Abstract This paper discusses certain theories of second languageacquisition especially about the development of grammar over time. The author review theories of Long, Anderson, Vygotsky, Bialystok, and Pulvermuller and Shumann. The paper relates that these theories do not necessarily contradict each other but do emphasize different parts of the process, such as some theories emphasize the neurological process while others emphasize interaction with other speakers.
From the Paper "The theories of Long, Anderson, Vygotsky, Bialystok, and Pulvermuller and Shumann all explain second language acquisition (SLA) with a different emphasis, but interestingly, not all of these theories are mutually exclusive. That is, because some of them simply emphasize different parts of the process as being of primary importance, or they see the process as happening in a certain part of the consciousness, rather than directly contradicting one another. However, it would be an exaggeration to say that these theories complement and complete each other and give us a complete picture of language acquisition."
Abstract The linguistics of second languageacquisition is discussed from a North American point of view, i.e., the continual presence of newcomers who need to acquire a command of the English language. A research deficit is explained which relates to differing cultural origins and English L2 vocabulary acquisition.
Abstract The learning of a second language is something that is most easily carried out in childhood, perhaps as part of elementary education as opposed to secondary school. This paper takes a mainly psychological approach in assessing why early languageacquisition is desirable in a world which will increasingly value persons who are able to communicate in more than one medium.
Abstract In this book review of "How Children Learn the Meanings of Words", author Paul Bloom's theory of languageacquisition in small children is explained. The paper discusses the primary theory called the "theory of mind," which is also called naive psychology. The paper explains that the book presents this theory on languageacquisition through descriptions of research, presented in a clear and largely conversational manner. The writer of the review recommends this book to both students and to parents interested in helping their children acquire language.
Outline:
Theory of Mind
Fast Mapping
Objects and Concepts
Context Learning
About this Book
Conclusion
From the Paper "This book describes the process of language acquisition through syntactic cues that are present in the child's environment. Such a process is not just a part of language acquisition, but is also part of other forms of reasoning as well. The capacity to learn language in such a way belongs to human beings alone. Although other mammals are capable of communicating in what could be considered to be a limited language, only humans have the capability to acquire abstract concepts."
Abstract This paper discusses the different learning styles and language proficiency in terms of second languageacquisition. It provides an overview of learning styles and their effects on language skills and variables. The paper looks at learning theories and contains an outline.
Tags: Learning style, language proficiency, second languageacquisition, English as a second language
Abstract The paper examines how children acquire a second language through social interaction and environment through supporting Lev Vygotsky's theory in second languageacquisition. The paper focuses on school age children seven years of age and older.
Outline:
Objective
Introduction
SLA & the Influence of the Sociocultural Environment
SLA and Collier's Conceptual Model
Empirical Evidence Presented
Summary and Conclusion
From the Paper "The social and cultural processes in the students' every day life are central to the language acquisition of the student. This includes cultural processes in the students' life in terms of the past, present and future and includes all contexts of "home, school, community, and the broader society." In terms of language development or linguistic processes which are a second component of the model Collier states that these consists of "the subconscious aspects of language development as well as metalinguistic, conscious formal teaching of language in school, and acquisition of the written system of language." Collier states that this is inclusive of both oral and written language acquisition. Academic development is a third component of this model and is inclusive of "all school work in language arts, mathematics, the sciences, and social studies for each grade level." Academic work through the progression of each grade brings expansion to the vocabulary, sociolinguistic, and discourse dimensions to the language higher cognition."
Tags: formal, teaching, acquisition, mediation, semiotic, systems
Abstract This paper explores the psychological, linguistic and scientific elements involved in languageacquisition. It explores the building blocks of language and the complex processes involved in learning a first language. The paper examines Celia Genishi's article "Young Children's Oral LanguageDevelopment," Steven Parker's empirical study, "LanguageAcquisition" and Michael Gurian's book, "Boys and Girls Learn Differently". Each of these works addresses the issue of language and learning development in children and ultimately suggests different teaching methods, individualized approaches and the basic breakdown of learning language for the first time.
