Second Language Acquisition - Science topic

I totally agree with Mr Ahmad Farid. Yet, acquisition and learning are two different concepts. In contexts like the Middle East where L2 learners are deprived of sufficient exposure to the target language, you cannot expect acquisition to take place or be established. It is just learning! However, thanks to the development of ubiquitous technology, we could confess that L2 learners are bestowed with more exposure in recent years, which may in turn provide a suitable setting for acquisition to take place in upcoming years.

Regards

Hi,

you can add pretty much any low-molecular-weight acrylic monomer as a reactive diluent. There are tens to hundreds of choices regarding your requirements on reactivity, safety, odor, mechanical properties, affinity to your nanoparticles, etc. This study, for instance, uses trimethylolpropane triacrylate (TMPTA) as a reference monomer for printing with nanofillers using the newly developed photosensitizers.

By the way, you may also find some interesting tips on photopolymerization 3D printing with nanoparticles in our recent study:

Any

Hello

Research proposals vary from university to university. Generally, you have to include the following information: project title; introduction & literature review; research question(s); significance of the research (novelty / contribution to the academic field); methodology (how you will implement your research project); plan over time; references.

I don't know if you also need suggestions on the contents.

Kind regards

Hello, there is one Arabic Learner Corpus on the Sketch Engine (https://app.sketchengine.eu). You need to enter with your Institutional login details, otherwise you will not see it. Go to "Institutional Login", enter your university standard login username and password and search for "Arabic" from the search field. There are some video tutorials on youtube on how to consult corpora on the Sketch Engine.

Congratulations on completing your research on the Input Hypothesis and Second Language Acquisition! Publishing your research can be a great way to share your findings with others in your field and contribute to the overall body of knowledge.

Here are some general guidelines for publishing academic research:

Choose a reputable journal in your field that publishes articles related to your topic. You can use online databases such as JSTOR or Google Scholar to search for journals that are a good fit for your research.

Check the submission guidelines for the journal you have chosen and make sure you meet all the requirements, including formatting, reference style, and word count.

Write a clear and concise abstract that summarizes your research and the key findings. This will give readers a quick overview of your paper and help them decide if they want to read further.

Make sure to properly cite all sources used in your research and adhere to ethical guidelines for conducting and reporting research.

Submit your paper to the journal and wait for the peer review process. Peer review is a critical review process where experts in your field evaluate the quality and significance of your research.

Once your paper has been accepted, you may be asked to make revisions and submit a final copy.

Remember, publishing research is a valuable contribution to your field, but it can also be a challenging and time-consuming process. Be patient and persistent, and keep honing your research skills.

Good luck with your publication process!

Dear Hao Yan! The choice between post-positivism and constructivism as the theoretical framework for studying the promotion methods in the second language acquisition of high school students depends on the research questions, the research design, and the philosophical assumptions that underpin the research. Both post-positivism and constructivism have their strengths and limitations, and the choice between them should be based on a careful consideration of the research objectives and the epistemological and ontological assumptions that guide the research.

Post-positivism is a philosophy of science that emphasizes the importance of empirical evidence and scientific method in generating knowledge. Post-positivist researchers aim to identify causal relationships between variables and to test hypotheses using quantitative methods. Post-positivism assumes that there is an objective reality that can be studied through systematic observation and experimentation, and that knowledge is provisional and subject to revision based on new evidence.

Constructivism, on the other hand, is a philosophy of learning and knowledge that emphasizes the active role of learners in constructing their own understanding of the world. Constructivist researchers view knowledge as socially constructed and context-dependent, and they use qualitative methods to explore the complexity of human experience. Constructivism assumes that learning is a dynamic and ongoing process of meaning-making that is influenced by cultural, social, and individual factors.

Given the focus on promotion methods in the second language acquisition of high school students, a constructivist approach may be more appropriate, as it allows for a more nuanced exploration of the ways in which learners construct their own understanding of the language learning process. Qualitative methods such as interviews, focus groups, and case studies can be used to gather rich data on the experiences and perspectives of high school students, their teachers, and other stakeholders. These methods can provide insights into the complex interactions between language, culture, and identity that shape the language learning process.

