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First language learners acquire vocabulary in the context of participation in discourse, and the quantity and richness of that discourse is the best predictor of their progress. Similarly, we argue, engagement in discourse, in particular debate and discussion, is an effective component of classroom instruction for second and foreign language learners. Evidence supporting the effectiveness of a particular discussion-based program, Word Generation, is presented, in particular its effectiveness with current and former second language learners of English. Principles implemented in Word Generation that could be applied in any educational setting are identified. [This paper was presented at the 8th International Conference on Practical Linguistics of Japanese at the National Institute for Japanese Language and Linguistics, and was published in "Journal of Japanese Linguistics," v30 p7-14 2014.]

First language learners acquire vocabulary in the context of participation in discourse, and the quantity and richness of that discourse is the best predictor of their progress. Similarly, we argue, engagement in discourse, in particular debate and discussion, is an effective component of classroom instruction for second and foreign language learners. Evidence supporting the effectiveness of a particular discussion-based program, Word Generation, is presented, in particular its effectiveness with current and former second language learners of English. Principles implemented in Word Generation that could be applied in any educational setting are identified. [This paper was presented at the 8th International Conference on Practical Linguistics of Japanese at the National Institute for Japanese Language and Linguistics, and was published in "Journal of Japanese Linguistics," v30 p7-14 2014.]

Students learning a second language commonly confront insurmountable obstacles in the language acquisition process, due to the ineffectiveness of traditional, grammar-first methods. This creates detrimental effects on the learner and his or her self-esteem. Existing literature contains information about problems created by traditional approaches, the effectiveness of a natural approach and key elements necessary to establish it. The purpose of this study is to examine the failings of traditional methods and to review some important natural ways that remedy these failings, yet have their own shortcomings. This study reports efforts to improve natural approaches through on-going research at La Catalina Natural Language School that elaborates on a Holistic Model, i.e., one that considers the individual as whole by productively integrating their mind, body, and emotions. The following are appended: (1) Glossary; (2) Pilot Course Registration Form; (3) Student Psychological Profile for Pilot Course; and (4) Pilot Program English Assessment. [M.S. of Science Education, Dominican University of California.]

Students learning a second language commonly confront insurmountable obstacles in the language acquisition process, due to the ineffectiveness of traditional, grammar-first methods. This creates detrimental effects on the learner and his or her self-esteem. Existing literature contains information about problems created by traditional approaches, the effectiveness of a natural approach and key elements necessary to establish it. The purpose of this study is to examine the failings of traditional methods and to review some important natural ways that remedy these failings, yet have their own shortcomings. This study reports efforts to improve natural approaches through on-going research at La Catalina Natural Language School that elaborates on a Holistic Model, i.e., one that considers the individual as whole by productively integrating their mind, body, and emotions. The following are appended: (1) Glossary; (2) Pilot Course Registration Form; (3) Student Psychological Profile for Pilot Course; and (4) Pilot Program English Assessment. [M.S. of Science Education, Dominican University of California.]

Studies in Second Language Acquisition 1978 - 1993: Volume 1-15 , Issue CUMULATIVE INDEX. Digitized from IA1628720-04 . Previous issue: sim_studies-in-second-language-acquisition_1995-12_17_4 . Next issue: sim_studies-in-second-language-acquisition_1996_18_contents .

Studies in Second Language Acquisition 1978 - 1993: Volume 1-15 , Issue CUMULATIVE INDEX. Digitized from IA1628720-04 . Previous issue: sim_studies-in-second-language-acquisition_1995-12_17_4 . Next issue: sim_studies-in-second-language-acquisition_1996_18_contents .

Lourdes Ortega's "Understanding Second Language Acquisition" was first published by  Routledge  in 2008. Lourdes Ortega is an internationally renowned scholar in the field of second language acquisition and applied linguistics. Her work has been instrumental in advancing our understanding of the learning and acquisition of second languages. Lourdes Ortega’s Understanding Second Language Acquisition is an excellent resource for anyone interested in the study of second language acquisition (SLA). The book provides an in-depth exploration of the key concepts of SLA and offers a comprehensive overview of current research, theories, and approaches. It is a valuable resource for both language educators and students alike......,

This scoping review explores the role of artificial intelligence (AI) in shaping social-emotional experiences in second language (L2) acquisition. While AI tools—particularly those powered by machine learning, natural language processing (NLP), and large language models (LLMs)—have increasingly been used to support language learning outcomes, their influence on learners’ emotional engagement, motivation, and interpersonal interaction within L2 contexts remains underexplored. This review aims to bridge this gap by synthesizing research on how AI-driven learning environments can enhance not only linguistic competencies but also the emotional and social dimensions of language learning. Focusing on tools such as intelligent tutoring systems, affective computing, and conversational agents, the review investigates how AI technologies contribute to shaping learner identity, empathy, emotional regulation, and classroom dynamics in L2 contexts. By examining diverse learner populations and educational settings, the review seeks to offer a comprehensive understanding of the intersection between AI and the affective aspects of second language acquisition.

