Questions related to Second Language Acquisition
What are some of the different social settings in which second language acquisition can take place? In a general sense, how might research be different in these different settings? What are some problems you might foresee?
I'm wondering if there are tests to measure the learners' explicit productive knowledge in the field of SLA, focusing on the grammatical aspect. I'm aware of some tests to measure learners' receptive explicit/implicit knowledge (e.g., timed/untimed GJT) and productive explicit knowledge (e.g., Cloze test), but I couldn't find ones for explicit productive knowledge.
Thank you in advance !
I use a DWS System's DS3000, a photosensitive monomer to disperse the nanoparticles in it and use the solution for SLA printing. But, because of its high viscosity, I cannot increase the particle concentration, which is my goal.
We are still open for peer contributions for our current paper about Cognitive Load Dynamics in Second Language Acquisition.
Reach out if you are interested. The main idea is: collecting classroom experiences of language educators, who identify with the theory, that grammar-based instruction of rule-sets imposes a huge cognitive load onto students ultimately making their conversation prone to error.
I am one of the employees at Prince Mohammad Bin Fahd University. I have done research on The Input Hypothesis and Second Language Acquisition. I want to publish it but am not aware of the procedure and the guidelines.
Please advise, thank you.
In the study, the main skills are lexical resources, grammatical range and accuracy, connection and consistency, etc
In my reading of the literature, I found the repeating of the same information concerning both the theories of 1st Language and 2nd Language Acquisition . I am a bit confused about the inclusion of these theories in both L1A and L2A . I need more clarification by providing me with references from books or Journal Articles. I am looking forward to hearing from this online Community of Researchers and Scholars.
Hello all. I hope you are always in good health.
In the maintenance and shift of language, in the current era. What factors are most influential in language maintenance or language shift?
Generally, language maintenance and language shift involve attitudes, bilingualism, number of speakers, regional concentration, genealogy, etc.
Share your experience here. :)
I want to make a micro-fluid chip using PDMS. I print the casing for this purpose using SLA material. I want to cure the chip faster. I have a microwave oven (700 Watt). My question is that can I use microwave for curing PDMS? And what will be the effect on SLA part?
Please suggest the International or Indian Journals where full length research paper titled Scope of Error Analysis in English written texts of ESL Students- A Case Study (Keywords- ELT/SLA/Error Analysis/ Writing Skills/Young ESL Learners) can be published?
Thanks in advance.
I would like to know what are the differences between a language learning mindset and self-efficacy in language learning. What resources do you recommend that explain such notions in detail? Also, are there any other similar notions?
It is with immense pleasure that I invite scholars or professional scientists to collaborate with me to publish scientific papers in international journals in the area of ELT and second language acquisition. Therefore, I request you to DM me on What'sup number: 6301044126 or email: email@example.com
For an upcoming study, I am in search of a quick Spanish placement test that can be made by L2 learners (preferably online) to determine their L2 Spanish proficiency level.
Ideally, the test would not be longer than 10 minutes and can be used for free, but please also contact me with recommendations for longer or paid tests. These could still be a useful starting point for us.
Thank you in advance!
I am working on a research project on emotions in SLA, using the control-value theory as a research framework. When i am measuring emotions like anxiety and enjoyment, am i limited to the scales developed specifically for that theory? Or i can use domain-specific scales? like the FLCAS? I would appreciate your input on this!
I am adopting and adapting a survey which have 5 scales (commitment control, emotion control, ect) to measure self-regulation of language learning (a certain skill), the aim of the survey as I mentioned to measure the high and low self-regulation capacity among participants.
How can I use the questionnaire to generate more interesting findings? other than just the low and high self-regulation? can you inspire me with some creative ideas?
I was thinking to see gender differences among groups, and to add a part about socio-economic status.
Please inspire me with new ideas without having to make major changes to the survey. Let me know also the name of the tests required for the specific idea.
Hello dear fellow researchers. I am conducting a quantitative study (exploring causality between the dependent and independent variables) in which I have provided a theoretical framework informed by SLA research. Should a hypothsis (based on theory to account for any causality claims) be stated or would it be better to dispense with the theoretical framework at all if no hypothesis is stated? Advise please.
Most teachers agree that teaching the culture of native speaking countries is valuable, but how MUCH should this be done? Do you have a percentage in mind or other way of saying how much of the course should be about culture?
Due to the integration of new and legacy technologies in 5G and applying Artificial Intelligence (AI) and Machine Learning (ML) which are bring more benefits of innovation and supplier diversity in an open market, are expected to experience new challenges to deploy Open RAN; clearly, the low maturity of the technology and also new features like more Open interfaces, multi-vendor integration, multiple slices with different SLA and virtualization and softwarization presents security and trust issues that need to be address, Which secrity aspect do you think is more important?
