Related Research Articles
A vocabulary is a set of words,typically the set in a language or the set known to an individual. The word vocabulary originated from the Latin vocabulum,meaning "a word,name". It forms an essential component of language and communication,helping convey thoughts,ideas,emotions,and information. Vocabulary can be oral,written,or signed and can be categorized into two main types:active vocabulary and passive vocabulary. An individual's vocabulary continually evolves through various methods,including direct instruction,independent reading,and natural language exposure,but it can also shrink due to forgetting,trauma,or disease. Furthermore,vocabulary is a significant focus of study across various disciplines,like linguistics,education,psychology,and artificial intelligence. Vocabulary is not limited to single words;it also encompasses multi-word units known as collocations,idioms,and other types of phraseology. Acquiring an adequate vocabulary is one of the largest challenges in learning a second language.
A heritage language is a minority language learned by its speakers at home as children,and difficult to be fully developed because of insufficient input from the social environment. The speakers grow up with a different dominant language in which they become more competent. Polinsky and Kagan label it as a continuum that ranges from fluent speakers to barely speaking individuals of the home language. In some countries or cultures which determine a person's mother tongue by the ethnic group they belong to,a heritage language would be linked to the native language.
Language transfer is the application of linguistic features from one language to another by a bilingual or multilingual speaker. Language transfer may occur across both languages in the acquisition of a simultaneous bilingual,from a mature speaker's first language (L1) to a second language (L2) they are acquiring,or from an L2 back to the L1. Language transfer is most commonly discussed in the context of English language learning and teaching,but it can occur in any situation when someone does not have a native-level command of a language,as when translating into a second language. Language transfer is also a common topic in bilingual child language acquisition as it occurs frequently in bilingual children especially when one language is dominant.
Language attrition is the process of decreasing proficiency in or losing a language. For first or native language attrition,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 likely 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. Second language attrition can occur from poor learning,practice,and retention of the language after time has passed from learning. This often occurs with bilingual speakers who do not frequently engage with their L2.
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).
Ian Stephen Paul Nation is an internationally recognized scholar in the field of linguistics and teaching methodology.
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.
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.
Language Learning:A Journal of Research in Language Studies is a peer-reviewed academic journal published quarterly by Wiley-Blackwell on behalf of the Language Learning Research Club at the University of Michigan. The editor-in-chief is Nick C. Ellis University of Michigan.
Lexical diversity is one aspect of 'lexical richness' and refers to the ratio of different unique word stems (types) to the total number of words (tokens). The term is used in applied linguistics and is quantitatively calculated using numerous different measures including Type-Token Ratio (TTR),vocd,and the measure of textual lexical diversity (MTLD).
Jeff MacSwan is an American linguist and educational researcher,working in the United States. He is currently Professor of Applied Linguistics and Language Education in the Division of Language,Literacy,and Social Inquiry in the Department of Teaching and Learning,Policy and Leadership at the University of Maryland. He is also Professor in the Neuroscience and Cognitive Science Program there,and Affiliate Professor in the University of Maryland Linguistics Department and Center for the Advanced Study of Language. He is a Fellow of the American Educational Research Association (AERA) and of the National Education Policy Center (NEPC).
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.
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.
Scott Andrew Crossley is an American linguist. He is a professor of applied linguistics at Vanderbilt University,United States. His research focuses on natural language processing and the application of computational tools and machine learning algorithms in learning analytics including second language acquisition,second language writing,and readability. His main interest area is the development and use of natural language processing tools in assessing writing quality and text difficulty.
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.
Ingrid Piller is an Australian linguist,who specializes in intercultural communication,language learning,multilingualism,and bilingual education. Piller is Distinguished Professor at Macquarie University and an elected fellow of the Australian Academy of the Humanities. Piller serves as Editor-in-Chief of the academic journal Multilingua and as founding editor of the research dissemination site Language on the Move. She is a member of the Australian Research Council (ARC) College of Experts.
References
- ↑ "Scott Jarvis Faculty Profile". Northern Arizona University. Retrieved 2023-11-25.
- ↑ "Language Learning Editorial Board". Wiley Online Library. Retrieved 2019-05-10.
- ↑ Jarvis, Scott (2013). "Capturing the Diversity in Lexical Diversity". Language Learning. 63: 87–106. doi:10.1111/j.1467-9922.2012.00739.x.