Search results for "Second-language acquisition"
showing 10 items of 25 documents
LAS PERIFERIAS SINTÁCTICAS EN EL HABLA COLOQUIAL DE ESPAÑOL L1 Y L2 Y DE SUECO L1: UN ESTUDIO TIPOLÓGICO Y ADQUISICIONAL
2019
Las dos últimas décadas han visto crecer el interés en las denominadas periferias sintácticas, la de izquierda así como la de derecha. Deriva la presente contribución de un proyecto que se va realizando en Estocolmo y cuyo objetivo es comparar la actuación de suecos muy proficientes en español y francés L2 con la de hablantes nativos de una y otra lengua. En esta comunicación se enfocarán los usos del español L1 y L2 así como del sueco L1. Por un lado, se aplica una perspectiva tipológica al examinar en qué aspectos difieren las pautas del español L1 de las del sueco L1. Por el otro lado, se toma en cuenta la perspectiva adquisicional al formular la pregunta de hasta qué punto llega a parec…
Introduction to Beliefs about SLA revisited
2011
Abstract This article serves as an introduction to this second special issue of System on Beliefs about Second Language Acquisition (SLA) held by learners and/or teachers of foreign languages in a variety of contexts all over the world, and it compares and contrasts the empirical studies included in the issue. In sharp contrast to the first special System issue on beliefs about SLA, most of the studies reported in this issue draw on sociocultural theory, make use of more than one type of data, and can be characterized as qualitative in nature. In addition, the studies tend to view beliefs as variable and fixed, and focus on changes in these and/or on the interaction between beliefs and lear…
Awareness of second language inflectional morphology: A case study on Finnish as a second language
2007
The Finnish language has a very extensive inflectional morphology, whereas Vietnamese, as an isolating language, has no inflection at all. Therefore, the major challenge encountered by Vietnamese immigrants learning Finnish is to develop awareness of the existence, function and use of inflection. This paper examines how this process manifests itself in native-non-native speaker (NS-NNS) conversations during the initial stages of second language acquisition. All the negotiation sequences including overt signals of problems in understanding were subjected to a closer analysis, and the linguistic modifications performed to solve the problems were analysed on the level of both interaction and g…
Student beliefs (or metacognitive knowledge) about SLA reconsidered
1995
In applied linguistics, interest in student beliefs (or metacognitive knowledge) about second language acquisition (SLA) is fairly recent, growing out of the emphasis on learner autonomy and on learner strategies in SLA. The purpose of this paper is to review those few studies that have been published so far, to give an outline of definitions of beliefs and research methodology, and finally to provide alternatives to these, based on recent developments in the social sciences. With a reconsideration of beliefs come reconsiderations of research data and methods.
LANGUAGE POLICY AND PLANNING
2000
The field of language policy and planning is clearly a sub-field within applied linguistics. It generally does not draw heavily on formal linguistics, except for aspects of corpus and status planning. However, it does draw extensively from a range of disciplines in order to plan, implement, and evaluate language policies that respond to the needs of stake holders of various types. Despite continuous development of the field, aspects of language policy and planning need to be developed further. One of the key areas where policy can be enhanced considerably is in the area of policy and planning evaluation. This direction of inquiry is also relevant to a number of other areas within applied li…
Recensión: "Key terms in second language acquisition"
2011
Recensión: "Key terms in second language acquisition. Bill van Petten and Alessandro g. Benati. Continuum International Publishing Group, 2010."
Foreign Language Students’ Perceptions of Their Identity
2019
Foreign language learning innvolves cognitive, affective and social functioning of the persons involved in this experience. As a social practice, it is also related to the learners’ perceptions of their identity, specifically to their language identity which refers to the relationship between one’s sense of self and the language used to communicate. This implies that using a system of communication, the speaker develops a new sense of self that remains in a dynamic relation with other senses of self, based on (an)other language(s) the person knows.Language learners’ identity is no longer defined as fixed and stable but as “complex, contradictory and multifaceted” (Norton 1997, p. 419). It i…
Vocabulary teaching strategies and conceptual representations of words in L2 in children: evidence with novice learners.
2008
Abstract A controversial issue in bilingual research is whether in the early stages of L2 learning, access to the conceptual system involves mediation of L1 lexical representations [Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149–174] or a direct route from the L2 word [Altarriba, J., & Mathis, K. M. (1997). Conceptual and lexical development in second language acquisition. Journal of Memory and Language, 36, 550–568; Finkbeiner, M., & Nicol, J. (2003). Semantic category effects in second language word learning. Applied Psycholing…
“No, I’m Not Reading”: How Two Language Learners Enact Their Investments by Crossing and Blurring the Boundaries of Literacy and Orality
2019
This chapter makes an argument for bridging the gap between Second Language Acquisition (SLA) and Literacy Studies from the perspective of so-called transmodalities, i.e. ways of using language that merge and blur the modalities of writing, speaking, listening, and reading. This argument is based on data from a qualitative case study that describes the transmodal practices of two trilingual high school students in a German classroom in the Midwestern US. More precisely, the study investigated how the high school students Jana and Karina (both pseudonyms), users of English, Latvian, and German, engaged in activities that mixed and blurred oral and literacy modalities in their German classroo…
Developing Phonological Awareness in Blended-learning Language Courses
2013
This study is based on Second Language Acquisition through blended learning and explores the application of new educational technologies in the development of distance education. In particular, the paper focuses on ways to enhance oral, aural, and intercultural skills through learners' engagement, develop authentic social interaction and intercultural awareness in virtual environments and at the same time actively engage the students' powers of perception, communication DQGUHDVRQLQJ��$ �VSHHFKYLVXDOL) DWLRQWHFKQRORJ\ �LVLQWURGXFHG�� VSHFL?FDOO\�WDLO RUHGWR� pronunciation training. It provides relevant and comprehensible visual feedback of all three components of speech: prosody-intonation, …