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Topic: Second language acquisition

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In the News (Fri 20 Apr 18)

  Second language acquisition - Wikipedia, the free encyclopedia
Second language acquisition, or SLA, is the process by which people learn languages in addition to their native tongue(s).
Piaget assumes language acquisition is part of this complex cognitive development, and that these developmental phases are the basis for an optimal period for language acquisition in childhood.
However, in general second language research has failed to support the critical period hypothesis in its strong form, which argues that full language acquisition is impossible beyond a certain age.
en.wikipedia.org /wiki/Second_language_acquisition   (9338 words)

 Second language - Wikipedia, the free encyclopedia
According to some researchers, the defining difference between a first language and a second language is the age in which the language was acquired.
Learners in the first or second language have knowledge that goes beyond the input they received, in other words, the whole is greater than the parts.
In pedagogy, a distinction is often made between 'second language' and foreign language, the latter being learned in an area where that language is not generally spoken.
en.wikipedia.org /wiki/Second_language   (1510 words)

 Second Language Acquisition and Children with Visual and Hearing Impairments   (Site not responding. Last check: 2007-11-01)
Because early language develops through sensory exploration and understanding of the world, language development for a child with a visual impairment or deafblindness will be effected by the nature and severity of the sensory impairments, and by other factors such as motor and cognitive skills.
Second language instruction in a classroom is by nature primarily visual and auditory.
One language is used to teach another language, either through use of the first language or by simplified explanations of concepts in the second language.
www.tsbvi.edu /Outreach/seehear/spring00/secondlanguage.htm   (1409 words)

 Contextual Factors in Second Language Acquisition. ERIC Digest.
High school students learning English as a second language in a U.S. classroom may possess skills ranging from conversational fluency acquired from contacts with the English-speaking world to formal knowledge obtained in English as a foreign language classes in their countries of origin.
For learners of English as a second language, speaking like a native speaker may unconsciously be regarded as a sign of no longer belonging to their native-language peer group.
While this digest has focused on the second language acquisition process from the perspective of the language, the learner, and the learning process, it is important to point out that the larger social and cultural contexts of second language development have a tremendous impact on second language learning, especially for immigrant students.
www.ericdigests.org /2001-2/language.html   (1623 words)

Acquisition of new words from authentic L2 reading texts by means of strategies such as contextual deduction is also not a solution for a number of reasons.
Second, in authentic use of language, it is frequently not the immediate context of an unknown word that contains the clues to its meaning but wider contexts that cumulatively illustrate its semantic properties.
The natural word acquisition process (as this occurs in first language acquisition) consists of gradual acquisition of the various properties of a word through repeated exposures in a wide range of authentic contexts illustrative of its various features.
llt.msu.edu /vol4num1/groot/default.html   (7991 words)

 CAL: Digests: Contextual Factors in Second Language Acquisition
The student's level of proficiency in the native language -- including not only oral language and literacy, but also metalinguistic development, training in formal and academic features of language use, and knowledge of rhetorical patterns and variations in genre and style -- affects acquisition of a second language.
Language attitudes in the learner, the peer group, the school, the neighborhood, and society at large can have an enormous effect on the second language learning process, both positive and negative.
Language learning does not occur as a result of the transmission of facts about language or from a succession of rote memorization drills.
www.cal.org /resources/digest/0005contextual.html   (1628 words)

 Language Acquisition
Experiences with both languages, according to Cummins, promote the development of the proficiency underlying both languages, given adequate motivation and exposure to both, within school or the wider environment.
Acquisition is the unconscious process that occurs when language is used in real conversation.
Periods of development that are typically used in discussion of language ability instead of ages to refer to a child's process.
earthrenewal.org /secondlang.htm   (1609 words)

 CAL: Digests: Second Language Acquisition and Technology: A Review of the Research
Foreign language (FL) teachers have always been ahead of the curve in integrating technology in FL instruction and learning, seeing the benefits of technology even without an extant research database to confirm their judgment.
While there are several competing theories of SLA, much of the research supports an interactionist position, underscoring the concomitant effects of the external linguistic environment and internal individual learner variables on language acquisition (Ellis, 1994; Larsen-Freeman and Long, 1991).
There is also some indication that language learners engage in a wider variety of discourse functions and that the modifications in speech that necessarily derive from an interactionist perspective are present in greater number in CALL tasks.
www.cal.org /resources/digest/0311leloup.html   (1726 words)