Noticing hypothesis is a theory within second-language acquisition that a learner cannot continue advancing their language abilities or grasp linguistic features unless they consciously notice the input. The theory was proposed by Richard Schmidt in 1990. Interaction, on the other hand, states in L2 acquisition input, intake and output are needed. The question is if noticing hypothesis comes under interaction hypothesis or is it something different?
Hi, I am working with PEGDA (polyethylene glycol diacrylate) for SLA 3D printing. Parts made from 100% PEGDA are transparent after production, while adding increasing amounts of propylene glycol to the pegda solution makes the final part appearing milky-white. Why does that happen? What causes this phenomenon? Please note that the liquid mixture of PEGDA/propylene glycol is also transparent before 3D printing.
I am working on a paper concerning the role of humor in classroom, especially in ESL classroom. The publications I found are mainly from '60s '70s.Only few papers/research have been published in 2000s. Did "humor as a teaching tool" lose its popularity? I almost thought that this could be another research topic.
I have been looking for a frequency-based vocabulary test to determine the proficiency of (young) adult learners of Swedish as a foreign language for a while now, but no luck so far. Any suggestions would be greatly appreciated!
I am researching guar - a drought-tolerant legume, which revealed a strong correlation of 0.6 between plant N-content and SLA. I am looking for a possible explanation for this relationship? Thank you!
There are many studies on optimizing resource management for cloud computing. Such optimizations are as resource allocation, provisioning, consolidation, scheduling, migration, etc.
However, What metrics are being used by researchers to evaluate their solutions, especially for resource provisioning issue? We have collected many of them and would be grateful if you would add yours.
- CPU Utilization
- Response Time
- Delay Time
- SLA Violation
- Provisioned VM
- Allocated VM
Like the topic
Language transfer is an interesting topic, is there anyone interested in this topic and provide some ideas about it?
I'm working on optimizing a 3D printing formula for a SLA printer resin. While using the different published methods like digital caliber, digital microscopes, etc, I figured out that the accuray is not suffecient at all. I even wonder whether a lot of those published results represnts the real layer thickness layers as some of them make excessive washing after the UV esposure or wait till the print is dry (till the next day)! Also is there a way to quantifiy the percentage of the fully cured part of the cured print from the partially cured part ?
Thanks in advance
I want to know which is best SLA 3D printing photo polymer resin for preparing nano reinforced polymer composite and is it possible to prepare our own photo polymer resin or not. Please give your valuable suggestions. Thank you.
Beyond needs assessment, what strategies do you use to encourage the sharing of more personal experiences and observations by learners during in-class discussions?
Many L2 vocabulary items tend to be easier to learn. Other items, however, tend to be more difficult. What factors do you think might make L2 vocabulary items easier or more difficult to learn? Thanks in advance for any thoughts you could share!
The Mercator Institute for Literacy and Language Education at the University of Cologne, Germany, is conducting a systematic review on the effectiveness of language integrated strategies (e.g. scaffolding, Sheltered Instruction Observation Protocol (SIOP)) in classrooms. In this review, it is intended to collate, critically appraise and synthesize existing research evidence according to pre-defined criteria.
To complement our electronic database search, we are looking for manuscripts/working papers/project reports/dissertations (except for BA-/MA-thesis) that have not (yet) been published or submitted for publication (and are not (yet) indexed in databases).
We are interested in (quasi-)experimental and observational studies using a control group design that (statistically) examine
- the effectiveness of concepts of instruction that integrate language support and subject teaching
- for children of primary or secondary school age.
If you have carried out this type of study or if first results of an ongoing study are available, we would like to kindly request the document. Submitted studies will be reviewed by the project team; studies that match the review inclusion criteria will be included in the final review synthesis (i.e. summarized and discussed). Publication of the results is planned for 2021.
Of course, your submissions will only be used within the scope of the review and will not be passed to third parties.
Please send documents by September 30th, 2019 to Leonie Twente at firstname.lastname@example.org. If you have any questions, please contact Till Woerfel at email@example.com. Alternatively you can use the comment field below.
Thank you for your support!
Till Woerfel, Martha Höfler, Annika Witte, Anastasia Knaus, Rebekka Wanka and Leonie Twente
Further information about our systematic review can be found on our website: https://www.mercator-institut-sprachfoerderung.de/en/research-development/current-projects/systematic-narrative-review/
I have been looking for a meta-analysis on the predictors of childhood second language acquisition/proficiency (or simultaneous or sequential bilingualism, whatever you want to call it), and haven't really found anything. Does anyone know of such a meta-analysis?
