...AND SECOND LANGUAGE ACQUISITION http://www.literature.freeservers.com/image_polat/ccfsla.html | The Critical Period Hypothesis | Neurological Considerations Psychomotor Considerations Cognitive Considerations Affective Considerations Linguistic ConsiderationsIn the Classroom: The Audiolingual Method | The increased pace of research on first language acquisition in the 60s and 70s attracted the attention not only of linguists of all kinds but also of educators in various language-related fields. Today the applications of research findings in first language acquisition are widespread. In language arts education, for example, it is not uncommon to find teacher trainess studying first language acquisition, particularly acquisition after age 5, in order to improve their understanding of the task of teaching language speaker to native speakers. In foreign language education most standard text and curricula now include some introductory material in first language acquisition. The reason for this are clear: We have all observed children acquiring their first language easily and well, yet the learning of second language, particularly in an education setting, often meets with great difficulty and sometimes failure. We should therefore able to learn something from a systematic study of that first language learning experience. The purpose of this chapter is to set forth explicity some of the paramters for comparing and contrasting the two types of language acquisition. The first...
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...ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 1, No. 5, pp. 682-684, September 2010 © 2010 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/jltr.1.5.682-684 Interlanguage Pragmatics Theory and Its Implications for Foreign Language Qian Huang Foreign Language Teaching Department, Dezhou University, Dezhou 253023, China Email:qqh@dzu.edu.cn Abstract—The major purpose of college English teaching is to cultivate and develop student’s pragmatic competence. Interlanguage pragmatics is a new interdisciplinary branch of study based on the theories of pragmatics and second language acquisition which has direct guide significance for foreign language teaching. This paper firstly introduces the theoretical models of the two theories and then focuses on the implications for foreign language teaching. Index Terms— interlanguage pragmatics, pragmatics theory, SLA theory, implications I. INTRODUCTION In 1969, the psychological linguists Selinker in his paper "Language Transfer" pointed out that when people in different countries and regions have communicate in second Language, language often appears with some native Language and relevant, and with this two kinds of pragmatic styles of Interlanguage totally different, this is "the Interlanguage" (Interlanguage). In Selinker view, the former study of interlanguage study was just the grammar system study. Therefore, the study of interlanguage was only limited from speech phonemes, lexical, syntactic to semantic etc...
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...This term paper discusses the concept of language universals as proposed by two scholars, Noam Chomsky and Joseph H. Greenberg. Both of these scholars bring in their different points of view concerning their understanding of language universals and they stipulate the rules underlying their proposals. In the last part of this term paper we try to show the relationship between language universals and language acquisition. Language universals are a pattern that occurs systematically across natural languages potentially true for all of them. For instance, all languages have verbs and nouns and they have phonological aspects such as consonants and vowels The research in this area of linguistics is nearly connected to the study of linguistic typology and also intends to portray generalizations across languages such as cognition and perception of the mind. Noam Chomsky His arguments on language universals were mainly on grammar. He proposed that if human beings are brought up under normal conditions, then they will always develop language with a certain property e.g. distinguishing function words from lexical words. As a result this property, it is considered to be a property of universal grammar in the most general sense. He argued that there are theoretical senses of the term universal grammars well. The most general would be that universal grammar is whatever properties of a normally developing human brain cause it to learn languages that conform to the universal grammar. Using...
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...establishing average student performance rates, but have some negative downfalls when the exams are consistently used with low validity. In addition, norm referenced assessments have a very disadvantageous perspective on students within the groups of low socioeconomic status (SES), students with disabilities, and students with second language acquisition. Regarding norm-referenced testing, low socio economic status can play a role in the overall achievement rate of these students. In comparison to families of high SES, children from those of low SES have a decreased amount of educational academic time (Pettigew, p 32). At a young age, students are exposed to many environments, one being a Day Care or pre-school setting. It has been found that students that have a low SES background miss out on the Day Care environment time, and because of that are more likely to have a lower...
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...Review of “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force Stephen Krashen University of Southern California Kellie Rolstad Arizona State University Jeff MacSwan Arizona State University The “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force purports to present a scholarly and balanced review of current scientific knowledge regarding effective programs for English Language Learners (ELLs) in general and Structured English Immersion (SEI) in particular. However, we find that the review neglects to reference significant research bearing on the questions raised, and frequently draws inappropriate conclusions from the research presented. Perhaps most disappointing is the tendency in the review to neglect important conceptual distinctions which could have usefully guided the research summary. Below we address each area of literature review in turn, pointing out significant limitations and incorrect interpretations as they arise. 1. What is the current state of scientific research in the area of effective instruction for English Learners? The review cites references to make the point that there are relatively few high quality studies regarding program effectiveness for English Language Learners, with estimates ranging from five (Gersten & Baker, 2000) to fifty (Genesee, Lindholm-Leary, Saunders...