 Language Acquisition
Learning a second language almost means becoming an entirely different person, since those who are successful learn to be and operate through the development of a new identity (Crawford, 1991).
Therefore, where as a foreign student's stronger language skills (especially in reading, grammar, and writing) is due to what s/he learned in his/her home country, an immigrant student's mastery of aural comprehension is due to the acquisition of language resulting from the necessity of daily survival.
She posits that language use can be seen as a social phenomenon and that the factors that transforms inputs (sounds, grammar rules) to intake (comprehension) is more than just a simple acculturation process.
www.sscnet.ucla.edu /aasc/unz/langacq.html   (3621 words)

 Second-Language-Acquisition Research and Foreign Language Teaching, Part 1   (Site not responding. Last check: 2007-11-01)
The second is that second-language-acquisition research has specific answers to some of the thornier issues in language teaching (e.g., what to teach and when to teach it).
Again, regardless of the learner's first language, unmarked elements are easier to acquire than are marked elements, and often a learner with a marked structure in the first language acquiring a marked structure in the second language will first produce an unmarked structure not typical of either language.
Instead of focusing on differences between the first and second languages (e.g., Spanish has an active subjunctive, English does not), researchers investigating the role of the first language in second-language acquisition have turned their attention toward the degree of similarity between the languages.
www.mla.org /adfl/bulletin/V23N2/232052.htm   (3636 words)

 Second Language Acquisition
In this course, we will discuss the major theories of second language acquisition in both naturalistic and instructed learning settings, and uncover what the theories have to offer to second and foreign language teachers.
In addition, there will be five written assignments in which course participants will analyze the content of five different original research SLA articles or book chapters in terms of their current thinking about SLA, and their experiences as second language learners and teachers.
These can be children learning a second language, adult ESL learners, adults learning foreign languages here at TTU, etc. I will work with you to ensure you have the necessary permissions from the teachers of the students (if they are learning a language formally), and the supervisors of the teachers.
www3.tltc.ttu.edu /gorsuch/slasyllabus1.htm   (1591 words)

 First and Second Language Acquisition
Firstly, parents provide very little in the way of language instruction to the child—contrary to what might be believed, parents do not teach their children to speak.
And so much of the debate ongoing in child first language acquisition has been devoted to the nature and extent of ‘what gets missed out where’ in regards to their early grammatical systems.
Whereas it is understood that first language acquisition is somewhat a mystery and relies mostly on innate universal principles of constraints and assumptions, second language learning seems to rely more on cognitive mechanism in order to fashion general problem solving learning strategies to cope with the material.
www.csun.edu /~galasso/lang1.htm   (892 words)

 Second-Language-Acquisition Research and Foreign Language Teaching, Part 2   (Site not responding. Last check: 2007-11-01)
Instead, I focus on the research that is most relevant to foreign language professionals and exclude that which, though important in considerations of instruction from a theoretical perspective (e.g., a study of markedness and instruction), is not likely to interest readers of this journal.
Since classroom learners often self-select language study and differ from nonclassroom learners in educational background, the two groups are unlikely to have the same motivation.
Because comprehensible and meaningful input is a necessary ingredient for second-language acquisition, we can sketch the three distinct sets of processes involved in language acquisition as shown in figure 1.
www.adfl.org /adfl/bulletin/V23N3/233023.htm   (3196 words)

 ICCT - Course - Second Language Acquisition (SLA)
If you are like most field-based language learners, you will spend a few months or more in formal language study, either in a language school or in a tutoring program in which you work with native speakers of your target language and some learning materials.
Although formal language study often provides a good foundation to build upon, especially in the areas of grammar and vocabulary development, it cannot give you more than a healthy start on your quest to become proficient in the language.
They understand the language learning process; they are aware of and take advantage of their own unique learning styles and learning strengths; they know how to assume responsibility for their learning.
www.wheaton.edu /bgc/ICCT/courses/INTR608.html   (758 words)