However, a post-positivist approach could also be appropriate if the research questions require testing hypotheses and identifying causal relationships between variables. For example, a post-positivist study could use quantitative methods to explore the relationship between different types of promotion methods (e.g., teacher-led instruction, peer-to-peer interaction, technology-based learning) and students' language proficiency.

In summary, the choice between post-positivism and constructivism should be based on a careful consideration of the research questions, the research design, and the philosophical assumptions that guide the research. Both approaches have their strengths and limitations, and the choice should be driven by the objectives of the study and the type of data that is most relevant to answer the research questions.

Hi Kouider Makhlouf

No, the theories of First Language Acquisition are not the same as those of Second Language Acquisition. While there are some similarities between the two processes, such as the importance of exposure to language input and the role of cognitive processing, the differences in context and learner characteristics mean that the theories of L1A and L2A are not the same.

I recommend these two very important references:

Pinker, S. (1994). The Language Instinct: How the Mind Creates Language. HarperCollins.

Ellis, R. (2008). The Study of Second Language Acquisition. Oxford University Press.

Form labs is one company that offers a variety of SLA 3D printer

You can follow this article to get idea on various SLA 3D printer (proprietary names) and their applications in pharmaceuticals.

The factors are diverse and include political, social, demographic, economic, cultural, linguistic, psychological and institutional support factors. They are demonstrated in this article

Ahmed Abrar if you can control the temperature of the microwave oven it will work better, like using PWM pulses. This may require some changes in normal household microwave oven. During my experiments with microwave oven, I noticed that if I keep heating the PDMS in the microwave oven for more than 1 mint, it was creating problem. You can test 30 secs heating, like heat and give it sometime to cool down and heat again.

For second part of your question, No I did not use any other type of oven.

Thanks

May you kindly refer to the below-stated journals:

SYSTEM

ESP Journal

English Today

Taiwan Journal of Linguistics

English Teaching and Learning

Language and Literature

Arab World English Journal

English Language Teaching

International Journal of English Studies

European Journal of English Studies

Journal of English as an International Language

Hope this serves your purpose.

Regards

Dear Samaher, I did not know that "language learning mindset" was an established term (or, rather, an established learner variable) in SLA research at all. I agree with Ting He that it sounds like a collection of other learner features, such as their L2 aptitude, L2 motivation, or L2 competence. I suppose that "self-efficacy" for L2 learning would be a student's belief in their capacity to act in the ways necessary to learn the L2. In any case, you may want to look up both terms in any available SLA Handbook's index to find more clear-cut definitions.

Raju Dhuli Hello Dear Raju

I am very interested in cooperating with you as co-author., Only please kindly send msg to me about your title.

Yours Sincerely

Vahid Norouzi Larsari

Hi, Lieke!

Regarding your question about a quick Spanish placement test, I recommend that you search the following link: https://www.tiatula.com/spanish-placement-tests/

Best luck!

Dear Ullah, what a fascinating research question with regard to how particular learner variables might affect L2 learning outcomes (although this specific variable cannot be changed by instruction itself)! I would be surprised if no one has looked into this question more systematically yet. I have frequently observed that gender differences are reported in the results sections of L2 learner studies "as a side observation", even if the research topic itself was not gender differences. I also happen to know that FLA is consistently higher among female students. Overall, I would expect L2 learning outcomes in students to be mediated by differences in other variables (FLA, motivation, grit, etc.) that show different non-overlapping distributions between genders.

In my mind, a quite straightforward answer would be this: The choice of your scale(s), whether they have originally been developed in Psychology, SLA or any other field of Educational Sciences, depends on the theory you are examining. If your theory is about emotions in general, you should use scales that measure emotions in general (e.g., from Psychology). If your theory is about emotions that are specific to L2 learning (e.g., FLA), you ought to use an FLA scale (e.g., from SLA). Where these scales come from originally is secondary. Their choice really depends on what are examining, or, in other words, your research question(s).

