for the future, an overarching theory in second language acquisition that takes into account the interconnectedness that is so characteristic of complex, developing systems, including the cognitive and social factors that help shape the process of second language acquisition. Having pioneered in dynamic systems for quite some time now (see Van Geert and Steenbeek, 2005, for a recent overview), I cannot be but supportive of their vision and their hope that this particular approach will lead to a fuller understanding of second language acquisition that is not only of theoretical but also of applied importance. However, the authors' remark about “some unresolved issues” in Dynamic Systems Theory may be somewhat over-optimistic. Nevertheless, I consider the dynamic systems approach as the quintessential future approach to human action, cognition and behavior, including language. All these phenomena are about change, about process in time. And this is exactly what dynamic systems approaches provide: an explicit model of change of some phenomenon of interest.

IMPACT OF LITERACY ON ORAL LANGUAGE PROCESSING: IMPLICATIONS FOR SECOND LANGUAGE ACQUISITION RESEARCH

In this chapter we describe a body of research on oral language processing that we believe has important implications for applied linguistics. This research documents the effects of literacy on human oral language processing. Studies in this area show that illiterate adults significantly differ from literate adults in their performance of oral processing tasks that require an awareness of linguistic segments. These studies provide evidence that the acquisition of the ability to decode an alphabetic script changes the way in which the individual processes oral language in certain kinds of cognitive tasks. At the same time, based on research establishing a clear reciprocal relationship between oral language processing skills and literacy, researchers on first language acquisition are extending the scope of their study to explore the way in which an individual's language competence is altered and extended by literacy itself. In this discussion, we describe the broad outlines of this new body of research and scholarship, and explore the implications for our understanding of second-language acquisition, and particularly for theories and research that explore the impact of “noticing” on SLA. We conclude by stressing the social and theoretical importance of including clearly-identified illiterate adults in our growing database on second language acquisition research.

Contributions of the study of Japanese as a second language to our general understanding of second language acquisition and the definition of second language acquisition research

Japanese has figured frequently in second language acquisition (SLA) research, but more often than not it appears as the first language (L1) rather than the target. In this article, first I discuss the problems addressed and the insights obtained in these studies. I then consider two issues. One is what the field of SLA research should include. I suggest that it should include two categories, namely Core SLA Research, where second language (L2) linguistic knowledge is investigated, and Broad SLA research, where researchers study factors that influence the development of L2 knowledge. The other issue is what we can expect in Core SLA research concerning the L2 acquisition of Japanese. This article illustrates how studies of the L2 acquisition of Japanese can contribute to our understanding of SLA.

FRENCH IMMERSION RESEARCH IN CANADA: RECENT CONTRIBUTIONS TO SLA AND APPLIED LINGUISTICS

This review chapter addresses two questions: What has the recent research conducted in French immersion programs in Canada contributed to our understanding of second language acquisition (SLA)? What has it contributed to the broader field of applied linguistics? In this chapter, I also consider briefly what the research contributions of the coming decade might be and discuss some of the obstacles that may be faced in Canada in continuing to conduct research concerned with French immersion education.