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...1 The Induction-Deduction Opposition: Ambiguities and Complexities of the Didactic Reality Wilfried Decoo Published in IRAL: International Review of Applied Linguistics, vol. 34, n° 2 (May 1996), 95-118. ("didactic" = pertaining to teaching and learning in a school context) Abstract An analysis of some of the scientific literature reveals that the terms "induction" and "deduction" often point to various concepts. A number of modalities need to be discerned, especially in the realm of "induction". Experimental comparisons of different methodological approaches may also neglect, to some extent, the complexities of what is really taking place in the classroom setting. The purpose of this article is not to take sides in the methodological controversy, but to contribute to a greater awareness of terminology identification and of the tangents, plural forms and crossings between didactic strategies that draw on "induction" or "deduction". Les termes "induction" et "déduction", tels qu'une analyse de la littérature scientifique nous les révèle, renvoient souvent à des concepts différents. Il semble utile de discerner les différentes modalités, en particulier dans le domaine de "l'induction". Les comparaisons expérimentales de différentes approches méthodologiques semblent négliger, du moins en partie, les aspects complexes de la réalité en classe. Cet article ne prend pas position dans la controverse méthodologique, mais désire contribuer à une plus grande prise de conscience d'une part...
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...Rubric Teaching English as a second language – nonnative English speaking teachers of English (NNETs) compared to native English speaking teachers of English (NETs) in ESL cultures. NNETs from the same culture as their ESL students are preferable than NETs from a different culture than their ESL students. The shared culture between NNET and their ESL students (as oppose to NETs who do not share the same culture properties with their ESL students) helps the NNETs find better teaching techniques, making their student's language acquisition easier and approachable. NNETs have advantages in approaching the ESL students and display of empathy towards them and their needs. NNETs display better knowledge in some domains than NETs. Introduction...
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...1080/10409289.2014.864214) Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within the classroom were assessed by teacher assistants in the fall of the year; observations of the quality of classroom instructional, emotional, and organizational support were conducted in the middle of the year; and norm-referenced direct assessments of literacy, language, and mathematics skills were administered in the spring. Findings from multilevel models indicated that disruptive and disconnected peer play behaviors early in the preschool year were associated with lower literacy and language skills regardless of classroom quality. However, interactive peer play early in the year was associated with higher mathematics outcomes when children were enrolled in classrooms characterized by high instructional support. Practice or Policy: Implications for early childhood research, practice, and policy are discussed. 2. The added value of the school of the 21st Century when combined with a statewide preschool program (http://dx.doi.org.lib-proxy.fullerton.edu/10.1111/ajop.12004) Although schools have begun to employ multiple programs to reach educational goals, little attention has been paid to the efficacy of combining...
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...be combined to form sentences in a language.” Language impairment affecting syntax may cause a child to have difficulty understanding and using correct sentence structure elements when listening, speaking, reading, and/or writing (“Language In Brief,” n.d.). The article Impact of Prematurity on Language Skills at School Age discusses the following analyses, which were used to assess the children’s syntactical skills. Mean length of utterance in C-units (MLU-C) was estimated for all of the language samples taken. MLU-C is calculated by dividing the total number of morphemes by the total number of utterances, using all of a child’s whole intelligible utterances...
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...AbstractIAbstractPronunciation learning is very important in second language acquisition.However,thebasic knowledge of phonetics has been ignored.Pupils in Hebei province begin to learnEnglish in grade three in the primary school.But there is no systematic knowledge ofphonetics in the textbooks.Phonetics learning needs not only the phonics imitation method,but also the basic knowledge about phonetics.However,with the influence of quality-orientededucation and the western language teaching mode,pronunciation teaching in China tends touse the imitation method and the basic knowledge of phonetics is undervalued.It is worth tonotice that English acquisition environment for Chinese students is different from the West.First,English teachers in China are mostly Chinese.Even if there are foreign teachers,theforeigners teaching force is relatively weak.Second,the language surrounding to the studentsis mainly in Chinese.And students in the oral English class are not active to participate andinteract.Moreover,English belongs to Indo-European language system,while Chinesebelongs to Sino-Tibetan language system.They belong to different language families andthere are many differences in tone,syllable and phoneme.Thus the negative influence ofChinese on the English acquisition is great.Without any basic knowledge of phonetics,thelearners will meet lots of difficulties when they learn a new language which is quite differentfrom their mother tongue.Therefore,the Chinese phonetic teaching only...