Dear Samaher, your research would need to start from the research question(s) that you want to answer - and not from the research instruments you are using. The instrument itself is only a way to gather data that can help you to answer your question(s). So the simplest idea to help you would be to turn your research back on its feet: Start with want you want to find out about (which usually derives from what is already know/not yet known in your area of research) - and only then pick the scales that are appropriate to measure the student characteristics that you are interested in.

Check https://www.sagepub.com/sites/default/files/upm-binaries/22781_Chapter_3.pdf

MY dear

According to my point of view and in relation to the Iraqi situation

maybe no more than 30 percent

warm regards

You can get information from this link

Noticing is the first step towards learning (Richard Schmidt)! It is needed in interaction: we need to notice weaknesses in the input and output. When noticing them we can learn and try to overcome them!

Dear Thomas R Zentall sir,

If you are not the first author, then I think you can only remove it from your profile but you can not remove it from researchgate database.

I agree with all the suggestions given by the research gate members.

Dear Carlo: I beleive you have a phase separation problem. The refractive indexes of PEG and PEGDA are 1.4339 and 1.463, respectively. After the 3D printing process, small segregates of PEG are formed. These have to be larger than 300 nm, in order to cause light dispersion, that is milky appeareance.

Children laugh a lot more than adults do. I think that this means that adults should try to retain some of their child-like qualities. If we do, I think we will smile and laugh a lot more. Here is a PowerPoint about "Humor and Education":

Truly speaking this kind of test does not exist in our Country, neither in our Universities. Note that we are in a Portuguese speaking Country. Apart from Portuguese which is the official language, our Country tries to promote other foreign languages such us English, French and Chinese(Mandarin). Thanks

Thank you, Morteza.

Please can you provide me information about the paper? Any link? If not the title of the paper? I appreciate it if you could guide me to any more papers.

Thank you all for your feedback. We published a paper covering the while performance metrics in cloud, fog and edge computing.

As linguistics is a systematic study of how language is produced in the form of meaningful structures to perform certain functions, and how these structures are comprehended to be more specific. So, there is no doubt that language studies constitute a very important field of study, because no person can live a normal life without language. It is a sign of the honor that Allah has given to human beings, to be distinctive among other creatures. And as a tool for transferring and receiving ideas from a person to another for the sake of communication.

hello sir

the accuracy we can't see or expect with all kinds of learners bcoz there are two types of learners.

Sorry for the typo, it's Irgacure 819.

I have just tried it with PEG 250, so don't know if it actually works with other polymers as well. As for the thermally stable UV resins, you might have a look at this paper

Racism, as any other from of discrimination like untouchability or other marginalization invariably affects language acquisition. In case of academic language acquisition like teaching English as second language, there is an observed and marked indications that the degree of language learning is not the same as the 'majority ' or 'mainstream ' learners.

I think it could be related to the need of an adult student, with some future employment opportunity in a country of a different language than the one of their origin. This experience could be integrated through student exchange programs between institutions that collaborate in making this type of link.

Follow.

https://journals.sagepub.com/doi/full/10.1177/2332858419828691

I think miscommunication originally based on the indivual differences among those learners.Some are at a high level of language development mastering all the fundamental skills fully while on the other hand some are so poor and inexperienced concerning the basics of lang.

please check:

Yes.personalities have an important role in language acquisition. in my opinion each personality needs an especial learning style.

Cognitive linguistics - cognitive semantics in particular - consider language as intrinsically linked to human cognitive processes, and therefore, not an autonomous cognitive faculty. All linguistic expressions are viewed as symbolic units used for communicative purposes. Cognitive linguistics advocates for the intricate relationship between cross-linguistic influence and the degree of similarity and difference between a learners first and second language.

I strongly suggest the "Handbook of Cognitive Linguistics and Second Language Acquisition", edited by Peter Robinson (Aoyama Gakuin University, Japan), and Nick Ellis (University of Michigan, USA), first published by Routledge in 2008 in New York and UK simultaneously.

I can get back to you with more information regarding cognitive models and teaching strategies, should you be interested.

Christina

Interesting question! Here are my thoughts (apologies if I misunderstood what you are after).

