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Research Notes ~ Second Language Acquisition Theories as a Framework for Creating Distance Learning Courses  [cached]
Eileen N. Ariza,Sandra Hancock
International Review of Research in Open and Distance Learning , 2003,
Abstract: Moore and Kearsley (1996) maintain distance educators should provide for three types of interaction: a) learner-content; b) learner-instructor; and c) learner-learner. According to interactionist second language acquisition (SLA) theories that reflect Krashen’s theory (1994) that comprehensible input is critical for second language acquisition, interaction can enhance second language acquisition and fluency. Effective output is necessary as well. We reviewed the research on distance learning for second language learners and concluded that SLA theories can, and should, be the framework that drives the development of courses for students seeking to learn languages by distance technology. This article delineates issues to consider in support of combining SLA theories and research literature as a guide in creating distance language learning courses.
A Probe into Classroom Teaching and Second Language Acquisition  [cached]
Zhengdan Li
International Education Studies , 2009, DOI: 10.5539/ies.v2n1p124
Abstract: Due to the popularization of foreign language study, more and more people from education filed further enhance their exploration and researches in how to apply second acquisition theories into classroom teaching. This paper probes into the orientation, research objects, age, language environment and classroom activities of second language acquisition.
Comparing and Contrasting First and Second Language Acquisition: Implications for Language Teachers  [cached]
Hulya IPEK
English Language Teaching , 2009, DOI: 10.5539/elt.v2n2p155
Abstract: In an attempt to understand and explain first language (L1) acquisition and second language (L2) acquisition scholars have put forward many theories. These theories can aid language teachers to understand language learning and to assist their students in their language learning process. The current paper will first look at the similarities between the L1 and L2 acquisition. Then, the differences will be outlined. In the last part of the paper the implications of these findings for foreign language teachers will be discussed.
A Research on Second Language Acquisition and College English Teaching  [cached]
Changyu Li
English Language Teaching , 2009, DOI: 10.5539/elt.v2n4p57
Abstract: It was in 1970s that American linguist S.D. Krashen created the theory of “language acquisition”. And the theories on second language acquisition were proposed based on the study on the second language acquisition process and its rules. Here, the second language acquisition process refers to the process in which a learner with the mastery of his mother language learns another language without its social environment. Due to the close relationship between second language acquisition research and language teaching, the relevant acquisition theories are of great importance for college English teaching, during which teachers are expected to base their teaching on second language acquisition theories to study the rules of college English teaching, to reform the current teaching patterns and methods and to improve teaching quality. This is a significant project to study carefully for college English teachers as well as second language acquisition researchers.
SECOND LANGUAGE ACQUISITION AND LANGUAGE TEACHING  [cached]
Elsa Tragant,Carmen Mu?oz
International Journal of English Studies (IJES) , 2004, DOI: 10.6018/ijes.4.1.48261
Abstract: After discussing the ties between language teaching and second language acquisition research, the present paper reviews the role that second language acquisition research has played on two recent pedagogical proposals. First, communicative language teaching, advocated in the early eighties, in which focus on the code was excluded, and then the more recent research-based proposals of integrating some degree of focus on form in meaning-based curricula. Following Ellis (1998), four macro-options of focus-on-form interventions and their theoretical motivations are presented, followed by recent research evidence: input processing, input enhancement, formfocused output and negative feedback. The last section of the paper deals with two related pedagogical issues: the choice of linguistic forms in focused instruction and its benefits depending on individual factors and the learning context.
The Role of Personality in Second Language Acquisition  [cached]
Yan Zhang
Asian Social Science , 2009, DOI: 10.5539/ass.v4n5p58
Abstract: Second language learners vary on a number of dimensions to do with personality, motivation, learning style, aptitude and age. The aim of this paper is to illustrate and summarize the relationship between personality and second language acquisition.
Role of Consciousness in Second Language Acquisition
Abbas Pourhossein Gilakjani,Seyedeh Masoumeh Ahmadi
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.5.435-442
Abstract: No concept raises more hackles in second language acquisition circles than consciousness. The role of consciousness in second language acquisition is currently being heatedly debated and should be particularly considered if we are to make progress in understanding how this acquisition takes place. The researchers review the previous empirical studies on the important role of consciousness in second language acquisition (SLA) through stating the views of different authors, philosophers, scholars. Then, the role of consciousness in terms of concepts such as attention, awareness, intentionality, and control comes up for review. These concepts provide growing support for the view that the role of consciousness is vital for second language learning. Finally, it is concluded that conscious awareness of language is necessary if learner wants to use it appropriately. This notion has gained wide support from research findings which state that conscious learning seems to contribute to successful second language acquisition.
Features of Input of Second Language Acquisition  [cached]
Xiaoru Wang
Journal of Language Teaching and Research , 2010, DOI: 10.4304/jltr.1.3.282-284
Abstract: Input plays a significant role in second language acquisition; some researchers classify input into conscious and unconscious. What kind of input is most helpful to learner? This paper discusses the optimal input Krashen defined compared with first language acquisition.
Effects of Age on Second Language Acquisition  [cached]
D. Nejadansari,J. Nasrollazadeh
Studies in Literature and Language , 2011, DOI: 10.3968/2129
Abstract: There are many differences among second language learners. In first language acquisition by children, individual differences (e.g. across genders or the language being learned) are largely overshadowed by striking similarities in terms of natural stages and ultimate attainment. However,second language acquisition, individual differences have more of an impact on the second language learning process, and their role has thus received considerable attention in recent years. Learners’ beliefs and affective factors are likely to have a direct effect on second language learning, but they themselves may be influenced by a number of general factors relating to learners’ ability and desire to learn and the way they choose to go about learning. One of those important areas of difference among second language learners is age. We now turn to a discussion of four main effects of age on second language acquisition. Key words: First language acquisition; Second language acquisition; Affective factors; Age; Learners’ beliefs; Native-speaker pro-ficiency
Neurolinguistics Aspects of Second Language Acquisition  [cached]
Laleh Fakhraee Faruji
Brain. Broad Research in Artificial Intelligence and Neuroscience , 2011,
Abstract: Fundamental breakthroughs in the neurosciences, combined with technical innovations for measuring brain activity, are shedding new light on the neural basis of second language (L2) processing, and on its relationship to native language processing (L1) (Perani & Abutalebi, 2005). Over the past two decades, a large body of neuroimaging studies has been devoted to the study of the neural organization of language (De′monet, Thierry, & Cardebat, 2005; Indefrey & Levelt, 2004; Price, 2000 as cited in Abutalebi, 2008). The value that functional neuroimaging adds to language research is to improve the perspective on the distributed anatomy of language. Thus, it can be used with considerable precision to identify the neural networks underlying the different domains of language processing. In this paper some main issues related to neurolinguistics and second language acquisition with a focus on bilingualism will be discussed.
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