As learner populations have become more culturally and linguistically heterogeneous, technology has created learner-centered environments that incorporate digital-based literacies, foster personalization of content, and build technological competencies through opportunities that increase linguistic and cultural knowledge and enhance technical skills. This paper identifies applications that can be used in PK-12 instruction to support Second Language Acquisition. Three appendixes present: (1) Student Survey; (2) Teacher Survey: Educator Apps and Software Evaluation; and (3) application/software comparison chart. (Contains 3 tables.)

As learner populations have become more culturally and linguistically heterogeneous, technology has created learner-centered environments that incorporate digital-based literacies, foster personalization of content, and build technological competencies through opportunities that increase linguistic and cultural knowledge and enhance technical skills. This paper identifies applications that can be used in PK-12 instruction to support Second Language Acquisition. Three appendixes present: (1) Student Survey; (2) Teacher Survey: Educator Apps and Software Evaluation; and (3) application/software comparison chart. (Contains 3 tables.)

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Now in a fourth edition, this bestselling introductory textbook remains the cornerstone volume for the study of second language acquisition (SLA). Its chapters have been fully updated, and reorganized where appropriate, to provide a comprehensive yet accessible overview of the field and its related disciplines. To reflect current developments, new sections on using learner corpora, semantics and morphosyntax (within formal approaches to SLA), sociocultural approaches, gesture, priming research, and chaos theory have been added. Students will also find expanded discussions of heritage language learning, bilingualism, pragmatics, and much more. The fourth edition retains the pedagogical features that students found useful in the current edition, and also incorporates new features. A new feature is the text boxes throughout the chapters that summarize key concepts and research literature. As with previous editions, discussion questions or problems at the end of each chapter help students apply their knowledge, and a glossary defines and reinforces mustknow terminology. New supplemental material will be presented in a robust companion website with components for students and instructors. By incorporating more coverage and interpretation of current theories, an emphasis on empirical findings, and a clearly written and illustrated presentation, Second Language Acquisition is an ideal textbook for the introductory SLA course in second language studies, applied linguistics, linguistics, TESOL, and language education programs.

Now in a fourth edition, this bestselling introductory textbook remains the cornerstone volume for the study of second language acquisition (SLA). Its chapters have been fully updated, and reorganized where appropriate, to provide a comprehensive yet accessible overview of the field and its related disciplines. To reflect current developments, new sections on using learner corpora, semantics and morphosyntax (within formal approaches to SLA), sociocultural approaches, gesture, priming research, and chaos theory have been added. Students will also find expanded discussions of heritage language learning, bilingualism, pragmatics, and much more. The fourth edition retains the pedagogical features that students found useful in the current edition, and also incorporates new features. A new feature is the text boxes throughout the chapters that summarize key concepts and research literature. As with previous editions, discussion questions or problems at the end of each chapter help students apply their knowledge, and a glossary defines and reinforces mustknow terminology. New supplemental material will be presented in a robust companion website with components for students and instructors. By incorporating more coverage and interpretation of current theories, an emphasis on empirical findings, and a clearly written and illustrated presentation, Second Language Acquisition is an ideal textbook for the introductory SLA course in second language studies, applied linguistics, linguistics, TESOL, and language education programs.

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Studies in Second Language Acquisition 1989: Volume 11 , Issue CONTENTS. Digitized from IA1628720-04 . Previous issue: sim_studies-in-second-language-acquisition_1988-10_10_3 . Next issue: sim_studies-in-second-language-acquisition_1989-03_11_1 .

This paper examines the relationship of age factor to second language acquisition. Age as an affective factor brings about different performance stages in second as well as first language learning. Traditionally, research in Critical Period Hypothesis and other variables has derived two major aspects of language learning--the younger = the better and the older = the better. However, more recent research has begun to show that there is no linear pattern of learning among the same age group of learners, and they learn differently and individually depending on variables like learning opportunities, the motivation to learn, individual differences and learning styles in second language acquisition.