To begin with the obvious, ‘sociolinguistic competence’ should encompass something more than linguistic competence, i.e. mainstream accounts on grammatical skills, etc. ‘Something more’ here means social aspects within and beyond the speaking subject. This could be, for example, the social skill of knowing what to do with linguistic skills; that is, the speaking subject’s ability to make use of the resources s/he has acquired, in ways which others will find socially acceptable. I would recommend looking into the work of Hymes and Bourdieu, as they were among the first to break with purely linguistic accounts, so as to additionally account for the social. A lot of good research has later come out of that, I think. In my view, ‘pragmatic competence’, ’communicative competence’, and the like, are all sociolinguistic competences. It is thus a wide field of inquiry.

You should look at the correlation matrix for the independent variables. Then , if the variables are highly correlated,select the one which is the most clinically relevant or one which is of scientific interest as a potential independent risk factor (from previous studies). If you are looking to develop a prediction model you may wish to include as the representative of the correlated variables the one which is most easily or economically obtainable in any given hospital or field  situation . I assume from your question that this is straight multiple linear regression with just  AKI as the one dependent variable. Multivariate regression strictly refers to a more complex model with multiple dependent variables as well.

I would suspect, as I think you do, that you will find affective strategies for both content and language. Perhaps then, your task could be to include the relevant literature from both fields with a view to 'closing the gap' by synthesising them for an 'emerging' field of EMI research. That doesn't, I'm afraid, lighten you workload, but ...

Here is someone else using a self-assessment instrument that might be helpful to you - https://www.surveymonkey.com/r/servantslead

And here's a useful chapter on the topic - http://www.irma-international.org/viewtitle/20257/

Bill

A growing number of studies, including Mkhelif’s which is to come, have recently provided evidence indicative of an important role of frequency in the acquisition of EFL vocabulary items.

Thanks for your reply! It looks like they were looking for a justification for either using or discarding the adjusted measures. As the majority of L1 and L2 fluency measures were weakly correlated, and my participants scored lower on proficiency tests than expected (L1 and L2 are usually more strongly related for upper intermediate/high proficiency), I think I can justify not using L1-adjusted measures for the remainder of the study/research questions related to individual differences.

Relevant corpora can be made use of, but is that enough?

Language acquisition is a multi-factorial, multi-dimensional and multi-stratal phenomenon. If you focus on one aspect, the approach is at the expense of excluding other aspects. A big question as is asked entails a vast reply, the whole scholars in the universe are trying to answer just a portion of what is considered as the most complicated faculty of human species_language. Don't dismay. Btw, plasticity is sth that belongs to pre-puberty. After puberty it is claimed that the plasticity vanishes. Man is stuck in a hard shell rather than a flexible all-absorbing ability. They can master lexico-grammar and also discoursal aspects yet for people after puberty acquiring native-like pronunciation is claimed to be very hard, out of reach or impossible. Notions and factors such as the individual psychology, neurology, physiology, internal motivation; social , cultural, historical factors; power distribution; class, age, gender, ethnicity; natural vs classroom environment, authenticity real life example vs artificial classroom exposure, learning styles and learning strategies; input, intake, and output and still a longer list of factors all have an impact on SLA. We are all on the route to know just part of the system or mechanism , yet there is no conclusive answer. We can easily pose a very short question such as "What is the treatment for cancer?" but the answer is neither conclusive, nor utterable. It involves a huge pile of information concerning numerous factors inspected through various perspectives, "signifying nothing." Yet, as human beings we try to quench our curiosity. In this activity, we are fortunate enough to have a collective curiosity; that is, all the thinkers in applied linguistics collectively try to find a way to better understand SLA. From antiquity, Plato, and Aristotle , to F Saussure, Chomsky, Hymes, Halliday, Gass, Ellis, and many other important scholars they have tried to grasp some aspect of SLA and expand human knowledge on the quest for language learning /acquisition. ... you see, this is not yet finished.

Best wishes. Dr Babak Majidzadeh (PhD)

Notably, the pragmatic aspects of language use can be actualized by the anguage contexts. To this end, problem solving tasks fostering critical thinking and collaborative work such as discourse completion , role play, and consciousness raising activities engaging the learners in group work can make a difference.

