Related Research Articles
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.
Second language writing is the study of writing performed by non-native speakers/writers of a language as a second or foreign language. According to Oxford University, second language writing is the expression of one's actions and what one wants to say in writing in a language other than one's native language. Learning a new language and writing in it is the most challenging thing. Learning a new language first requires an understanding of the writing system and the grammar of the language. Because grammar is the basis of writing. Learning the grammar of a language is the only way to write in that language. The extent to which non-native speakers write in formal or specialized domains, and the requirements for grammatical accuracy and compositional coherence, will vary according to the specific context. The process of second language writing has been an area of research in applied linguistics and second language acquisition theory since the middle of the 20th century. The focus has been mainly on second-language writing in academic settings. In the last few years, there has been a great deal of interest in and research on informal writing. These informal writings include writing in online contexts. In terms of instructional practices, the focus of second language writing instruction has traditionally been on achieving grammatical accuracy. However, this changed under the influence of compositional studies, which focused on conceptual and structural properties. Another development in the teaching of second language writing is the increasing use of models and the emphasis on the properties of particular writing genres. Recent research has analyzed how second-language writing differs from native-language writing, emphasizing the cultural factors that influence second-language writers. In general, second language acquisition research has transitioned from a primary focus on cognitive factors to a sociocultural perspective in which writing is viewed not only as an acquired language skill and cognitive ability but also, more broadly, as a socially situated communicative act involving a target audience. Recently, particular attention has been paid to the integration of written texts with other media (multimodality) and to the mixing of languages in online media.
Language attrition is the process of losing a native or first language. This process is generally caused by both isolation from speakers of the first language ("L1") and the acquisition and use of a second language ("L2"), which interferes with the correct production and comprehension of the first. Such interference from a second language is probably experienced to some extent by all bilinguals, but is most evident among speakers for whom a language other than their first has started to play an important, if not dominant, role in everyday life; these speakers are more likely to experience language attrition. It is common among immigrants that travel to countries where languages foreign to them are used.
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 Sharwood Smith, Emeritus Professor of Languages at Heriot-Watt University & Honorary Professorial Fellow at the University of Edinburgh, is a researcher into multilingualism and the acquisition of non-native languages, a branch of developmental linguistics and cognitive science. He is a founding editor of Second Language Research, successor to the Interlanguage Studies Bulletin.
Processability theory is a theory of second language acquisition developed by Manfred Pienemann. The theory has been used as a framework by scientists from Europe, North America, Asia and Australia.
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.
The following outline is provided as an overview of and topical guide to second-language acquisition:
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.
Heather Goad is a Canadian linguist. Her research explores areas of phonology and language acquisition, especially investigating the shapes of phonological systems, including contrasts in English, French, Korean, Portuguese, Italian and Nepali, as well as the developmental paths of acquiring speech sounds by first and second language learners.
Paul van Geert is a Dutch linguist. He is currently a professor of developmental psychology at the University of Groningen, Netherlands. He is renowned for his work on developmental psychology and the application of dynamical systems theory in social science.
Complex Dynamic Systems Theory in the field of linguistics is a perspective and approach to the study of second, third and additional language acquisition. The general term Complex Dynamic Systems Theory was recommended by Kees de Bot to refer to both Complexity theory and Dynamic systems theory.
Marjolijn Verspoor is a Dutch linguist. She is a professor of English language and English as a second language at the University of Groningen, Netherlands. She is known for her work on Complex Dynamic Systems Theory and the application of dynamical systems theory to study second language development. Her interest is also in second language writing.
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.
Cornelis Kees de Bot is a Dutch linguist. He is currently the chair of applied linguistics at the University of Groningen, Netherlands, and at the University of Pannonia. He is known for his work on second language development and the use of dynamical systems theory to study second language development.
Marijn van Dijk is a Dutch linguist. She is currently an associate professor of developmental psychology at the Faculty of Behavioural and Social Sciences of the University of Groningen, Netherlands.
L2 Syntactical Complexity Analyzer (L2SCA) developed by Xiaofei Lu at the Pennsylvania State University, is a computational tool which produces syntactic complexity indices of written English language texts. Along with Coh-Metrix, the L2SCA is one of the most extensively used computational tool to compute indices of second language writing development. The L2SCA is also widely utilised in the field of corpus linguistics. The L2SCA is available in a single and a batch mode. The first provides the possibility of analyzing a single written text for 14 syntactic complexity indices. The latter allows the user to analyze 30 written texts simultaneously.
Scott Jarvis is an American linguist. He is a professor of Linguistics at the University of Utah, United States. His research focuses on second language acquisition more broadly, with a special focus on lexical diversity.
References
- ↑ "Wander Lowie - Faculty of Arts". University of Groningen. 21 January 2018.
- ↑ Lowie, Wander Marius (1998). "Wander Lowie: The acquisition of interlanguage morphology: a study into the role of morphology in the L2 learner's mental lexicon". University of Groningen.
- ↑ "The Modern Language Journal - Editorial Board". Wiley.com. 6 October 2018. doi:10.1111/(ISSN)1540-4781.
- ↑ Verspoor, M. H.; Bot, K. de; Lowie, W. M. (2004). "Dynamic systems theory and variation: a case study in L2-writing". Words in Their Places. A Festschrift for J. Lachlan. Amsterdam: Free University Press: 407–421.
- ↑ Lowie, Wander (2013). "The CEFR and the dynamics of second language learning: Trends and challenges". Language Learning in Higher Education. 2. doi:10.1515/cercles-2012-0002. S2CID 64061032.
- ↑ Lowie, Wander (2005). Second Language Acquisition: An Advanced Resource Book. Routledge Taylor & Francis Group. p. 320. ISBN 9780415338707.
- ↑ Lowie, Wander (2011). A Dynamic Approach to Second Language Development. Methods and Techniques. John Benjamins Publishing Company. p. 211. ISBN 9789027219985.
- ↑ Lowie, Wander; Michel, Marije; Rousse-Malpat, Audrey; Keijzer, Merel; Steinkrauss, Rasmus (2020). Usage-Based Dynamics in Second Language Development. Multilingual Matters. p. 328. ISBN 9781788925273.
