Description : Seminar paper from the year 2010 in the subject English Language and Literature Studies - Linguistics, grade: 2,3, University of Stuttgart (Institut fur Linguistik: Anglistik), course: Hauptseminar: Language Contact, language: English, abstract: This paper wants to examine the two processes of acquisition and learning, compare them to find differences and possible similarities and try to find ways to make use of the processes by taking influence on them through intelligent teaching. The field contains multiple approaches and positions among the different researchers. Within this paper, I want to accentuate the two main notions of the research. One of them considers acquisition to be the only effective way to gain language knowledge, the other argues for learning. As representatives of the respective stream, I want to highlight Stephen Krashen's research for the acquisition position and Robert DeKeyser and Catherine J. Doughty on the learning side. Finally, I want to try to derive a couple of possible implications from the research which could enhance second language teaching for the future."
Description : This book represents a major statement of the current research being conducted on the learning of second languages from a sociocultural perspective. The book is divided into a theoretical and an empirical part. Specific topics covered include: learning and teaching languages in the zone of proximal development; L1 mediation in the acquisition of L2 grammar; sociocultural theory as a theory of second language learning; gestural mediation in a second language; and constructing a self through a second language.
Description : This book provides an alternative to the grammar debate in second language acquisition theory and teaching. Accepting that language acquisition is at least partially input dependent, the author asks how grammatical form is processed in the input by second language learners and is it possible to assist this in ways that help the learner to create richer grammatical intake. He answers these questions and explains why traditional paradigms are not psycholinguistically motivated. Drawing on research from both first and second language acquisition, he outlines a model for input processing in second language acquisition that helps to account for how learners construct grammatical systems. He then uses this model to motivate processing instruction, a type of grammar instruction in which learners are engaged in making form-meaning connections during particular input activities.
Description : This volume - the second in this series concerned with motivation and foreign language learning - includes papers presented at a colloquium on second language motivation at the American Association for Applied Linguistics as well as a number of specially commissioned surveys.
Description : Biographical note: Michel Achard is Associate Professor of French Linguistics at Rice University, USA. Susanne Niemeier is Assistant of English Studies at the University of Bremen, Germany.
Description : Examination Thesis from the year 2001 in the subject English Language and Literature Studies - Linguistics, grade: 2 (B), University of Cologne (English Seminar), 135 entries in the bibliography, language: English, comment: A theoretical study of language acquisition, second language acquisition and Chomsky s Universal Grammar. The final chapter presents several approaches to teaching English as foreign language in German Schools., abstract: "How do we learn language ?" is both a very interesting and a very complex question. It has fascinated people for centuries to find an answer to that question, but so far only competing theories have come up. In 1965, Noam Chomsky invented the theory of a Universal Grammar underlying the structures of all languages and that babies were born with innate knowledge of this Universal Grammar. The idea has revolutionised language acquisition research. But only in the 1970s did researchers start to look at the acquisition of second languages as well as the first language acquisition. Since then, studies, theories and new research fields have sprung up at an amazing rate. In this essay, I will try to give an account on what second language acquisition research has found out so far and in what way these findings could probably be applied to improve the way pupils learn English in Germany. It will be necessary to differentiate between naturalistic and instructed language learning. Naturalistic language learning takes place if people are not explicitly taught the foreign language, but rather learn it by trying to communicate in it. Most studies relating to naturalistic language acquisition observe immigrants' children who do not yet go to school. Instructed language learning takes place in environments in which the learner is explicitly taught grammar and vocabulary of the foreign language, as in a classroom.
Description : The Routledge Handbook of Second Language Acquisition and Pedagogy of Persian offers a detailed overview of the field of Persian second language acquisition and pedagogy. The Handbook discusses its development and captures critical accounts of cutting edge research within the major subfields of Persian second language acquisition and pedagogy, as well as current debates and problems, and goes on to suggest productive lines of future research. The book is divided into the following four parts: I) Theory-driven research on second language acquisition of Persian, II) Language skills in second language acquisition of Persian, III) Classroom research in second language acquisition and pedagogy of Persian, and IV) Social aspects of second language acquisition and pedagogy of Persian. The Routledge Handbook of Second Language Acquisition and Pedagogy of Persian is an essential reference for scholars and students of Persian SLA and pedagogy as well as those researching in related areas.