Hakan Ringbom's (2007) Cross-linguistic Similarity in Foreign Language Learning is devoted to this issue. He mentions that the degree of congruence between the systems determines how much facilitation there will be in language learning.

I'm also interested in this.

Sabri Thabit Saleh Ahmed Thanks for your participation in my discussion and your nice answer. In my opinion, the authors of the mentioned book intended to mention that teaching the knowledge of a language with the aim of reaching to the skill in the second step is not a successful path. Therefore, it seems that it might be better to change the initiation point to the skill side.

If you are doing a contrastive research on linguistic transfer (English-Spanish), I would recommend typical translation tasks. You will definitely have a large percentage of interference errors, but it is the only (according to my experience) indicator of learnability of structures. I wouldn't go for any communicative-type tasks. Interesting reasearch!

As far as empirical and experimental investigation is concerned, Kövecses (2017) undertakes highly focused research on this field of study, which represents an important landmark in the field of Applied Linguistics, The lexical vs. the corpus-based method in the study of metaphors. In doing so, this author does foreground and compare the lexical approach with the corpus-linguistic one by using the emotion concept of Surprise for the purpose of comparison. In this sense, I believe that this methodology entails the strongest and greatest value-laden empirical evidence and analysis levels to support that the two methods complement each other, albeit with some differences, as he points out:

“It makes sense to suggest that we can achieve best results in finding metaphors for SURPRISE if we use the lexical and corpus-linguistic approaches together. This is a solution in the spirit of Kövecses (2011). The use of the lexical approach can overcome some of the weaknesses of the corpus-linguistic one: it can provide us with a schematic prototype of the category, it can give us a number of synonyms that may function as metaphors, it can identify idiomatic expressions that do not contain the term surprise, and it can help us reveal major concept-specific, as well as some schematic metaphors of SURPRISE. On the other hand, with the help of the corpus-linguistic approach we can identify the schematic (and to some extent, also the concept specific) metaphors of SURPRISE, the entire range of conventionalized and non-conventionalized metaphorical expressions, and both the types and tokens of the figurative expressions associated with SURPRISE.”

In view of that, I believe that other several interesting methods dealing with figurative language may be related to his original approach:

1) Willis (1990) emphasizes the importance of an effective lexical approach insofar as “communicative methodology is holistic in that it relies on the ability of learners to abstract from the language to which they are exposed, in order to recreate a picture of the target language. Virtually all coursebooks rely on a linguistic syllabus, which presents the learner with a series of linguistic items.”

2) Mac Cormac (1985) presents an original and unified “cognitive theory of metaphor using philosophical arguments, which draw upon evidence from psychological experiments and theories. In developing the theory, Mac Cormac makes much-needed connections between theories of metaphor and more orthodox analytic philosophy of meaning, including discussions of speech acts and the logic of fuzzy sets. This semantically theory of explanation is then shown to be compatible with contemporary psychological theories of memory.”

3) Gibbs (2017) examines key issues relating to “how conceptual metaphors underlie significant aspects of language, thought, cultural, and expressive action. The study of metaphor is now firmly established as a central topic within cognitive science and the humanities. We marvel at the creative dexterity of gifted speakers and writers for their special talents in both thinking about certain ideas in new ways, and communicating these thoughts in vivid, poetic forms. Yet metaphors may not only be special communicative devices, but a fundamental part of everyday cognition in the form of conceptual metaphors. “

The term Translanguaging is borrowed from Colin Baker’s (2001) English translation

(initially translinguifying) of Cen Williams’ (1994) term trawsieithu. William created the Welsh term to describe a bilingual phenomenon he observed in schools in Wales. A pedagogical practice in which Welsh students receive information through the medium of one language (e. g., English) and give information through the medium of a different language (e. g., Welsh). The practice occurs between the student and the teacher or vice versa. Williams argued that it assists to maximise the learner’s bilingual ability in learning. At the point, Williams made it very clear that Translanguaging is not an object but a practice and a process. It serves as a linguistic practice that involves different languages and language varieties. But more importantly, it is a process of knowledge construction the students make use of but goes beyond individual languages (1996). It concerns effective communications, semantic function rather than form, cognitive activity, as well as language production (Lewis et al. 2012a, Lewis et al. 2012b).