This paper examines the relationship of age factor to second language acquisition. Age as an affective factor brings about different performance stages in second as well as first language learning. Traditionally, research in Critical Period Hypothesis and other variables has derived two major aspects of language learning--the younger = the better and the older = the better. However, more recent research has begun to show that there is no linear pattern of learning among the same age group of learners, and they learn differently and individually depending on variables like learning opportunities, the motivation to learn, individual differences and learning styles in second language acquisition.

This paper examines the relationship of age factor to second language acquisition. Age as an affective factor brings about different performance stages in second as well as first language learning. Traditionally, research in Critical Period Hypothesis and other variables has derived two major aspects of language learning--the younger = the better and the older = the better. However, more recent research has begun to show that there is no linear pattern of learning among the same age group of learners, and they learn differently and individually depending on variables like learning opportunities, the motivation to learn, individual differences and learning styles in second language acquisition.

This paper examines the relationship of age factor to second language acquisition. Age as an affective factor brings about different performance stages in second as well as first language learning. Traditionally, research in Critical Period Hypothesis and other variables has derived two major aspects of language learning--the younger = the better and the older = the better. However, more recent research has begun to show that there is no linear pattern of learning among the same age group of learners, and they learn differently and individually depending on variables like learning opportunities, the motivation to learn, individual differences and learning styles in second language acquisition.

Second language acquisition (SLA) is a vital field in linguistics and education, involving understanding cognitive abilities, emotional states, and social contexts to develop effective language learning strategies. The study aims to identify cognitive, affective, social, and individual factors influencing L2 learning, assess their impact on language acquisition, and explore the potential for personalized instruction based on these determinants. This mixed-methods study involved 100 English learners aged 8-45, categorized into younger and older groups. Quantitative data was collected through standardized tests such as the modern language aptitude test, Gardener’s attitude/motivation battery, and questionnaires such as motivation questionnaire, exposure questionnaire, and a custom-designed questionnaire for L2 interaction in different contexts. Qualitative data was collected through semi-structured interviews and case studies to capture personal experiences in SLA. Quantitative data was analyzed using multiple regression analysis and factorial ANOVA. Thematic analysis of the participant's experiences and case studies was conducted for qualitative data analysis. The study found that age alone is not a predictor of SLA success, whereas motivation, exposure, and aptitude are most important among them. Younger learners had better pronunciation and grammatical accuracy, while older learners performed better in vocabulary and explicit grammatical knowledge. Integrative motivation was a significant predictor of L2 proficiency, while high language aptitude, particularly in phonetic coding and grammatical sensitivity, was linked to faster and more successful acquisition. Immersion environments were found to be more effective for L2 learning. Structural differences were causing negative L1 interference which significantly influences language learning. The study highlights the importance of age, motivation, aptitude, exposure, and L1 influence in L2 acquisition, emphasizing the need for personalized teaching strategies.

Second language acquisition (SLA) is a vital field in linguistics and education, involving understanding cognitive abilities, emotional states, and social contexts to develop effective language learning strategies. The study aims to identify cognitive, affective, social, and individual factors influencing L2 learning, assess their impact on language acquisition, and explore the potential for personalized instruction based on these determinants. This mixed-methods study involved 100 English learners aged 8-45, categorized into younger and older groups. Quantitative data was collected through standardized tests such as the modern language aptitude test, Gardener’s attitude/motivation battery, and questionnaires such as motivation questionnaire, exposure questionnaire, and a custom-designed questionnaire for L2 interaction in different contexts. Qualitative data was collected through semi-structured interviews and case studies to capture personal experiences in SLA. Quantitative data was analyzed using multiple regression analysis and factorial ANOVA. Thematic analysis of the participant's experiences and case studies was conducted for qualitative data analysis. The study found that age alone is not a predictor of SLA success, whereas motivation, exposure, and aptitude are most important among them. Younger learners had better pronunciation and grammatical accuracy, while older learners performed better in vocabulary and explicit grammatical knowledge. Integrative motivation was a significant predictor of L2 proficiency, while high language aptitude, particularly in phonetic coding and grammatical sensitivity, was linked to faster and more successful acquisition. Immersion environments were found to be more effective for L2 learning. Structural differences were causing negative L1 interference which significantly influences language learning. The study highlights the importance of age, motivation, aptitude, exposure, and L1 influence in L2 acquisition, emphasizing the need for personalized teaching strategies.