My thesis is about Miscommunication in second/foreign language classroom.
For this research, I need to gather data from classroom interaction.
Here are three questionnaires about interaction in the classroom of English/Spanish and Italian as FL/SL. Please could you share them with language students? Your cooperation is highly appreciated. For any question, please do not hesitate to contact me: firstname.lastname@example.org.
Italian: https://docs.google.com/forms/d/e/1FAIpQLScRediqYPWzdV2Yj4WqUpGFUxDlZ1Yo6c_3Sq7kCVapXjsHZw/viewform?usp=sf_link Acknowledge: Mugford, G. (2019). Addressing difficult situations in foreign-language learning : confusion, impoliteness, and hostility. New York, NY: Routledge.
Perception of TBLT is significant because perception changes the attitude and readiness to use something. But how to measue the perception of TBLT among high school English teacher.
Is there any scientific study showing the development of fluency in relation to the personality traits of a learner in the acquisition of English as a second language?
How can cognitive linguistics offer a model for teaching of second language and or second language acquisition? What theoretical model in cognitive linguistics would anyone suggest for teaching and learning of second language?
Hi everyone. I'm actually doing a study on the teaching of sociolinguistic competence. I'd like to know what you think of research on the area of sociolinguistic competence.
I noticed that more people focus specifically on speech acts. I understand that speech acts also falls under pragmatic competence (if you're referring to Bachman). I have an opinion that maybe people prefer to do studies on speech acts (and not other aspects of sociolinguistic competence) because they are more easily measurable and observable.
What do you think?
I am currently doing a study of Second language acquisition through the use of a mobile app.
For that purpose, I have gathered a multitude of independent variables, which I intenteded to use in a multiple regression analysis, using the learning gain scores of the participants as the dependent variable.
However, all the variables related to the use of the app (Time spent, words learned, number of days accessed, etc.) presented me with a dire problem in relation to multicollinearity (they all have 0,1>tolerance, as well as 10<VIF).
It is logical, that all these variables are collinear, as all of them stems for the app being used.
Because of this, is it possible for me to pick out 1 of the independent variables related to app usage (e.g. "Total time spent in app"), to represent app usage in general, and then proceed with the regression analysis?
Thank you in advance.
Working on PhD thesis and want to situate EMI within a recognised field of research. I feel the topic falls between a gap between English language learning and higher education when I aim to relate my arguments to the literature. While EMI is often used as a language learning tool, it is not essentially for the purposes of learning English but rather a way of delivering content in a lingua franca.
I like the SLA but it appears to require two subordinates' input. Where can I find a valid self-assessment instrument?
Are there any relevant features that make some prepositional combinations relatively easier to learn than others?
Thank you in advance for your participation!
I am currently finishing my PhD on Individual Differences in L2 fluency in Study Abroad. I've done my analysis using L2 fluency rates, and a separate analysis showing L2 fluency measures adjusted for the L1 (where possible). Now, in editing my work some have suggested I should have used the L1-adjusted measure (of speech rate, for example) in all subsequent tests, for all research questions (including those with correlations to inhibitory control, or language use for example). This would mean re-doing my entire analysis under a tight time constraint. What are the pros/cons of running this analysis and is it absolutely necessary? Thank you in advance!
Can an individual have more ‘natural talent’ to learn only a certain second language or type of languages, yet being unable to learn others? Besides motivation, identification and/or exposure what other factors may enhance or hinder foreign language learning success?
As I would like to use the arriving responses for a study, please specify if you agree your response to be used anonymously or with your name in it. Thank you very much!
Dear RG Colleagues,
I need a reference(s) that I can cite in a research paper that will support the commonly accepted claim: it is easier to learn a foreign language that is linguistically similar to our native language (or our second/third language that we already know).
I have produced a mold for microfluidic device, using 3D printer (SLA) with epoxy material. I'd like to build the microfluidic device using PDMS. Based on my reading, the mold need to be treated with plasma for surface activation as it has been reported that PDMS will not cure in epoxy-based mold. My questions are :
1. Does the plasma cleaner for surface activation (e.g Harrck, PDC-32G) has similar concept/function with plasma cleaner for electron microscope (Ibss Group, 10x Asher)?