But equally important in Williams’ original conceptualization is the idea that Translanguaging is not simply a process that goes between languages (cf. code switching, crossing), but beyond languages, i. e., transcending. So it challenges the conventional understanding of language boundaries between the culturally and politically labelled languages (e. g., English, Chinese). With its emphasis on meaning

making and knowledge construction, it also challenges the boundaries between language and other cognitive systems as separately encapsulated systems or modules (cf. the Modularity of Mind hypothesis; e. g., Fodor 1983). It is these two aspects of the concept of Translanguaging that have been developed further in recent years and it is also these aspects that are particularly relevant to the present discussion of New Chinglish.

Baker, Colin. 2001. Foundations of bilingual bducation and bilingualism, 3rd edn. Clevedon: Multilingual Matters.

Lewis, Gwyn, Bryn Jones & Colin Baker. 2012a. Translanguaging: Developing its conceptualization and contextualisation. Educational Research and Evaluation 18(7). 655–670.

Lewis, Gwyn, Bryn Jones & Colin Baker. 2012b. Translanguaging: Origins and development from

school to street and beyond. Educational Research and Evaluation 18(7). 641–654.

Williams, Cen. 1994. Arfarniad o Ddulliau Dysgu ac Addysgu yng Nghyd-destun Addysg

Uwchradd Ddwyieithog, [An evaluation of teaching and learning methods in the context of

bilingual secondary education]. Unpublished Doctoral Thesis (University of Wales,

Bangor).

Good suggestions have already been made. I would like to add for a teacher to work from a multilingual point of view. Include all languages that the pupils know in that particular classroom when you are working on a topic. The Dutch/Frisian project '3M: Meer kans met Meertaligheid' for example shows how you can work with multiple languages simultaneously and how you can effectively use cognates to show similarities between languages. Make use of the knowledge that pupils already have on other languages. The Facebook page might spark some inspiration: https://www.facebook.com/3MProject/ Another research project is Holi-Frysk: https://www.mercator-research.eu/en/projects/holi-frysk/ An international platform you can join with the class is www.MySchoolsNetwork.com that connects learners from all around the world. Everyone can share their projects and results. These are only a few extra suggestions. There are many more different projects and approaches.

dear Vinh T. Nguyen ,Jeffrey Stewart Morrow ,Aida Mohammad Ali Bakeer

i really appreciate to all your respond and suggestions. Am doing in depth reading regarding this matter. thank you again for the reply.

The members of one culture do things in special patterned ways for specific culturally shared and understood meanings . I think the position is totally different in different cultures in manner of misunderstands . The same is true for my colleagues Indians , French , Chinese code-switching when they have a secret talk and they don't want others to know. Some times a lot of jokes occur in that areas . As a fun .@

I follow

Question follow-up: Not only my structure will experience these, one of my coworkers actually see these abnormalities as well; Design issues are eliminated then.

I refer to the solution offered by Formlabs, and then use scraper trying to find solidified resin on the surface of the tank. Some thing emerges at last; however, it turned out some parallel raised horizontal strips are part of the swelling tank rather than solidified stuff.

I am trying to figure it out from the helpers of formlabs. It seems it is swelling caused by uneven heat or air bubble.

I know Gürel (2016) - unfortunately the studies in this volume do not focus on language learning strategies (such as intercomprehension). However, thank you for your advice!

I think that you could make use of this theory in crafting student learning activities, The learning TASK is the input, and the actual learning consists of crafting the best output.

I totally agree with Nael Hijjo and I strongly believe that any serious linguist would. Nevertheless, it is always positive challenge to discuss about it. First of all, we should define "difficult to learn", in terms of oral aspect, written aspect, grammar etc. Mandarin Chinese is an analytical language (grammatically isolating), which uses little or no inflection to indicate grammatical relationships, so from this point of view it is considered one of the easiest languages to learn. But then we have tones, and phonetics and things get more complicated. So one should specify "difficulty" with clear scientific criteria. If we step out of the strictly objective scientific area, should I be asked to make a list in order of "difficulty", and following my own multilingual experience, Mandarin Chinese would definitely be in the middle. I would probably top list Japanese, Hungarian and Slovenian, for almost exclusively grammatical reasons.