Second language acquisition (SLA) is a vital field in linguistics and education, involving understanding cognitive abilities, emotional states, and social contexts to develop effective language learning strategies. The study aims to identify cognitive, affective, social, and individual factors influencing L2 learning, assess their impact on language acquisition, and explore the potential for personalized instruction based on these determinants. This mixed-methods study involved 100 English learners aged 8-45, categorized into younger and older groups. Quantitative data was collected through standardized tests such as the modern language aptitude test, Gardener’s attitude/motivation battery, and questionnaires such as motivation questionnaire, exposure questionnaire, and a custom-designed questionnaire for L2 interaction in different contexts. Qualitative data was collected through semi-structured interviews and case studies to capture personal experiences in SLA. Quantitative data was analyzed using multiple regression analysis and factorial ANOVA. Thematic analysis of the participant's experiences and case studies was conducted for qualitative data analysis. The study found that age alone is not a predictor of SLA success, whereas motivation, exposure, and aptitude are most important among them. Younger learners had better pronunciation and grammatical accuracy, while older learners performed better in vocabulary and explicit grammatical knowledge. Integrative motivation was a significant predictor of L2 proficiency, while high language aptitude, particularly in phonetic coding and grammatical sensitivity, was linked to faster and more successful acquisition. Immersion environments were found to be more effective for L2 learning. Structural differences were causing negative L1 interference which significantly influences language learning. The study highlights the importance of age, motivation, aptitude, exposure, and L1 influence in L2 acquisition, emphasizing the need for personalized teaching strategies.

Second language acquisition (SLA) is a vital field in linguistics and education, involving understanding cognitive abilities, emotional states, and social contexts to develop effective language learning strategies. The study aims to identify cognitive, affective, social, and individual factors influencing L2 learning, assess their impact on language acquisition, and explore the potential for personalized instruction based on these determinants. This mixed-methods study involved 100 English learners aged 8-45, categorized into younger and older groups. Quantitative data was collected through standardized tests such as the modern language aptitude test, Gardener’s attitude/motivation battery, and questionnaires such as motivation questionnaire, exposure questionnaire, and a custom-designed questionnaire for L2 interaction in different contexts. Qualitative data was collected through semi-structured interviews and case studies to capture personal experiences in SLA. Quantitative data was analyzed using multiple regression analysis and factorial ANOVA. Thematic analysis of the participant's experiences and case studies was conducted for qualitative data analysis. The study found that age alone is not a predictor of SLA success, whereas motivation, exposure, and aptitude are most important among them. Younger learners had better pronunciation and grammatical accuracy, while older learners performed better in vocabulary and explicit grammatical knowledge. Integrative motivation was a significant predictor of L2 proficiency, while high language aptitude, particularly in phonetic coding and grammatical sensitivity, was linked to faster and more successful acquisition. Immersion environments were found to be more effective for L2 learning. Structural differences were causing negative L1 interference which significantly influences language learning. The study highlights the importance of age, motivation, aptitude, exposure, and L1 influence in L2 acquisition, emphasizing the need for personalized teaching strategies.

The annotated bibliography is designed to be of help to teachers of English as a Second Language (ESL) to an often overlooked population--adult language learners in non-academic settings and adult education programs. And for this group there is typically little research available on second language acquisition (as distinguished from second language learning). This annotated bibliography highlights the journal articles and other documents in the Educational Resources Information Center (ERIC) database and represents what there is and addresses important issues for second language acquisition for adult populations. The documents and journals represent approaches being used by researchers and educators to study adult language learners, including those for whom English is the target language. Twelve references are fully annotated and highlighted. Twenty-two standard references are also included. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

An approach to foreign language instruction that emphasizes language acquisition rather than learning will emphasize the development of listening comprehension even at the expense of oral production, since research has shown that the latter does not suffer where the former is fostered. This approach tends to reduce the restrictive workings of the "affective filter." Just how powerful that filter can be is illustrated by the poor results of Spanish programs in the public schools of El Paso, Texas. In this city, students undergo traditional FLES training, which amounts to hundreds of hours of Spanish instruction over a period of six years. Still, the effect of the program is to teach failure through the repeated reinforcement of awareness of communicative incompetence. Furthermore, a linguistic continuum of native and non-native Spanish speakers exists in El Paso, rendering nearly impossible the separate placement of Anglos who would benefit from a classroom environment free from the implied intimidation of those who speak at least some Spanish at home. An aural-comprehension approach would effect a high degree of individualization, permitting real progress for each student and freeing students from what amounts to a burden to perform. (JB)

