Metonymic inferencing and second language acquisition

AILA Review ◽  
2010 ◽  
Vol 23 ◽  
pp. 134-155 ◽  
Author(s):  
Antonio Barcelona
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Comprehension ◽  
Second Language Learners ◽  
Linguistic Research ◽  
Cognitive Linguistic ◽  
Lexical Polysemy

The article is a reflection on the various areas of cognitive linguistic research on metonymy that are of potential relevance for SLA. Three of them are particularly relevant: (1) research on metonymy-guided inferencing; (2) research on metonymy-based lexical polysemy, and (3) research on metonymy-based grammatical constructions. Of the three main areas with which the paper is mainly concerned, area (1) is particularly relevant for research on second language comprehension, especially in utterance and discourse types heavily relying on the inferential work of the comprehender; area (2) has already proved to be very useful for research on the inferencing strategies followed by second language learners in their comprehension of new lexical senses in context; and area (3) should be helpful for research on the acquisition of grammatical constructions by these learners.

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

World Englishes, Second Language Acquisition, and Language Contact

2015 ◽  
Author(s):  
Rajend Mesthrie
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Contact ◽  
Second Language Learners ◽  
World Englishes ◽  
Target Language ◽  
Political Dimension ◽  
Second Languages

Although areas of potential overlap between the fields of Second Language Acquisition (SLA) and World Englishes (WE) may seem obvious, they developed historically in isolation from each other. SLA had a psycholinguistic emphasis, studying the ways in which individuals progressed towards acquisition of a target language. WE studies initially developed a sociolinguistic focus, describing varieties that arose as second languages in former British colonies. This chapter explores the way in which each field could benefit from the other. The SLA emphasis on routes of development, overgeneralization, universals of SLA, and transfer in the interlanguage has relevance to characterizing sub-varieties of WEs. Conversely, the socio-political dimension of early WE studies and the notion of macro- or group acquisition fills a gap in SLA studies which sometimes failed to acknowledge that the goal of second language learners was to become bilingual in ways that were socially meaningful within their societies.

Noticing in second language acquisition: a critical review

1998 ◽  
Vol 14 (2) ◽  
pp. 103-135 ◽  
Author(s):  
John Truscott
Keyword(s):  
Second Language ◽  
Cognitive Psychology ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Critical Review ◽  
Second Language Learners ◽  
Theory Of Language ◽  
Indirect Tests ◽  
Metalinguistic Knowledge

This article examines the Noticing Hypothesis – the claim that second language learners must consciously notice the grammatical form of their input in order to acquire grammar. I argue, first, that the foundations of the hypothesis in cognitive psychology are weak; research in this area does not support it, or even provide a clear interpretation for it. The problem of interpreting the hypothesis is much more acute in the area of language acquisition. Partly because the hypothesis is not based on any coherent theory of language, it is very difficult to determine exactly what it means in this context,or to draw testable predictions from it.In the absence of specific predictions, research on form-focused instruction and feedback provide indirect tests, the results of which create additional problems for the hypothesis. The various problems can be eliminated or greatly reduced if the Noticing Hypothesis is reformulated as a claim that noticing is necessary for the acquisition of metalinguistic knowledge but not competence.

scholarly journals Review and Evaluation on the Sociocultural Theory and Bottleneck Hypothesis

2020 ◽  
Vol 3 (4) ◽  
pp. 58
Author(s):  
Fan Xu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Sociocultural Theory ◽  
Second Language Learners ◽  
Specific Aspect ◽  
Language Teachers ◽  
Psychology Education

Over the past three decades, a growing number of different theories in second language acquisition field have come out in an effort to provide explanations as to how language learning takes place, to figure out what variables are effective for second language acquisition as well as to offer guidance to mass second language learners and language teachers. Because behind every teaching approach exists certain kind of theory of language acquisition and good theory in turn can help students master language skills in an effective and efficient way.Each theory is considered to have contributed to the field by highlighting a specific aspect of the language acquisition process. Second language acquisition theories are intrinsically related with various disciplines such as applied linguistics, psychology, education, sociolinguistics, neurology, etc. Considering the impossibility to elaborate all second language theories, I will focus on sociocultural theory and bottleneck hypothesis in second language acquisition. There is an overview which follows the introduction to the Sociocultural Theory and Bottleneck Hypothesis and its contribution to second language acquisition respectively, and then I will evaluate them to see their contributions to the SLA disciplinary development.