Chinese logographic writing renders meaning through a symbol or picture, arbitrarily or vaguely related in terms of visual representation with the object or the notion it stands for, and is not initially based on phonological decoding although there is a word (pronunciation) attached to it. Please check my paper concerning the profiles for brain activation in reading Chinese characters DOI: 10.1016/S0911-6044(03)00027-7. I suggest, once you've got the neuroanatomy picture right, to come up with some brain training (neurofeedback) method to enhance the control of the respective areas and aim at character learning.

To conceive my games (gameplay, characters...), I use the typology of players by Richard Bartle. In his texts, you will learn that motivation depend of each people (explorer, social...). It's an excellent design aid.

Sociocultural background is clearly important, i.e. the extent to which second language acquisition is viewed as normal rather than extraordinary by the peer group of origin. This has a class dimension in education, and a cultural dimension regardless of class, in how many other people speak second languages. Better education provides better structures. Even in one language, students who went to suburban high schools tend to have a better mastery of mother tongue for writing than students from rural schools. But geographic and national setting are also important. Most EU citizens have at least one second language (exception: Britons since the second language for others is usually English). Similarly, children of immigrant parents may be bilingual from early childhood. Finally, there is an element of natural ability. Children in the same family can have different levels of skill in mastering a second language, despite identical socioeconomic, culture, class background, life history, and exposure.

Hepburn & Bolden have some on the companion site of their recent book, Transcribing for Social Research: https://study.sagepub.com/hepburnandbolden

Please have a look at enclosed PDFs...

Hi David,

Check out https://smallworldofwords.org/project/

We're working on a new Japanese version (together with Terry Joyce), but other languages are already quite developed.

Hello,

The following links can hopefully provide you with what you are looking for:

1) ilabs.uw.edu/Bilingual_Language_Learning_in_Children.pdf

2) https://www2.ed.gov/documents/early-learning/talk-read-sing/bilingual-en.pdf

3) https://www1.biu.ac.il/File/scientificamericanmind.pdf

4) www.mdpi.com/2076-3425/7/7/86/pdf

Best regards,

R. Biria

My suggestions would include:

1. Incorporating authentic materials

2. Using digital storytelling in the classroom

Related research shows differential results about the construct of motivation . The findings concerning certain focus groups demonstrate the superiority of students with extrinsic/instrumental motivation to learners with intrinsic motivation. By contrast, in other studies on motivation, the learners with intrinsic motivation outperformed those with extrinsic motivation. I guess we should focus on the construct of grit- persistent perseverance for achieving one's goals. If there is no promptitude for action, motivation or grit cannot lead to miracles. As such, teachers' roles in alleviating learners' demotivational tendencies by developing in them a positive L2 self system can be very effective.

Best regards,

R. Biria

Hello,

The preconscious mind is a psychoanalytical construct introduced by Freud referring to the thoughts which are unconscious but can be easily recalled. I think that for understanding the relationship between preconscious mind ans second language learning, the notion of "noticing" by Richard Schmidt can be very helpful . He believes that subliminal language learning is not possible and it is necessary to activate noticing because it provides a useful source for engaging the preconscious mind and converting input into intake.

Best regards,

R. Biria

Hi,

I studied beginner learners that learned language functionally in the classroom and then went to study abroad and they definitely were very confident in using the language abroad because they already had a classroom knowledge of the possible situations they could find abroad. Emotions have a key role in cognition. According to Vygotsky (1999), as we develop higher mental functions we also develop higher emotions which are not mere instinctive reflexes but emotions that resort from social interaction. Language learners whether in a natural environment or in a classroom environment have to pass to the struggle of learning in order to feel satisfied and more confident in using the language.

Vygotsky, L. S. (1999). The Teaching about Emotions. In L.S. Vygotsky (Ed.) Collected Works (Vol. 6, pp.69-235). New York: Plenum.