Abstract:
Abstract We mentioned in the preface that we initiated this project in an attempt to better understand whether or not being deaf or growing up with a sign language as a first language might influence the course of cognitive development differently from growing up hearing and learning a spoken language. Necessarily, this is a discussion about the relations of language and cognition and how such relations might be affected by developmental histories, age, and the particular language of interest. However, determining the extent to which modality-specific language effects appear in cognitive development or the extent to which particular cognitive processes differentially affect the acquisition of signed versus spoken languages requires some basic agreement on the language or cognitive mechanisms that underlie observable (or inferable) behaviors. It also requires some agreement on what qualifies as a purely linguistic process as opposed to a more general process that happens to be operating on linguistic information. To the extent that assumptions about these two issues differ, conclusions about possible interactions of language and cognition in development or in any given situation will vary considerably. Therefore, in this chapter, we review the primary issues surrounding possible links between language development and cognitive development and consider what arguments our three contributors find most compelling.Keywords:
Modality (human–computer interaction)
Spoken Language
Affect
American Sign Language
Second-language attrition
Developmental linguistics
Based on an introduction of some language acquisition theories in relation to the similarities and differences in developing proficiency in ”first” and ”second” language, this paper is an attempt to shed light on the multiple dimensions of language acquisition/learning in terms of its linguistic, cognitive, affective, and social domains. To a large extent, the uniqueness of ”first” and ”second” language acquisition/learning (e. g. , age, cognitive capability, motivation, learning strategy, and social environment) determines the differences of developing ”first” and ”second” language proficiency. In view of this, this paper also probes into the implications of the differences between ”first” and ”second” language acquisition for foreign language teaching.
Second-language attrition
Developmental linguistics
Language proficiency
Language industry
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Language transfer is an important factor in second language acquisition.Through the study of Behaviorism Psychology and Cognitive Psychology on language transfer,people can gain a correct understanding of the influence of language transfer on language acquisition.It will systematically and comparatively analyze the language elements and non-language elements affecting language transfer,which can help teachers combine the similarities and differences of China and English language and cultures better,stimulate their students positive transfer and avoid their negative transfer in English learning.
Developmental linguistics
Second-language attrition
Negative transfer
Positive transfer
Transfer of training
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Language acquisition is the process whereby children acquire their first languages. First language becomes an important thing as a basic language for human. Acquisition (as opposed to learning) depends on children receiving linguistic input during the critical period. The critical period is defined as the window of time, up to about the age of twelve or puberty, in which humans can acquire first languages. Language plays an institutional and social role in the community. It functions as a recognized means of communication among members who speak some other language as their native tongue. Language acquisition is the unconscious process in learning a language. Children exposed to a language at an early age internalize rules with the aid of which they are able to generate sentences. There are some theories of second language acquisition can be broadly classified into Behaviorist theory,Nativist Theory,Cognitive theory, and Social Interactionist Theory.
Second-language attrition
Developmental linguistics
Object language
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―Language Acquisition requires meaningful interaction in the target
language- natural communication- in which speakers are concern not with the form of
their utterances but with messages they are conveying and understanding.‖ Stephen
Krashen.
Second language acquisition (SLA) is the process by which people learn a second
language in addition to their native language(s). The term second language is used to
describe the acquisition of any language after the acquisition of the mother tongue.
The language to be learned is often referred to as the ‗target language‘ or L2,
compared to the first language L1.
Cognitive learning theory has focuses on unobservable change in mental knowledge.
Cognitivsim or mental change, as psycholinguists say, should no longer be ignored as
a rejection of the behaviorist views. Cognitive abilities of SLA vary from one person
to the other; presumably the recent studies suggested a synthesis in which the process
of language acquisition may interact with cognitive development to produce an
improvement in acquired language.
SLA is often viewed as part of Applied Linguistics; it is typically concerned with the
language system and learning processes, whereas applied linguistics may focus more
on the experiences of the learner particularly in the classroom. The cognitive
development of the second language acquisition is developed in this research through
student –directed projects, presentations and classroom discussions to supplant the
traditional lecture format.
The purpose of this research is to combine these vital strands of investigation into
close dialogue that will be applied on a group of university students studying a course
of Sociolinguistics in Al Alsun Faculty, English Department. Results will be recorded
to show the improvement of the second language (English Language) on this group
viewable in their presentations and performances.
Developmental linguistics
Second-language attrition
Unobservable
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The second language acquisition is a very complicated mental process,in which language and thinking play a very important role.It is necessary for the second language learners to study the relationship between language and thought.The paper probes into the relationship between language and thought and how it functions in the second language acquisition and communication by comparing the difference between the English language and Chinese language,and how to form the thought in the target language.