Translation in Light of Bilingual Mental Lexicon: A Psycholinguistic Approach

2018 ◽  
Vol 7 (3) ◽  
pp. 165
Author(s):  
Congmin Zhao
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Use ◽  
Second Language Learners ◽  
First Language ◽  
Mental Lexicon ◽  
Insight Into

This paper gives insight into the translating process of second language learners in language use in light of the mechanism of bilingual mental lexicon. Structure and development of second language mental lexicon explains the existence of first language items and translation equivalents. Conversely translation can promote the construction of second language mental lexicon and ultimately second language acquisition.

Mimicry of Non-distinctive Phonetic Differences Between Language Varieties

1982 ◽  
Vol 5 (1) ◽  
pp. 1-17 ◽  
Author(s):  
James Emil Flege ◽  
Robert M. Hammond
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Language ◽  
Language Varieties ◽  
Tentative Evidence ◽  
Accented English ◽  
Final Syllable

A delayed mimicry paradigm was used to assess speakers′ awareness of non-distinctive phonetic differences which in part distinguish languages. The notion of “phonological filtering” implies that second language learners may not be able to perceive phonetic differences between their native language and a foreign language unless the phonetic differences are linguistically relevant in the native language. If cross-language phonetic differences are in fact perceived poorly, it is unlikely that phonetic modification will occur in the course of naturalistic second language acquisition. In this study native English speakers familiar with Spanish-accented English attempted to read sentences with a Spanish accent. Acoustic measurements showed that two phonetic characteristics of English—the long VOT values associated with /p, t, k/ and final-syllable lengthening—were altered in the direction of Spanish and Spanish-accented English. These results provide tentative evidence that non-distinctive phonetic differences between languages are detectable by language learners and thus donotpresent an insuperable barrier to phonetic learning in second language acquisition.

scholarly journals A Case Study of How Visually Impaired Learners Acquire Language

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Thi Minh Phuong Tran ◽  
Phuong Dzung Pho
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Visually Impaired ◽  
Second Language Learners ◽  
The Past ◽  
Depth Interviews

The field of second language acquisition has grown enormously in the past decades. Many studies have been done on how learners acquire English as a second language; however, research on how visually impaired learners acquire English as a second or foreign language has been relatively scarce. It is even more difficult to find such studies in Vietnam. Based mainly on in-depth interviews with two visually impaired Vietnamese adults who have been successful in acquiring English, the present study seeks to answer two main questions: (1) How Vietnamese visually impaired learners acquire English as a second language; (2) What difficulties they have in learning English, and how they overcome their difficulties. The findings of the present study can contribute to the theory of second language acquisition and language teaching. The study can also provide strategies for practicing and learning a language not only for visually impaired learners but also for second language learners in general.

scholarly journals Extrametricality and second language acquisition

2021 ◽  
Author(s):  
Guilherme Duarte Garcia
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Pilot Study ◽  
Language Acquisition ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Native Speakers Of English ◽  
Phonetic Cues ◽  
Stress Patterns

This pilot study investigates the second language acquisition (SLA) of stress in Portuguese (L2) by native speakers of English (L1). In particular, it examines the interaction between extrametricality and default stress through two judgement tasks. Stress is suprasegmental, relative and involves a variety of phonetic correlates: Cross-linguistically, stressed syllables tend to be realized with higher pitch, longer duration and greater intensity—but languages differ as to which of these correlates is more or less significant. Phonologically, stress presents some unique characteristics, such as the absence of a categorical feature [±stress]. Languages may also differ as to whether syllable shape affects stress (weight-sensitive) or not (weight-insensitive). Second language learners (L2ers) have to deal with such variability and, more importantly, have to acquire new stress patterns—some of which are often vastly different (even contradictory) when compared to the patterns (and phonetic cues) in their L1.

scholarly journals Role of Feedback and Negotiation in Interlanguage Development

2021 ◽  
Vol 3 (10) ◽  
pp. 07-13
Author(s):  
Shama-E Shahid
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Developmental Stages ◽  
Interlanguage Development ◽  
Negotiation For Meaning

A central theme in second language acquisition is Interlanguage, an idea grounded on the concept that the human brain activates an innate psychological structure in a second language learning process. It is a system that is constructed by second language learners. There is a distinct language system in second language learners’ utterances which is quite different from the native speakers (Selinker 1972, p. 209-241). Interlanguage varies under diverse contexts, e.g., one domain of IL can be different from another one in terms of fluency, accuracy, and complexity. However, interlanguage can cease developing or fossilize, in any of its developmental stages due to the complexities a learner faces in acquiring a second language.  According to Mitchell et al. (2013, p.60), under the platform of interaction, feedback, modified input, negotiation for meaning, and modified input come together to facilitate second language acquisition. It is evident from this point that Feedback and Negotiation are interrelated. This paper proposes to discuss these two subjects under the umbrella term interaction and argues the role of both of them on interlanguage development, concluding with an analysis of these techniques and the pedagogical implications.

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