 Second Language Acquisition Theory and Pedagogy
UG theorists such as Suzanne Flynn and [-2-] Gita Martohardjono (in "Toward Theory-Driven Language Pedagogy") want to separate out the universal elements of language, which are common to all languages and which we have an innate ability to understand, from systems of parameters that are language specific.
An interesting controversy within the UG-based SLA community is the controversy over whether negative evidence, or the correction of student errors, is necessary in the acquisition of a second language.
Adult language learners are surrounded by negative evidence, because, unlike children, they must speak in order to get what they want, and they notice, not only when they are inevitably corrected, but also when their utterances are ineffective.
www-writing.berkeley.edu /TESL-EJ/ej07/r7.html   (1238 words)

 Second Language Acquisition
"Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." Stephen Krashen
It is an approach to second language instruction based on Behaviorist learning theory.
Also known as two-way or developmental, the goal of these bilingual programs is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half native English speakers and half native speakers of the other language.
nadabs.tripod.com /acquisition   (1275 words)

 Culture and Identity in Language Learning: Insights from Language Memoirs - New, Announcements, and Events - University ...   (Site not responding. Last check: 2007-11-01)
There is a surge of interest among psycholinguists and second language educators for the written testimonies of non-native speakers who learn, speak and write languages other than their own.
These testimonies have been used to document learners' progress in second language acquisition and their socialization into the host country when these speakers are immigrants.
This aspect of language memoirs is particularly important for 'foreign' language learners, whose primary contact is with the language itself, not with its native speakers.
www.education.pitt.edu /news/newsdetail.asp?ID=160   (241 words)

 Second Language Acquisition Reading Group
To establish an arena for discussion on issues relating to language acquisition other than first language.
Gregg, K. Learnability and second language acquisition theory.
Ellis, R. SLA and Language Pedagody: An Educational Perspective.
www.stanford.edu /~kenro/SLA-RG   (391 words)

Research on Second and Foreign Language Acquisition and Teaching.
The 16th Annual Conference of the European Second Language Association: EUROSLA 2006.
Implementation of the Common European Framework of Reference for Languages in UK Higher Education Institutions - Chances and Challenges.
www.indiana.edu /~ssla/conferences.html   (230 words)

 Second Language Acquisition
If you have searched a database that is not full text, you can determine if a particular journal or article is available elsewhere in electronic full text or in print in the library.
International Commission on Second Language Acquisition: A scientific organization in the U.K. that deals exclusively with second language acquisition (SLA) as an independent field of research.
National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs: The “No Child Left Behind Act of 2001” changed the name of the National Clearinghouse for Bilingual Education (NCBE) to the National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs.
condor.depaul.edu /~ttaylor/classes/secondlanguage.htm   (361 words)

 SLAT Second Language Acquisition and Teaching at the University of AZ
SLAT Second Language Acquisition and Teaching at the University of AZ Welcome to the SLAT home page
The SLAT doctoral program is an interdisciplinary program comprised of sixteen collaborating departments.
The program is designed to provide rigorous advanced training for researchers, teachers, and administrators concerned with second language acquisition and teaching.
www.coh.arizona.edu /slat/default.html   (51 words)

 Jim Cummins' Second Language Learning and Literacy Development Web
earn about BICS and CALP, e-Lective Language Learning, or read the first chapter of Language, Power and Pedagogy.
Dr. Jim Cummins has written and presented many works on second language learning and literacy development, including:
James Cummins is a leader in second language learning and literacy development research.
www.iteachilearn.com /cummins   (143 words)

 The International on Commission on Second Language Acquisition
The International on Commission on Second Language Acquisition
Now the 'iLoveLanguages' page whose purpose is to list, categorize, and promote Internet resources related to language learning, education, and use
A lexicon of (especially generative) linguistics devised by Jan Don, Johan Kerstens, Eddy Ruys of the Utrecht institute of Linguistics OTS,Utrecht University
www.hw.ac.uk /langWWW/icsla/icsladct.htm   (97 words)

 SLABIB: Second Language Acquisition Bibliography: SLABIB by Vivian Cook   (Site not responding. Last check: 2007-11-01)
SLABIB: Second Language Acquisition Bibliography: SLABIB by Vivian Cook
This resource brings together circa 6300 references from all periods of SLA research, drawn from bibliographies, web-sources etc. All of them are believed to be directly about SLA.
Note: Vivian Cook has moved from the University of Essex to the University of Newcastle
homepage.ntlworld.com /vivian.c/SLA/SLABIB/index.htm   (96 words)

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