Second-language attrition
Developmental linguistics
Language pedagogy
Language industry
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Language and thought play a very important role in second language acquisition. Thinking in mother tongue or in target language greatly affects the effectiveness of learning and language communication. This paper probes into the relationship between language and thought and how it functions in second language acquisition and communication by comparing the difference between the English language and Chinese language, and how to form the thought in target language.
Second-language attrition
Developmental linguistics
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The article analyzes microgroup of terms relating to the process of second language acquisition or foreign language learning (language aptitude, interlanguage, language competence, language performance, language proficiency). The semantics of this group is analyzed and some aspects of normalization (compliance with linguistic and terminological norms) and harmonization (compliance with variants that function in English) are proposed.
The difference between the terms of language acquisition and language learning is specified. The author of the article proves the idea that the acquisition of the second language is an unconscious process of producing the language, when a person implicitly assimilates speech samples and produces them intuitively. Learning a foreign language is a conscious process of producing a language when a person explicitly learns speech samples and produces them consciously.
Language aptitude denotes the innate ability of a person which develops with the experience of communication, and it is a kind of mechanism that allows the mental and physiological levels to master the language.
It is revealed that bilingualism (natural and educational) can be the result of different strategies of language mastering and thus there are various mechanisms for its formation. It is found out that interlanguage is a language that is characterizing a person who learns a new language, and it is the result of the interaction of language systems, rules, norms of native language and the language which is learned. It is dynamic and reflects the appropriate level of language proficiency.
The relationship between terms language competence (a set of language knowledge), language performance (production and comprehension of language), and language proficiency (ability of an individual to speak or perform in a language according to the aim of communication) is determined. These terms are at the stage of entry into Ukrainian science.
Second-language attrition
Interlanguage
Developmental linguistics
Language industry
Language identification
Object language
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The aim of this article is to discuss how children acquire the second language at school from psycholinguistic perspective. Second Language (L2) is a language that is acquired after a child has acquired the first language (L1). A child will grow up with a social environment and with a language he uses. If a child lives in a bilingual or multilingual society he may speak more than one language. But how can a child acquire a second language after the first language? As we know that language acquisition is not an easy process. It may be said it is a complicated process although humans sometimes are not conscious with this condition. Language acquisition according to Ellis can occur naturally or formally. L2 acquisition is also influenced by some factors such as motivation, age, formal presentation, first language, and environment. Besides that, teacherÂ’s language also has some important roles for the learners in learning a second language
Developmental linguistics
Second-language attrition
Language industry
Presentation (obstetrics)
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Second Language Acquisition (SLA) is the interdisciplinary field of inquirey which investigates people’s capacity to learn a second language (L2) or subsequent languages (L3, L4, etc.) once the first language (L1) has been acquired. Thus, the onset of acquisition occurs at some time during the L2 learner’s late childhood, adolescent, or adulthood years in either naturalistic (informal) or instructed (formal) settings. When the inquiry into SLA began in the late 1960s it drew equally from what was known or theorised in the fields of linguistics, psychology, language teaching and child language acquisition. In the years that ensued, SLA developed ties with the fields of anthropology, education, bilingualism, psycholinguistics and sociology, and since the mid 1990s there has been a significant theoretical shift from what was once a near exclusive concern for psycholinguistics aspects of L2 learning, or ‘language in the mind’, to a focus on the socio-pragmatic aspects of L2 acquisition, or ‘language as situated in social contexts’ (Ellis, 2012). Kata Kunci : Second Language Acquisition, linguistics, psychology, language teaching
Developmental linguistics
Second-language attrition
Sociolinguistics
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Second Language Acquisition in a Spanish Classroom: The Implement of Communicative Language Teaching
Second language acquisition, also known as SLA or L2 acquisition, is a process which people learn a second language. Second language acquisition on one hand is a product of various factors related to the learner and leaning situation on the other. Although the individuality and variability during language acquiring process is inevitable, the study of second language acquisition still possesses universality and practicability. As many scholars viewed the language learning as a natural thing, there also exists considerable studies about the second language acquisition in classroom, which overlaps with language education. The emphasis of classroom second language acquisition is the influence of instruction on the learners.
This essay, with a theory basis on communicative language teaching, analyses the acquisition of Spanish in a classroom, the relationship between the language teaching and the second language acquisition. Moreover, the evaluation of the approaches which aim for fulfilling the communicative purpose modify the whole language acquisition process
Developmental linguistics
Second-language attrition
Communicative language teaching
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