The Acquisition of Academic Literacy in a Second Language: A Longitudinal Case Study, Updated

Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).

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The importance of language therapy in the context of Ataxic Dysarthria. Longitudinal case study

Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare ◽

10.26744/rrttlc.2017.3.2.04 ◽

2017 ◽

Vol 3 (2) ◽

pp. 28-34

Author(s):

Mihaela Maria TELCEAN ◽

Anamaria-Rada BERESCHI-BENE ◽

Cristina SIBEF

Keyword(s):

Longitudinal Case Study ◽

Language Therapy ◽

Ataxic Dysarthria

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Neuropsychological and neuroimaging findings of developmental dysphasia: A longitudinal case study

Clinical Linguistics & Phonetics ◽

10.3109/02699209708985187 ◽

1997 ◽

Vol 11 (2) ◽

pp. 139-152

Author(s):

J. Deus ◽

C. Junque ◽

J. Pujol ◽

P. Vendrell ◽

M. Vila ◽

...

Keyword(s):

Longitudinal Case Study

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Creating autonomous learners in the teaching of English as a second language (ESL) in Zimbabwean secondary schools : a reality or a myth?

Journal of African Languages and Literary Studies ◽

10.31920/2633-2116/2020/v1n3a6 ◽

2020 ◽

Vol 1 (3) ◽

pp. 103-132

Author(s):

Rungamirai Matiure ◽

Erick Nyoni

Keyword(s):

Decision Making ◽

Second Language ◽

Multiple Case Study ◽

Document Analysis ◽

Learner Autonomy ◽

Case Study Design ◽

Midlands Province ◽

Multiple Case ◽

Comprehensive Framework

This study explored the utility of the learner autonomy concept in the Zimbabwean O Level English as a Second Language (ESL) classroom focusing on three Gweru urban high schools of the Midlands Province. The researchers intended to establish whether learner autonomy was a reality or just a myth in Zimbabwean classrooms. A qualitative multiple case study design was applied focusing on teaching strategies, availability of resources, challenges faced and ways of optimising it. Questionnaires and document analysis were used for data collection. The findings revealed that the concept did not manifest in explicit terms, the learners did not participate in decision making, and the teachers were not adequately prepared to administer autonomous processes with students. For it to be a reality, the Education Ministry is recommended to establish a comprehensive framework of how autonomous learning should be implemented. Teacher training should explicitly focus on how to develop autonomous learners. Teachers ought to be flexible enough to accommodate learners' contributions towards their learning.

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