Making Use Of Students’ Native Language Potential Strategy To Increase Second Language Acquisition

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Monika Gultom

<p>Alternative learning strategies, in the concept of second language acquisition (SLA), concern more on the identification of second language students’ characteristic. One of the alternative learning strategies that will be discussed in this paper is about the role of native language (L1) with a demonstration of Papuan Malay language possessive pronouns and noun phrases in the context of teaching English as a foreign language (FL) in Jayapura, Papua. The discussion about the structure of Papuan Malay language possessive pronouns and noun phrases might give insight for second language (L2) teachers in Papua on making use their students’ L1 as a potential strategy to help them to increase their second language acquisition.</p>

2018 ◽  
Vol 10 (6) ◽  
pp. 72
Author(s):  
Yilun Yang ◽  
Liping Chen

There are many factors influencing second language acquisition, such as learner external factors including social factors, the input of second language acquisition and the relationship between acquisition; internal factors including the transfer of language, cognition of second language and language universals, etc, which influence the psychological factors of learner's second language; individual differences include some factors in physiological emotion, cognition, and learning strategies. This article is to explore the role of learners in second language acquisition from the perspective of individual differences (age, aptitude, learning motivation).


2017 ◽  
Vol 50 (2) ◽  
pp. 189-211 ◽  
Author(s):  
Ronald P. Leow ◽  
Lucia Donatelli

The construct ‘awareness’ is undoubtedly one of the more difficult constructs to operationalize and measure in both second language acquisition (SLA) and non-SLA fields of research. Indeed, the multi-faceted nature of awareness is clearly exemplified in concepts that include perception, detection, and noticing, and also in type of learning or learning conditions (implicit, explicit, incidental, subliminal), type of consciousness (autonoetic, noetic, anoetic), and type of awareness (language, phenomenal, meta-cognitive, situational). Given this broad perspective, this article provides, from a psycholinguistic perspective, a timeline on the research that addresses the role of awareness or lack thereof in second/foreign language (L2) learning.


Author(s):  
Anna Zólyomi

AbstractThe present study was conducted by using mixed methods design to investigate the role of language aptitude in second language acquisition (SLA). The quantitative method involved Hungarian adults (N = 27) of two kinds of schools: a technical school and three different universities. These adults participated in completing the aptitude test called Hungarian Language Aptitude Test (HUNLAT). The qualitative part included an in-depth interview, which was conducted with six participants mainly focussing on their learning habits in order to examine if there is any correspondence between aptitude and language learning habits in this sample. Within this sample, males achieved significantly higher scores on the Grammar analysis task and older students scored significantly higher on three tasks; additionally, they scored significantly higher on the total score of the HUNLAT. Furthermore, those students who scored high on the aptitude test regard themselves to be successful and those who scored low regard themselves less successful language learners. The major pedagogical implication that can be drawn from this particular research is that there are many constructs that may influence language aptitude including language learning habits, motivation, and language learning strategies; thus, EFL teachers may reconsider the role of this construct in SLA.


2020 ◽  
Vol 3 (1) ◽  
pp. 43
Author(s):  
Ulin Ni’mah

The study aims to investigate a case study of second language acquisition of a foreign learner studying at Universitas Islam Negeri Maulana Malik Ibrahim<ins cite="mailto:Muchamad%20Adam%20Basori" datetime="2020-06-23T12:53">,</ins> Malang. There are three aspects examined by the researcher such as the learning strategies, personality, and motivation which influence the learner’s second language acquisition of English. The findings of the research show that the subject has good learning strategies such as reading English books, learning via online media, and studying with friends. The subject has a good personality, an introvert who is confident in practicing English with several people in Indonesia. The subject has high motivation in learning English to get the scholarship and to have a good career in the future. After assessing his essay with the rubric score, the students’ writing proficiency is improved<ins cite="mailto:Muchamad%20Adam%20Basori" datetime="2020-06-23T12:56">.</ins>


2007 ◽  
Vol 62 (2) ◽  
pp. 253-265
Author(s):  
István Fekete ◽  
Mária Gósy ◽  
Rozália Eszter Ivády ◽  
Péter Kardos

DianePecherés RolfA. Zwaan(szerk.): Grounding cognition: The role of perception and action in memory, language, and thinking (Fekete István)     253 CsépeValéria: Az olvasó agy (Gósy Mária) 256 Kormos, Judit: Speech production and second language acquisition (Ivády Rozália Eszter)      260 MarosánGyörgy: Hogyan készül a történelem? (Kardos Péter) 263


2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.


2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.


1985 ◽  
Vol 7 (2) ◽  
pp. 233-248 ◽  
Author(s):  
Teresa Pica ◽  
Catherine Doughty

The shift in language classroom organization from teacher-fronted to student group work has received a growing amount of theoretical and empirical support (cf. Long, 1983; Long, Adams, McLean, and Castanos, 1976; Taylor, 1982). However, this practice is becoming so popular that it is in danger of turning into yet another ESL bandwagon. The following study was conducted, therefore, to evaluate the role of group work in the classroom, specifically in regard to its possible effects on classroom second language acquisition. Comparisons were made of three ESL classrooms during group vs. teacher-fronted classroom interaction on decision-making tasks.Analysis focused on three broad categories: (1) grammaticality of input, (2) negotiation of input, and (3) individual input/production. Significant differences between the two participation patterns were indicated only in the increased amount of input and production for individual students during group interaction. Task, rather than participation pattern was shown to be a more important variable with regard to parameters (1) and (2). These results suggested that group work has a useful but somewhat restricted role in classroom second language acquisition.


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