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A second language (L2) is a language spoken in addition to one's first language (L1). A second language may be a neighbouring language, another language of the speaker's home country, or a foreign language. A speaker's dominant language, which is the language a speaker uses most or is most comfortable with, is not necessarily the speaker's first language. For example, the Canadian census defines first language for its purposes as "the first language learned in childhood and still spoken", recognizing that for some, the earliest language may be lost, a process known as language attrition. This can happen when young children start school or move to a new language environment.
Rod Ellis is a Kenneth W. Mildenberger Prize-winning British linguist. He is currently a research professor in the School of Education, at Curtin University in Perth, Australia. He is also a professor at Anaheim University, where he serves as the Vice president of academic affairs. Ellis is a visiting professor at Shanghai International Studies University as part of China’s Chang Jiang Scholars Program and an emeritus professor of the University of Auckland. He has also been elected as an honorary fellow of the Royal Society of New Zealand.
Second-language acquisition (SLA), sometimes called second-language learning—otherwise referred to as L2acquisition, is the process by which people learn a second language. Second-language acquisition is also the scientific discipline devoted to studying that process. The field of second-language acquisition is regarded by some but not everybody as a sub-discipline of applied linguistics but also receives research attention from a variety of other disciplines, such as psychology and education.
An interlanguage is an idiolect which has been developed by a learner of a second language (L2) which preserves some features of their first language (L1) and can overgeneralize some L2 writing and speaking rules. These two characteristics give an interlanguage its unique linguistic organization. It is idiosyncratically based on the learner's experiences with L2. An interlanguage can fossilize, or cease developing, in any of its developmental stages. It is claimed that several factors shape interlanguage rules, including L1 transfer, previous learning strategies, strategies of L2 acquisition, L2 communication strategies, and the overgeneralization of L2 language patterns.
The generative approach to second language (L2) acquisition (SLA) is a cognitive based theory of SLA that applies theoretical insights developed from within generative linguistics to investigate how second languages and dialects are acquired and lost by individuals learning naturalistically or with formal instruction in foreign, second language and lingua franca settings. Central to generative linguistics is the concept of Universal Grammar (UG), a part of an innate, biologically endowed language faculty which refers to knowledge alleged to be common to all human languages. UG includes both invariant principles as well as parameters that allow for variation which place limitations on the form and operations of grammar. Subsequently, research within the Generative Second-Language Acquisition (GenSLA) tradition describes and explains SLA by probing the interplay between Universal Grammar, knowledge of one's native language and input from the target language. Research is conducted in syntax, phonology, morphology, phonetics, semantics, and has some relevant applications to pragmatics.
Kathleen Bardovi-Harlig is an American linguist. She is currently Provost Professor and ESL Coordinator at Indiana University (Bloomington).
Michael Hugh Long was an American psycholinguist. He was a Professor of Second Language Acquisition at the University of Maryland, College Park. Long introduced the concept of focus on form, which entails bringing linguistic elements to students’ attention within the larger context of a meaning-based lesson in order to anticipate or correct problems in comprehension or production of the target language. Long contrasted this approach with the older method of focus on forms, which calls for exclusive focus on the linguistic forms when teaching a target language, often consisting of drill-type exercises such as conjugation exercises. Long is also usually credited for introducing the Interaction Hypothesis, a theory of second language acquisition which places importance on face-to-face interaction.
Teresa P. Pica, also known as Tere Pica, was a professor of education at the University of Pennsylvania Graduate School of Education, a post she held from 1983 until her death in 2011. Her areas of expertise included second language acquisition, language curriculum design, approaches to classroom practice, and classroom discourse analysis. Pica was well known for her pioneering work in task-based language learning and published widely in established international journals in the field of English as a foreign or second language and applied linguistics.
A diary study is an in-depth reflection on learning processes or teaching experiences regularly kept by an individual and then analyzed to look for recurring patterns or significant events. Diary studies are often used in qualitative studies and can be analyzed by diarists themselves or by researchers. It is a research genre gaining popularity in the TESOL field. Originated from both psychological and anthropological research, diary studies involve systematic personal accounts of the feelings, thoughts, beliefs, attitudes and reactions over a period of time. In other words, it is a kind of self-observation, introspection and retrospection. Diarists can freely write about their thoughts and have no need to answer some previously imposed questions for the research. We can often find unexpected underlying factors, especially affective factors through diary studies. Common external research tools such as observation cannot reach the affective part so far.
The main purpose of theories of second-language acquisition (SLA) is to shed light on how people who already know one language learn a second language. The field of second-language acquisition involves various contributions, such as linguistics, sociolinguistics, psychology, cognitive science, neuroscience, and education. These multiple fields in second-language acquisition can be grouped as four major research strands: (a) linguistic dimensions of SLA, (b) cognitive dimensions of SLA, (c) socio-cultural dimensions of SLA, and (d) instructional dimensions of SLA. While the orientation of each research strand is distinct, they are in common in that they can guide us to find helpful condition to facilitate successful language learning. Acknowledging the contributions of each perspective and the interdisciplinarity between each field, more and more second language researchers are now trying to have a bigger lens on examining the complexities of second language acquisition.