In recent years, there has been a major uptick in interest regarding the study of pragmatics in second language acquisition (SLA). This is mostly attributable to the critical function that pragmatics play in the development of efficient communication skills in a second language. Pragmatics is the study of language use in context, which includes the interpretation of meaning beyond the literal level, the use of language for a variety of goals, and the understanding of social norms and practices in communication. Pragmatics is often referred to as sociopragmatics. The acquisition of pragmatics in a second language is crucial for learners in order for them to be capable of effectively conveying intended meanings and to avoid misunderstandings or misinterpretations in a variety of social circumstances. Additionally, the development of pragmatic competence in a second language is intimately linked to the learner's intercultural competence, which enables the learner to communicate effectively with persons whose linguistic and cultural backgrounds are distinct from their own

This study evaluated the effectiveness of Total Physical Response Storytelling (TPRS[TM]) compared to the Grammar-Translation approach for acquiring and retaining new vocabulary in an English as a Second Language (ESL) class. The subjects were adult Hispanic learners with limited literacy. An experimental design approach was used to gather information on the effect of TPRS[TM] and Grammar-Translation approaches on student vocabulary retention. A total of 25 participants signed the consent to be a research subject. All participants took two written pretests that examined their knowledge of common words. Following each pretest, the instructor taught three classes using the Grammar-Translation approach and three classes using TPRS[TM]. Following the treatments, all adults took the written vocabulary test. Pre-test and post-test results were analyzed to note similarities and differences in vocabulary retention. Results indicated that both Grammar-Translation and TPRS[TM] approaches made an important difference in student retention of vocabulary. The improvements in vocabulary acquisition and retention were 49% using Grammar-Translation and 45% using TPRS[TM]. Additional research is needed on how to work effectively with adult students who need to learn English under challenging circumstances. These students have complex lives and are trying to survive in addition to studying to improve their language ability. Interview is appended. (Contains 2 tables.)

This study investigates the application of Krashen's Input Hypothesis, studying the relationship between exposure to the target language and language acquisition within the context of the English-as-a-foreign-language secondary classroom in Spain. The project studied the effect of additional reading instruction with emphasis on reading for pleasure. Series of graded readers were made available to students in the experimental group who were asked to turn in short reports on which they received teacher feedback. An average of 15 hours of after school reading was completed by students in the experimental group. Student achievement was evaluated via the short form of the English Language Skills Assessment (ELSA), a multiple-choice cloze test, a dictation test, the Spew test (vocabulary), and a self-assessment measure. The difference between control and experimental groups was not significant. The following possible explanations are provided: reading does not correlate with greater achievement in a second language; the treatment provides either inadequate or insufficient input to support Krashen's hypothesis; the length of the study was insufficient to show significant results; the measurement tools used were inadequate to capture differences. (SR)

Recognizing that to learn about culture will aid the new Canadian in attaining cultural awareness, this article argues that it is imperative to develop strategies for teaching about culture. Using folklore as a critical methodology in the ESL classroom is such a strategy. Because folklore is an intrinsic part of everyday life, its use promotes and enables cross-cultural understandings and the understandings of North American cultures. Moreover, through the use of folklore, students and instructors come to recognize that their expectations are mutable or living elements of culture. (Contains 12 notes.)

Issues and patterns in second language learning are discussed, drawing on a 1985 study with learners of English as a second language in Australia. Discussion begins with an analysis of the process of learning one form of verb marking, the ending "-ing." The inherent complexity of this form in English is examined, and ways in which learners at beginning and more advanced levels and from different native language backgrounds approach this complex form are explored. The second chapter looks at a variety of principles and subprocesses in language learning: learning as elaboration of previously-known patterns; acquisition of English pronouns; acquisition of vocabulary; acquisition of the indefinite article; form-function constraints; lexical opposites; learning as decomposition of elements (as contrasted with elaboration); and learning as analysis. Chapter three addresses the teachability hypothesis, which makes claims about developmental stages in language learning and the learning of variation in language patterns. In chapter four, ways to apply theory in classroom research to improve language teaching practice are discussed. Contains 30 references. (MSE)

The report compiles information on Arizona's public school programs serving limited-English-proficient (LEP) students, including both bilingual education and English-as-a-Second-Language programs, as mandated by state law. It contains data submitted by school districts, schools, and charter schools concerning primary home language identification, student assessment, program services, program participation, achievement test results and exemption by program model, reassessment, program staff and qualifications, and funds used by districts and charter schools for LEP students. An introductory section provides background information and statewide summary data. Detail tables, arranged by district or school, and a glossary are included. (MSE)