From the Paper "Steven Pinker, from the Massachusetts Institute of Technology conducted an empirical study, titled "Language Acquisition" that closely examines different theories of learning that revolve around the acquisition of language. Pinker combines biology and psychology with teaching methods at home and in the classroom. Like Genishi, Pinker acknowledges that the English language is composed of simple structures and that these structures are one of the main components that help children learn their first language. However, Pinker is different than Genishi because he examines the question of success in the learning process. He explores what it takes for a child to succeed in the language acquisition process and why others cannot succeed (Pinker 2002)."
Abstract This paper examines how computers are now part of the foreign language classroom, how they assist instructors in the development of lessons and classroom materials and provide students with a supplementary form of instruction. It critically evaluates the efficacy of CALL (Computer Assisted LanguageAcquisition) through an examination of four research articles with a focus on the implications of the studies on SLA (Second LanguageAcquisition). The articles are "Evaluating the Integration of Technology and Second Language Learning" by Bonnie Adair-Hauck et al. , "Comparing Face-to-Face and Electronic Discussion in the Second Language Classroom" by Mark Warschauer and "Computer Generated Error Feedback and Writing Process: A Link" by Judy F. Chan.
Outline
"Evaluating the Integration of Technology and Second Language Learning"
"Comparing Face-to-Face and Electronic Discussion in the Second Language Classroom"
"Computer Generated Error Feedback and Writing Process: A Link"
Conclusion
From the Paper "The primary purpose behind the Adair-Hauck et al' (1999) study was to test the hypothesis that students engaged in 'TELL components, in lieu of one class period a week would perform French tasks in all the skills as well as students meeting four times a week (p. 279).' Also under investigation was the potential effects TELL could have on foreign language motivation, how TELL influenced students perceptions of meeting their learning goals, how TELL modified the roles of teacher and learner, and, more generally, if TELL is an effective curricular design for achieving L2 development. The rationale behind the study came from the authors' assertion that few empirical CALL studies address the question, 'What kind of software, integrated how and into what kind of syllabus, at what level of language learning, for what kind of language learners, is likely to be effective for what specific purposes? "
Abstract Based on a substantial amount of empirical research conducted on second languageacquisition, it has been theorized that learners are best able to achieve the critical skill of learning a second language at some point fairly early in their maturational development. This claim is known as the "critical period hypothesis," which postulates that there is some maturational period for language learning that maximizes one's degree of proficiency in the language beyond that of other maturational periods. This study examines whether the critical period during which children are best able to learn English as a second language is before six years or age. To this end, the study compares the English proficiency levels of two groups of eighth grade ESL learners, a group that had begun to learn English before they were six years of age and a group that had begun to learn English after six years of age. Because the nature of language required in school is complex, a fairly complex assessment was made of English proficiency, namely English proficiency was assessed using the Quick-Start in English Written Language Assessment (QSE). The study shows that there are higher proficiency levels for those children who learned English before six than for those children who learned it after six years of age.
Table of Contents:
The Problem
Background
Problem Statement
Significance
Limitations
Null Hypothesis
Review of the Literature
Introduction
Critical Period Hypothesis and the Best Age of Second
Language Learning: The Pertinent Research
Conclusions
Subjects, Materials and Methods
The Setting
Subjects
Materials
Methods
Methods Used To Obtain Permission To Conduct Research
Data Gathering Methods
The Findings
Conclusions and Recommendations
References
Appendix A
Letter Mailed From Researcher to Supervisor
Appendix B
Letter From Supervisor
Appendix C
Letter Sent to Mark's Middle School Principal
Appendix D
Letter received from Mark's Middle School Principal
From the Paper "While many claims have been made as to what precise age/age group constitutes the critical period, some recent research conducted in Germany, Doll (1996) stated that this critical period takes place during kindergarten or first grade. In other words, the period occurs sometime before the child is six years of age. What is interesting about Doll's findings is that they are in conflict with the majority of the earlier research in the area; this research tending to show that the critical period for effectively learning a second language is between the ages of eight and ten years (Bialystok, 1997)."