Second-language acquisition classroom research is an area of research in second-language acquisition concerned with how people learn languages in educational settings. There is a significant overlap between classroom research and language education. Classroom research is empirical, basing its findings on data and statistics wherever possible. It is also more concerned with what the learners do in the classroom than with what the teacher does. Where language teaching methods may only concentrate on the activities the teacher plans for the class, classroom research concentrates on the effect the things the teacher does has on the students.
Norbert Schmitt is an American applied linguist and Emeritus Professor of Applied Linguistics at the University of Nottingham in the United Kingdom. He is known for his work on second-language vocabulary acquisition and second-language vocabulary teaching. He has published numerous books and papers on vocabulary acquisition.
The interaction hypothesis is a theory of second-language acquisition which states that the development of language proficiency is promoted by face-to-face interaction and communication. Its main focus is on the role of input, interaction, and output in second language acquisition. It posits that the level of language that a learner is exposed to must be such that the learner is able to comprehend it, and that a learner modifying their speech so as to make it comprehensible facilitates their ability to acquire the language in question. The idea existed in the 1980s, and has been reviewed and expanded upon by a number of other scholars but is usually credited to Michael Long.
Merrill Swain is a Canadian applied linguist whose research has focused on second language acquisition (SLA). Some of her most notable contributions to SLA research include the Output Hypothesis and her research related to immersion education. Swain is a Professor Emerita at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. Swain is also known for her work with Michael Canale on communicative competence. Swain was the president of the American Association for Applied Linguistics in 1998. She received her PhD in psychology at the University of California. Swain has co-supervised 64 PhD students.
In applied linguistics, an error is an unintended deviation from the immanent rules of a language variety made by a second language learner. Such errors result from the learner's lack of knowledge of the correct rules of the target language variety. A significant distinction is generally made between errors and mistakes which are not treated the same from a linguistic viewpoint. The study of learners' errors has been the main area of investigation by linguists in the history of second-language acquisition research.
Diane Larsen-Freeman is an American linguist. She is currently a Professor Emerita in Education and in Linguistics at the University of Michigan in Ann Arbor, Michigan. An applied linguist, known for her work in second language acquisition, English as a second or foreign language, language teaching methods, teacher education, and English grammar, she is renowned for her work on the complex/dynamic systems approach to second language development.
Lourdes Ortega is a Spanish-born American linguist. She is currently a professor of applied linguistics at Georgetown University. Her research focuses on second language acquisition and second language writing. She is noted for her work on second language acquisition and for recommending that syntactic complexity needs to be measured multidimensionally.
Charlene Polio is an American linguist. She is currently a professor in the Department of Linguistics, Languages, and Cultures at Michigan State University, The United States. Her research focuses on second language acquisition with a special focus on second language writing.
Susan Gass is an American Kenneth W. Mildenberger Prize-winner linguist. She is currently a professor emerita, retired from the Department of Linguistics, Languages, and Cultures at Michigan State University. Her research focuses on applied linguistics with a special focus on second language learning, corrective feedback, and task-based language learning. She graduated in 1961 from Kingswood School Cranbrook.
The Teachability Hypothesis was produced by Manfred Pienemann. It was originally extracted from Pienemann's Processibility model. It proposes that learners will acquire a second language (L2) features if what is being taught is relatively close to their stage in language development.
References
- ↑ "Kenneth W. Mildenberger Prize Winners". Modern Language Association. 9 June 2011. Retrieved 19 April 2019.
- ↑ "Alison Mackey". Worldcat. Retrieved 2019-04-17.
- ↑ "Google Scholar citation statistics". GoogleScholar. Retrieved 2024-08-31.
- ↑ "Alison Mackey" . Retrieved 2019-04-18.
- ↑ "Annual Review of Applied Linguistics". Cambridge University Press. Retrieved 2019-04-18.
- ↑ "IRIS Digital Repository". www.iris-database.org. Retrieved 2019-04-18.
- ↑ "Second Language Acquisition Research Series". Routledge.com. Retrieved 2019-04-18.
- ↑ Mackey, Alison (2014-06-26). "Wanting it enough: why motivation is the key to language learning". The Guardian. ISSN 0261-3077 . Retrieved 2019-04-18.
- ↑ "Alison Mackey".
- ↑ Mackey, Alison; Philp, Jenefer (1998). "Conversational Interaction and Second Language Development: Recasts, Responses, and Red Herrings?". The Modern Language Journal. 82 (3): 338–356. doi:10.1111/j.1540-4781.1998.tb01211.x. ISSN 1540-4781.
- ↑ "Kenneth W. Mildenberger Prize Winners". Modern Language Association. 9 June 2011. Retrieved 19 April 2019.