2. Is there any way to do plasma treatment for surface activation, manually?
- Based on the model presented by Goh and Burns in "Teaching Speaking: A Holistic Approach" (Page 53), it seems that we have two sides of a bridge in terms of second language speaking competence. One of them is knowledge, and the other one is the skill. The "knowledge" phase puts the emphasis on teaching the components related to the knowledge of a language such as grammatical points, vocabulary, idioms, etc. Based on my interpretations of the first four chapters of the book, it seems that teaching the "knowledge" of a language is not going to result in competent second language learners in terms of their speaking competence. In fact, it seems that beginning the process of language teaching from the "knowledge" side is not going to reach to the other side of the bridge that is the skill.
- If we investigate the other side of the bridge, the skill has some key features. A skill is unconscious, automatic, etc. Based on the mentioned model, moving from the bottom of the triangle to the top (from the skill to knowledge) might have better results in the sense of speaking competence. In fact, adding the needed knowledge to the already-gained skill might let the learners have access to the knowledge in a blink of an eye for negotiation of meaning while the needed knowledge without the presence of the needed skill might not be accessible for the negotiation of meaning. Metaphorically speaking, having a glass prior to pouring water in, is more logical than having water with no glass.
- Having the mentioned points in mind, some language teachers limit the teaching a language to its knowledge. Now there are several questions to be asked:
- 1. How can teachers move from skill to knowledge in practice?
- 2. Do material designers consider such theoretical issues in designing coursebooks?
- 3. Is there any relationship between the Interface hypothesis and the mentioned issues?
- Goh, C. C., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge: Cambridge University Press.
Hi everyone! We are currently studying the learnability of the english resultative construction by spanish native speakers who learnt english as a foreign language. The resultative construction is of particular interest since it has no equivalent counterpart in spanish, unlike the depictive construction, which is present in both languages. Therefore, we aim to compare the speaker's comprehension of resultative and depictive english sentences, and to analyze the influence of variables such as english proficiency, age of exposure, frequency of use, immersion experience etc.
We have already conducted a pilot study where we assessed sentence comprehension by asking the subjects to choose the sentence that best described the item's meaning, in a multiple choice format. However, we were wondering what would be the best psycholinguistic experimental task to evaluate sentence comprehension. We noted that acceptability judgements of grammatical and ungrammatical sentences are widely used to study syntax structures. Therefore, I wanted to ask psycholinguistic researchers what would be best experimental paradigm to study the comprehension of these structures. In addition: would it be more appropiate to administer different tasks and then compare the results? And what would be the best tasks in that case?
Thank you so much for your kind attention!
What are the relative strengths and weaknesses of the available theoretical models relating to Conceptual Metaphor Theory (CMT) in the context of Second Language Acquisition (SLA)? Is new empirical research needed as their approaches are only considered as a theoretical construct that other users may not get it as a verification of hypotheses to validate? Would researchers be able to add further prospective models fitting into specific methodologies within the given conceptual frameworks by evaluating first-rate criteria-referenced tools of very definite views on CMT? I would appreciate it if you could answer these questions of paramount importance in the Second Language Acquisition setting. In doing so, I thank you for your valuable participation in this survey.
To start with, this research, for example, may provide us with a useful starting point for rigorous philosophical, empirical, and experimental research that are all-essential in developing Conceptual Metaphor Theory (CMT), while more theory-driven hypothesis testing, relying on corpora and experimental settings, is strongly needed (Fusaroli and Morgagni, 2013). Yet metaphors may not only be special communicative devices, but a fundamental part of everyday cognition in the form of 'conceptual metaphors' (Gibbs and Gibbs Jr, 2017). As indicated by these authors, then, an enormous body of empirical evidence from cognitive linguistics and related disciplines has emerged detailing how conceptual metaphors underlie significant aspects of language, thought, cultural and expressive action.
Fusaroli, R., & Morgagni, S. (2013). Conceptual metaphor theory: Thirty years after. Cognitive Semiotics, 5(1-2), 1-13. Available online: https://pure.au.dk/ws/files/56399444/issue_5.1_2_final.pdf. [Accessed December 2, 2018].
Gibbs, R. W., & Gibbs Jr, R. W. (2017). Metaphor Wars. Cambridge University Press. Available online: https://books.google.es/books?hl=en&lr=&id=f9miDgAAQBAJ&oi=fnd&pg=PR9&dq=Gibbs+Jr,+R.+W.+(2017).+Metaphor+Wars:+Conceptual+Metaphors+in+Human+Life.+Cambridge+University+Press.&ots=RRcPBtRhku&sig=fAg44f-2f9iFjbgn_DRKMq3zPDc&redir_esc=y#v=onepage&q&f=false. [Accessed December 2, 2018].