The following paper examines the theories of bilingualism and multilingalism, languageacquisition and language learning, making reference to a number of case studies.
Abstract The following paper examines the theories on languageacquisition and looks at the useful distinction between acquisition and learning. The writer also comments on approaches and methods to teaching second and foreign languages. Lastly the writer comments on interference as a factor in language learning.
Table of Contents
Bilingualism and Multilingualism
Diglossia
First LanguageAcquisition Using a text-mapping device to depict the important stages in first-languageacquisition Theories on how language is acquired
Innateness
Cognition
Input
Approaches and methods to teaching second and foreign languages Interference as a factor in language learning.
From the Paper "Diglossia is the coexistence of two forms of the same language in speech community. The one form will often be the literary or prestige dialect, and the other one can be a dialect commonly spoken by most of the population. The term diglossia could also be used to indicate bilingualism, or the speaking of two languages by the people of the same community. An example for the first definition is the use of Dutch in Belgium. Dutch is one of the official languages in Belgium. Dutch-speaking Belgians are called the "Flemish" where the French-speaking Belgians are called "Walloons". Dutch spoken by Belgians is also referred to as "Flemish", which is not a literary form of the language, but a spoken "dialect". They are different varieties of the same language."
Abstract Second LanguageAcquisition is a field of inquiry that abounds in theories, while at the same time no single approach has adequately explained how languageacquisition takes place. One reason for this might be that linguists interested in SLA have been trained in different disciplines, such as linguistics, psycholinguistics, sociolinguistics and neurolinguistics. The paper explains that, naturally, they have approached SLA from very different perspectives and treat all the variables involved in the learning process differently. The situation appears to be very confusing and frustrating. All the present theories, hypotheses, and models are all preliminary work done toward the ultimate goal of a true theory. The paper shows that in this sense, the different approaches taken by linguists and researchers are never worthless. They have uncovered bits and pieces of the whole complexity of languageacquisition. Hopefully, the continuing and combined efforts made by linguists and researchers will lead to the ultimate success of establishing the true theory in languageacquisition as well as in SLA.
From the Paper "Linguistics is one of the newest fields of scientific inquiry. It was developed into an independent discipline of social science in the United Sates first "as an offshoot of anthropology" in the first half of the twentieth century in an attempt to investigate into the disappearing American indigenous languages (Lakoff, 2000, p. 2-3). Traditionally, it has been concerned with the analysis of language, namely its phonology, morphology and syntax. Following this tradition, Norm Chomsky in the 1950s put forward his milestone transformational generative grammar (TGG), which assumed "an ideal speaker-listener, in a completely homogeneous speech-community" unaffected by any external factors in his exploration of the Universal Grammar (UG), the general rules of language (Chomsky, 1965, p.3). This is basically an asocial or theoretical view in linguistic studies as opposed to the social view which claims knowing a language also means "knowing how to use that language"(Wardhaugh, 2002, p.3) in social contexts. Adopting either or both of the two views, linguistics and researchers alike have postulated a multitude of theories, approaches, and models in the inquiry into the nature of language and language acquisition, which appear to be conflicting ones fighting against one another."
Abstract The paper evaluates the literature on the subject of culture acquisition in the language classroom and its importance. The paper shows how a sociocultural perspective is crucial to the success of languageacquisition efforts since learning styles have a cultural component. The paper concludes that encouraging cultural acquisition must stand as an important component in the language classroom.
From the Paper "Culture plays an important part in any educational setting, though its effects are particularly noticeable in the language classroom. Traditionally language acquisition is simply considered to be a matter of memorizing vocabulary and learning new grammatical structures. But language is much more complex than this, and true proficiency in a language requires a more sophisticated understanding of the underpinnings of the language being taught. In particular, research has repeatedly confirmed that language and culture and intricately linked with one another (Giambo et al., 2006). In order to become proficient in a new language, instructors must take into account cultural considerations when teaching to students of various cultural backgrounds."
The paper discusses the importance of written exercises as part of a more comprehensive and diversified approach to teaching English as a second language in the classroom.