Inclusion of technology in the process of second language acquisition has always been a priority for both teachers and theoreticians. This paper reviews the current trends in using video-based language instruction in K-12 educational settings. Although it has been demonstrated for many years that the use of video as an instructional medium provides unique learning qualities, it has not been entirely embraced by high school English as a Second Language (ESL) teachers. Furthermore, recent advancements of digital video (low cost equipment and editing software) and Web-based video sharing services provide remarkable possibilities for supporting a variety of learning activities in ESL classrooms. Yet, classroom practice in using video technology has not gone too far beyond simple viewing and listening to video content for eliciting discussion among ESL students. This paper particularly highlights the role of video in the process of improving student pronunciation and presentation skills. The authors described a week-long classroom video-based project conducted at a Midwestern High School. The best examples of classroom practices and student activities were discussed. The most prominent observations of this project were that the video-based ESL activities contributed to the overall learning motivation and the enhancement of pronunciation skills. Finally, the authors discuss some potential issues and instructional implications of utilizing video technology in K-12 settings.

A two-year research project was conducted to investigate factors that promote second language acquisition and to monitor changes in these factors associated with increased training and proficiency in the second language. Two French programs in London, Ontario second language program beginning in grade 7 and the secondary school French program in London, Ontario, were examined. A battery of tests was developed to assess students' motivation to learn a second language. Information is presented on the elements of experimental design and analysis, the test construction phase of the attitude/motivational test battery, relationships among the attitude/motivational tests and several measures of French achievement, the soundness of the measuring instruments, a formula for predicting second language achievement, results of two separate studies on language dropouts, a different research orientation focusing on stereotypes about French Canadians, English Canadians, "French teacher,""French course," and "English course." A theory that is being developed to integrate the findings on the relationship between French achievement and the three areas of intelligence, language aptitude, and motivation is outlined. Test materials used in the initial study and the validation study and correlation matrices produced to generate factor analytic information are appended. (SW)

A collection of 21 papers, most presented at the Fifth International Conference on Contrastive Projects in June 1982 in Finland, includes: "Searching for Linguistic Universals through Contrastive Analysis,""Oral Discourse and Contrastive Analysis: Towards a French vs. Finno-Scandinavian Model,""Cultural Effect on the Comprehensibility of Reading Texts,""The Application of Some Parameters of Textlinguistics on Contrastive Analysis,""The Influence of the First Language: An Analysis of Learners' Questions,""Questioning Strategies in English and Swedish Conversation,""Pragmatic Equivalence in Contrastive Studies: Requests in Polish and English,""Giving and Getting Directions: Cross-Language Interaction Between Native and Finnish Speakers of English,""A Pragmatic Account of Proper Names in English and Polish,""A Functional Model for the Description of Modality in Contrastive Analysis,""Pragmatic Aspects of Definite Determination Without 'Prior Mention' in English and Polish,""Prepositional Usage in English and Afrikaans: Differences in Spatial Perception,""Remarks on Pronominal Reference and Definiteness in French and Finnish,""Emphasis and Ellipsis,""The Object in German and English According to Dependency Grammar: A Contrastive Analysis,""English Loanwords in Estonian,""English Loanwords in Romanian,""On Lexis: The Swedish Learner and the Native Speaker Compared,""The Semantics of 'Average' and 'Competitor': Two Instances of Dizzy Business or Busy Dizziness,""Chain Compounds--Anglicisms in Finnish?", and "Aspects of Perception in Learning Second Language Vowel Quality." (MSE)

The vocabulary development in the first 11 weeks of English acquisition by a 5-year-old Japanese girl was studied. The girl and her mother (a linguistic researcher) arrived in the United States at the start of the study. Lexical data from a language diary kept by the mother and from adult and peer sessions were pooled to produce a chronological corpus of vocabulary acquisition. The words in the chronological vocabulary corpus were classified according to semantic class. Lexical acquisition proceeded more rapidly than in first language development, with 75 words acquired by 7 weeks and 171 by 11 weeks. General nominals constituted 48% and multiword gestalt type lexical items constituted 12% of the total lexicon. Verbs, modifiers, and pronouns were more frequent than typically found in first language lexicons. Only 15% of the first 75 words and 11% of the total lexicon of 171 words were ever overextended. Overinclusive categorizing was less prominent and overextensions expressing presyntactic relations were relatively more prominent than in first language learning. It is concluded that vocabulary acquisition in second language development differs in a number of ways from first language lexical development. (Author/RW)