I find this project very interesting. I was wandering if you had an article about the project, or even an article dealing with some of the topics in your book from 2008. I am a Swedish researcher working in FRance, and I work on child bilingualism and child second language acquisition
Thank you very much in advance
I am looking for a few "easy" things teachers can implement in the classroom, e.g. playing a certain type of music (which composers are most suitable?).
The default academic assumption in linguistics is that people speak one language at a time. So when speakers code-switch, so the theory goes, they draw from a competent understanding of more than one language they have in common with another speaker and switch from one grammar to the other at various predictable junctures.
Why not view it, if just for fun, from the perspective that the default is that people use whatever linguistic tools or other communicative devices are at their disposal regardless of how we might categorize what belongs to what language and regardless of competence within a language?
Recently, I listened as my Mexican neighbor, who has very limited English ability, conversed with my USA-born son, who picked up limited Spanish from co-workers over the past decade or so. With each understanding very little of each other's native vocabulary and unable to execute much formal syntax of the respective non-native language, they managed to get the message through. At times, they drew from a sign language that neither speaker had any systematic understanding of.
Does the situation of limited ability in a language describe the norm, or does communication necessarily grow from a competent internalized grammar of more than one language? Is traditional code-switching among competent speakers just an extension of cases where the speakers might be less than competent in any common language?
What is your opinion on this topic? Are we in a post-method era where rather than methods we are just using other means for teaching a foreign language, e.g. macrostrategies understood as general plans derived from currently available theoretical, empirical, and pedagogical knowledge related to L2 learning and teaching. A macrostrategy is a broad guideline based on which teachers can generate their own location-specific, need-based microstrategies or classroom procedures. In other words, macrostrategies are made operational in the classroom through microstrategies. Macrostrategies are considered theory-neutral, because they are not confined to underlying assumptions of any one specific theory of language, learning, and teaching, discussed in Part One. They are also considered method-neutral because they are not conditioned by a single set of principles or procedures associated with language teaching methods (Kumaravadivelu, 2008:201).
Our lab has been using the Formlabs Form 2 SLA printer.
Previously, we printed structures with clear resin, but now with the grey pro resin, there exists some abnormal area as attachments show. I printed this structures a few times and the same issues happen.
I can think of a few points:
- Grey pro has lower resolution (0.05 mm) than the clear one (0.01 mm)
- Design file problem. (error reported at first, but I used Netfabb to fix it up.)
I am looking for (empirical/theoretical) papers which examine the (L2, L3...) acquisition of agglutinative languages such as Japanese, Korean, Basque or Swahili by native speakers of Turkish (or inverse).
Thank you for your help in this matter!
The relationship between SLA and Optimality theory (specifically inputs generation and constraints ranking).
I have heard a lot of people say that Chinese is the most difficult language to learn. What are your views? Do you believe it is accurate to assume that Chinese/Mandarin really is the most difficult language to lean comparing to all the world languages?
Please share your thoughts!
I am interested in making a suite of Unity Engine video games for second language acquisition in character based languages. The language of peak interest is Mandarin Chinese. Currently, I'm aware of the nature of how the characters are constructed from the fundamental 214 radicals. I'm now interested in understanding the cognitive steps to learning to write these characters. I'm looking for linguists or psychologists who can point me in the right direction so that I can optimize the game's serious elements.
I am making a learning game in Unity Engine, see my other questions for details
Many factors influence the process of second language acquisition . But does the sociocultural background of the learner affects the second language learning ?
I am interested in CA analysis of SLA interaction, both in classrooms and outside. It seems very hard to find the source recording for a lot of published work in this field.
My research group is currently working on lower budget means of measuring specific leaf area and relative water content in the Arabidopsis thaliana plant. We are working with the Easy Leaf Area application by Heaslon for the SLA, and I was wondering if anyone had any experience using this app with respect to its accuracy and any problems that may have been encountered. Thank you.
Data for word associations in English is available in EAT. This resource returns data on inquiries about normed associations by English native speakers. If you input 'cat', the following comes up:
DOG 49 0.52
MOUSE 8 0.08
BLACK 4 0.04
I would like to know sites, or resources, providing similar normed data for other languages, especially French and Japanese.
This is for a small research paper which is given to us as an assignment for our Academic Writing class.
I'm planning to organise a series of workshops on English Language Teaching (ELT).
What can be an interesting way / topic to start with?
I am working on a research relating to "preconscious mind" and "second language acquisition", and I met difficulties in finding some articles or key scholars having relevant evidence that can prove for the mentioned aspect.
People learn language in forma classroom settings, and in natural setting interactions with the target speech community members. Most of the research focus formale SLA , my question is about informal SLA and role of emotions and cognition.