Abstract This paper discusses the relevance of various writing exercises to the student's mastery of English as a second language (ESL) and argues in favor of more writing activities within ESL classrooms. The paper argues that written exercises are a vital component of the languageacquisition process. For ESL students, or any other student attempting to learn another language, to fully embrace the language and adopt comprehensible and meaningful communication strategies they must routinely incorporate written exercises into daily instruction. Students who combine written exercises with reading comprehension and oral civilities are far more likely to acquire successful languageacquisition than those who focus on one method or another.
From the Paper "Incorporation of various writing exercises is vital toward promoting adequate language acquisition for students learning English as a second language. Writing exercises help students learn how to initiate and create comprehensible communication, and help close the gap between oral, verbal and written communication. Students who do not engage in consistent written exercises are less likely to master English as a language than students who consistently engage in written exercises inside of and outside the classroom. This paper will discuss the relevance of various writing exercises to student's mastery of English as a second language and argue in favor of more writing activities within ESL classrooms."
Abstract This paper focuses on peer assisted learning strategies and how student attitudes affect performance in SLA. It critically evaluates five studies with a focus on how the research methodology might have been improved, what potential bias' researcher might have brought to the study, as well as the implications of the studies themselves. The articles are; "Negotiation for Meaning and Peer Assistance in Second Language Classrooms" by Pauline Foster and Amy Snyder-Ohta, "Impact of Classroom Dynamics on the Effectiveness of Recasts in Second LanguageAcquisition" by Frank Morris and Elaine Tarone, "Collaborative E-mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong" by Roseanne Greenfield, "Cooperation and Competition in a Korean Middle School English Class: A Case Study" by Lee Sung-Lim and "The Effects of Reciprocal Peer Tutoring on Graduate Student's Achievement, Test Anxiety, and Academic Self-Efficacy" by Bryan and Marlynn Griffin.
Outline
"Negotiation for Meaning and Peer Assistance in Second Language Classrooms"
"Impact of Classroom Dynamics on the Effectiveness of Recasts in Second LanguageAcquisition"
"Collaborative E-mail Exchange for Teaching Secondary ESL: A Case Study in Hong Kong"
"Cooperation and Competition in a Korean Middle School English Class: A Case Study"
"The Effects of Reciprocal Peer Tutoring on Graduate Student's Achievement, Test Anxiety, and Academic Self-Efficacy"
Conclusion
From the Paper "Peer-assisted learning is an educational concept that has long been used to actively engage students in the knowledge acquisition process, and is known by a variety of names, such as collaborative learning, cooperative learning, collective learning, learning communities, peer teaching, peer learning, peer coaching, reciprocal learning, team learning, study circles, study groups, and work groups (adapted from Gross-Davis, 1993:http://teaching.berkeley.edu/bgd/collaborative.html), which, though these terms are not interchangeable, share its most salient feature, peer-assisted knowledge acquisition, in contrast to individualistic study."
Abstract This paper examines the fierce debate between the rationalist and the empiricist theorists on the issue of languageacquisition which has captured the imagination of the linguistic world for decades. It looks at how although the rationalists? concept of specific language mechanisms in the brain has prevailed for many years, new research by connectionist theorists has tilted the balance towards the empiricists? approach. It provides a detailed comparative analysis of these two competing approaches and explores their application in children's discourse to assess their validity. It also discusses the work by the connectionist theorists and the implications on the future of linguistic research in the area of first languageacquisition.
From the Paper "In Chomsky's (1972) original conception, the mind of children is analogized to a black box called the "Language Acquisition Device" (LAD). This box contains all linguistic principles that do not derive from the interaction with the environment. In Chomsky's (1981) "Principles-and-Parameters Theory" and his subsequent work, his version of how children utilize their linguistic knowledge to acquire language in their specific environments is presented. Before their interaction with the environment, children possess an ?universal grammar.? With exposure to specific linguistic environments, all children need to do is to set the switches on certain parameters that correspond to their language (in Hirsh-Pasek & Golinkoff, 1996, pp. 31-2)."
Tags: empiricist, rationalist, linguistics, barin, children