The realization that the areas of second language and mathematics education share some common features and that educators in these fields may profit by an exposure to research and practice in both fields motivated the production of this paper. From an introduction to the literature, parallels in the history of the two disciplines were recognized: in mathematics, movements emphasizing problem-solving and critical thinking, and in second-language education, the reconceiving of language as a tool for communication and for the making of meaning. This paper focuses on several contributions from theory, research, and practice in second language instruction, showing their relevance to mathematics education. Most of the paper analyzes three methods developed to teach second languages: (1) delayed oral production; (2) the silent way; and (3) counseling-learning/community language learning. The characteristics and principles of each method are discussed along with their implications for mathematics instruction. Also, an illustration of how the same pedagogical principles can be applied to the teaching of a mathematic topic is included. The discussion of this paper is presented in the form of a dialogue with the words of the mathematics educator appearing in Roman type and the second-language educator writing in italics. (RT)

A Stanford University project in which mathematical learning theory was applied to the learning of Russian in a first-year, computer-based college course is examined in this report. Included in the description of this project, designed to complete and implement the first-year Russian course, are the research and curriculum potentials of computer-based instruction, specific methods and techniques employed in conducting the experiment, and an analysis of the research findings. The bulk of the report appears in the form of appendixes which give examples of computer input codes, descriptions of the computer system, statistics on enrollment, lengthy tables of student responses, final examination results, an outline of grammatical points covered, and samples of the daily student summary sheets. (CW)

InterAmerica Research Associates, Inc., has developed and operated the Basic Skills Resource Center (BSRC) under contract with the U.S. Army Research Institute for the Behavioral and Social Sciences (ARI). The BSRC project has two interfacing components: the design, implementation and operation of and information service; and the implementation and monitoring of and applied research agenda related to the study of learning strategies. This report describes the initial phase of one of the five studies undertaken through the BSRC research component. The study was designed to provide information on applications of learning strategies for English as a second language (ESL) students in the military. This review of the literature was undertaken as an initial step in the identification of ESL learning strategies. Identification of learning strategies is of particular importance to ESL because of the difficulty students confront in gaining second language proficiency necessary to meet the language demands in education and training situations. Learning strategies for second language learner concentrate on what the students can do to become more effective language learners and what students can do to profit from available instruction.

This study employs a three-level meta-analytic framework to systematically evaluate the impact of textual enhancement (TE)—visual modifications such as bolding, color-coding, or underlining—on second language acquisition (SLA) outcomes, including vocabulary retention, grammatical accuracy, and reading proficiency. The primary objective is to quantify the aggregate effect size of TE interventions while addressing methodological limitations in prior meta-analyses, particularly the dependency of multiple effect sizes within individual studies. A comprehensive search across databases (Web of Science, PubMed, EBSCO, etc.) will identify peer-reviewed studies published between 2013 and 2025, adhering to PRISMA 2020 guidelines for screening, data extraction, and quality assessment. Key moderators such as learner age (children, adolescents, adults), language context (second vs. foreign language), enhancement type (single vs. multimodal), and target form properties (frequency, complexity) will be examined to elucidate boundary conditions. Expected outcomes include a small-to-moderate overall effect (Hedges’ g ≈ 0.20–0.40), with stronger effects anticipated for adult learners, single-modality enhancements, and immersive second language environments. The findings aim to resolve theoretical debates between Schmidt’s (2001) Noticing Hypothesis and dynamic systems perspectives, while providing evidence-based recommendations for optimizing TE design in language pedagogy. Potential limitations, such as heterogeneity in TE operationalization and publication bias, will be rigorously assessed through sensitivity analyses. By integrating advanced statistical modeling with a nuanced theoretical lens, this study advances both methodological rigor and practical insights in SLA research.