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...Bilingualism is marked by the ability to speak two languages. There are researchers that speculate that learning more than one language at a time can impede because it is deemed as too much for a child's brain (Lee et al., 2015). This essay will discuss the acquisition of learning a language in infants, an infant’s capabilities in learning more than one language, the cognitive benefits of being bilingual, and metalinguistic awareness. The development of children in speech is distinguished by certain sounds that are mimicked and learned across time. Language is learned primarily within the first three years of life (Ramirez et al., 2017). Research has recently indicated that infants learn rapidly from exposure to language, combining detections...
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...Determinants of cross border mergers and acquisitions A cross-border merger is where the assets and operation of two firms belonging to or registered in two different countries are combined to establish a new legal entity. Cross border merger are important as it is considered as the mode of entry in the foreign market, provides a dynamic learning culture and is an important value creation strategy. Several factors are responsible for fuelling the growth of cross border mergers. Few among them are industry consolidation phenomenon, privatization and liberalization of the economies. The volume of cross border mergers has increased over the period from 23% of total merger volume in 1998 to 45% in 2007. Cross border mergers provide another dimension to domestic mergers because of cultural or geographic differences, government related differences, imperfect integration of the capital markets, changes in exchange rate and stock market valuations in local currency. A parallel literature to that on cross-border mergers concerns FDI. In this paper, we focus our empirical work on mergers and acquisitions rather than all FDI due to data quality. FDI contains components other than investment such as inter-company loans and retained earnings. As per the journal, the merger sample includes deals announced between the period 1998 and 2007. The total sample was of 187,841 mergers covering 48 countries. Out of this, 56,978 were cross border mergers with a total transaction value of $2.21 trillion...
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...the process of attempted learning of second language. The interlanguage part is written from the learning perspective, regardless of one’s failure or success in the attempted learning of a second language. The concept of interlanguage was suggested by Selinker in order to draw attention to the possibility that the learner’s language can be regarded as a distinct language variety or system with its own particular characteristics and rules. There is a key term which is named ‘meaningful performance’. It is used to refer to the situation where an adult attempts to express meanings, which he or she may already have, in a language which he or she is in the process of learning. The writer thinks that one of our greatest difficulties in establishing a psychology of second language learning which is relevant to the way people actually learn second languages, has been our inability to identify unambiguously the phenomena we wish to study. I agree with the writer, because we have difficulty in learning second language and a correct understanding of this phenomenon leads to the postulation of certain theoretical constructs. These constructs in turn, give us a framework within which we can begin to isolate the psychological relevant data of second language learning. Interlanguage and Latent Structure There is psychological structure which is latent in the brain, activated when one attempts to learn a second language. Lenneberg coined the term ‘latent psychological...
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...capacity to learn language? Many children learn their language through their parents talking and the influences around them. In this essay I will be exploring linguistic experts and behaviourists who argue different ways of learning language acquisition and what they believe teaches children and develops their language as part of their capacity to learn their language. I shall be focusing on Chomsky whom is a nativist who believes that every child is born with the ability to learn a human language through inherited characteristics. In contrast to that I will also be looking at the work of skinner, who was a behaviourist, who believed that children learn language through the principle of conditioning this includes repetition, Enforcement and imitation. Within this essay I shall be incorporating examples from children and certain tests to prove both these theory’s or in turn disprove the theories. I shall then be concluding with how far I think children’s linguistic development is part of an inherited capacity to learn language or if it is something that we learn through conditioning. Chomsky believed in the concept that every child is born with the ability to learn a human language, this was through a language acquisition device also known as ‘lad’ this is believed to be a device that is installed in children’s brains from when they are in the womb its believed to be a device with principles of language and grammatical structures that allows children to learn language. Chomsky believed...
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...Reading and Second Language Learners Research Report May 1999 This report prepared by Magda Costantino, Ph.D. The Evergreen Center for Education Improvement The Evergreen State College Olympia, Washington 98505 With assistance from: Joe St. Charles Susan Tepper Edlamae Baird Acknowledgment to Gary Burris and Lynne Adair For their invaluable assistance with the project This material is available in alternative format by request. Contact Bilingual Education at 360-753-2573, TDD 360-664-3631. The Office of the Superintendent of Public Instruction complies with all federal and state rules and regulations and does not discriminate on the basis of race, color, national origin, sex, disability, age or marital status. Table of Contents (click on page number for access) Introduction......................................................................................................................... 1 Executive Summary ............................................................................................................ 3 Chapter One Language Acquisition and the Language Learner .......................................................... 7 Section One: How Does First Language Develop? .................................................... 7 Section Two: How Does Second Language Develop? ............................................... 9 Foundational Theories ...............................................................................................
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