This study investigates the role of cross-linguistic influence (CLI) in the acquisition of verb-second (V2) word order in Norwegian as a third or additional language (L3/Ln). I examine how structural similarity, Norwegian use, and L2 English use influence the production of V2 in early learners of Norwegian. The study focuses on two types of Norwegian declarative main clauses that require the finite verb to appear as the second constituent (V2): • Subject-initial declaratives with a sentence-medial adverbial (SU-I) • Non-subject-initial declaratives (Non-SU-I) To investigate the role of structural similarity in CLI, I analyze three learner groups whose L1s differ in terms of verb placement and overlap with Norwegian: • German: aligns with Norwegian in both SU-I and Non-SU-I structures (complete overlap). • French: aligns with Norwegian in SU-I but diverges in Non-SU-I, where the finite verb appears as the third constituent (partial overlap). • English: diverges from Norwegian in both structures, with the finite verb appearing as the third constituent in both (no overlap). For clarity, I use 'Ln Norwegian' to refer to Norwegian as the target language for all learners, regardless of whether it is their L2 or L3. The term 'L3 Norwegian' specifically refers to groups of learners whose L2 is English. This study is grounded in CLI models within the field of third language acquisition (3LA), particularly the Linguistic Proximity Model (LPM, Westergaard et al., 2017) and the Scalpel Model (SM, Slabakova, 2017). These models predict that CLI – which can also be non-facilitative - occurs when a linguistic property in the target language is supported by one or both previously acquired languages, regardless of the order of acquisition. However, CLI can be modulated by additional factors such as construction frequency, misleading input, the necessity of negative evidence, and communicative usage. I focus on three key research questions: 1) Does structural L1/Ln similarity facilitate the production of V2 in early Ln Norwegian? 2) Does the amount of Norwegian use affect V2 production? 3) Does the use of L2 English influence V2 production in L3 Norwegian? To answer these research questions, I designed an elicited production task in which the participants orally answered 20 questions about pictures they were shown, one at a time. Each picture represented one of two characters (Lise and Per) performing a simple everyday task (drinking coffee, buying bread, eating pizza, etc.). The pictures were designed to elicit high-frequency words that beginner learners of Norwegian are expected to be familiar with. A written question appeared next to each picture, and it was simultaneously read aloud by a female voice in Urban East Norwegian (the main spoken variety in Oslo, considered the de facto spoken standard of Norwegian bokmål; see Jahr & Mæhlum 2009). The questions were of two types: 1) "Hva gjør Lise på mandag?" (lit. What does Lise on Monday?); and 2) "Hva gjør Lise ofte?" (lit. What does Lise often?). Question type 1 was intended to elicit non-subject initial sentences (Non-SU-I). A written prompt was given to signal that the answer had to start with the word "På" (On). This was implemented to ensure that the participant did not start the answer with the subject and placed the PP in the final position (e.g. ‘Lise eats pizza on Mondays’ instead of ‘On Mondays Lise eats pizza’). Question type 2 was intended to elicit subject-initial sentences with a sentence-medial adverbial (SU-I). A written prompt was given to signal that the adverbial had to be placed in a sentence-medial position. Before starting with the actual task, participants were presented with two training items (one question type 1 and one question type 2) to familiarize themselves with the task. The answers were coded according to whether the verb was in the second, third, or other position. Any morphological, lexical, or pronunciation mistakes were ignored, as long as it was clear which word was intended as the verb.

This study seeks to identify how proficiency in English as a first language (L1) influences proficiency in American Sign Language (ASL) as a second language (L2), and how this relationship may be mediated by non-verbal working memory. The study will take advantage of online recruitment and testing to enroll deaf adults who grew up primarily using English and started learning ASL between age 14 and 30 (n ≥ 75). Participants will complete measures of English reading comprehension (PIAT-R NU), ASL receptive comprehension (ASL-CT), non-verbal working memory (backwards Corsi block-tapping task), and nonverbal IQ (KBIT-2). They will also complete a survey assessing their demographic and linguistic background. The results are expected to show positive relationships between L1 English reading comprehension, non-verbal working memory, and L2 ASL receptive comprehension. A possible mediation of the effect of L1 English reading comprehension on L2 ASL receptive comprehension by non-verbal working memory will be explored, given enough of an effect size in the aforementioned relationships. The results will be of theoretical significance to studies of L2 acquisition and of practical application for parents and educators who are raising or working with deaf and hard of hearing people.

The main concern of the present study was to investigate the probable correlation between the bilinguals' second language grammatical proficiency level and their third language grammatical proficiency level. The current study was implemented on selecting a total of 100 Iranian female high school students studying at second grade from two educational districts of Tabriz (an Azeri-speaking city in Iran). The participants were homogeneous in terms of their English proficiency level (achieved through the Oxford Solutions Placement Test), sex, and age. They attended public high schools; they were taught the same material and they had the same number of hours of instruction. Two grammatical proficiency tests (Persian and English), a background questionnaire were administered to the participants. Statistical analyses including descriptive statistics and a Spearman's Rho Correlation revealed a significant correlation between the bilinguals' second language grammatical proficiency level and their third language grammatical proficiency level. Finally, the implications of the results as they relate to educational programs were discussed.