Download or read book A Longitudinal Analysis of the Acquisition of English written by Thom Huebner and published by . This book was released on 1983 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Longitudinal Analysis of the Acquisition of English by an Adult Hmong Speaker written by Thomas G. Huebner and published by . This book was released on 1982 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Longitudinal Analysis of the Acquisition of English written by Thom Huebner and published by . This book was released on 1983 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Longitudinal Analysis of English Article Acquisition in the Compositions of Japanese Arabic and Spanish Speakers written by Linda Carol Shaull and published by . This book was released on 1995 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Interaction and Second Language Acquisition written by 刘国强 and published by . This book was released on 2000 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt: 本书以英文版的方式,介绍了语言交流与第二语言习得。
Download or read book Longitudinal Studies of Second Language Learning written by Steven J. Ross and published by Taylor & Francis. This book was released on 2022-11-30 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Longitudinal Studies of Second Language Learning: Quantitative Methods and Outcomes provides a how-to guide to choosing, using, and understanding quantitative longitudinal research and sampling methods in second and foreign language learning. This volume will provide readers with exemplary longitudinal studies of language learning outcomes, as well as an overview of widely used methods of data analysis. Readers will understand how long-term data collection processes are organized and archived, and how the data are managed over time prior to analysis. Each of the chapters provide applied researchers with examples of how language learning outcomes gathered over time can be organized into data sets useful for insightful descriptive and inferential analyses of learning outcomes. As the only edited volume that focuses on longitudinal data analysis specifically for a second language acquisition (SLA)/applied linguistics readership, this will be an invaluable resource for advanced students and researchers of SLA, applied linguistics, assessment, and education.
Download or read book Analysis of Longitudinal Data written by Peter Diggle and published by Oxford University Press, USA. This book was released on 2013-03-14 with total page 397 pages. Available in PDF, EPUB and Kindle. Book excerpt: This second edition has been completely revised and expanded to become the most up-to-date and thorough professional reference text in this fast-moving area of biostatistics. It contains an additional two chapters on fully parametric models for discrete repeated measures data and statistical models for time-dependent predictors.
Download or read book The Longitudinal Study of Advanced L2 Capacities written by Lourdes Ortega and published by Routledge. This book was released on 2009-05-07 with total page 467 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers and educators routinely call for longitudinal research on language learning and teaching. The present volume explores the connection between longitudinal study and advanced language capacities, two under-researched areas, and proposes an agenda for future research. Five chapters probe theoretical and methodological reflections about the longitudinal study of advanced L2 capacities, followed by eight chapters that report on empirical longitudinal investigations spanning descriptive, quasi-experimental, qualitative, and quantitative longitudinal methodologies. In addition, the co-editors offer a detailed introduction to the volume and a coda chapter in which they explore what it would take to design systematic research programs for the longitudinal investigation of advanced L2 capacities. The scholars in this volume collectively make the argument that second language acquisition research will be the richer, theoretically and empirically, if a trajectory toward advancedness is part of its conceptualization right from the beginning and, in reverse, that advancedness is a particularly interesting acquisitional level at which to probe contemporary theories associated with the longitudinal study of language development. Acknowledging that advancedness is increasingly important in our multicultural societies and globalized world, the central question explored in the present collection is: How does learning over time evolve toward advanced capacities in a second language?
Download or read book Final Report Longitudinal Study of Structured English Immersion Strategy Early exit and Late exit Transitional Bilingual Education Programs for Language minority Children written by and published by . This book was released on 1991 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Longitudinal Analysis of Academic English Proficiency Outcomes for Adolescent U S and Foreign born English Language Learners written by Rachel B. Slama and published by . This book was released on 2010 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Ultimate Attainment in Second Language Acquisition written by Donna Lardiere and published by Routledge. This book was released on 2017-09-25 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first book-length treatment of its type, Ultimate Attainment in Second Language Acquisition is a case study with a solid theoretical grounding that examines the language of an immigrant learner of English, and thereby presents a much needed understanding of the linguistic competence of second language speakers. Based on longitudinal data collected over a period of 16 years, this clear and accessible presentation is well-grounded in linguistic theory and in second language acquisition research issues. Author Donna Lardiere presents the narrative of Patty, an adult Chinese immigrant learner of English, who achieves native-like proficiency in some areas of her English idiolect, although reaches a plateau in her language acquisition, known as the concept of fossilization. By addressing this concept, a central idea in second language acquisition research, Lardiere fills a void in existing literature. Individual chapters focus on Patty’s end state knowledge of grammatical areas of finiteness, past-tense marking, word order, wh-movement and relativization, passivization, number marking, and use of determiners. Important topics discussed throughout the book include: *learner variability in production; *case study methodology; *the roles of motivation and prior language (L1) knowledge; and *sensitivity to input in circumscribing ultimate attainment in adult second language acquisition. Ultimate Attainment in Second Language Acquisition is intended for anyone whose research is in the areas of second language acquisition, language acquisition, theoretical, applied, or developmental linguistics. It is also appropriate for graduate level students of TESOL and teachers who work with more advanced learners of foreign languages.
Download or read book The Acquisition of English by Immigrant School Learners in Catalonia written by Carmen Ciruela Castillo and published by . This book was released on 2014 with total page 341 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on the acquisition of English by immigrants is abundant when it takes place in second language (SL) contexts. However, few studies deal with immigrant learners' acquisition of English as a foreign language (EFL). In the Spanish autonomous community of Catalonia, with a very high rate of immigration, research on language acquisition by immigrant learners has focused on the two official languages, Catalan and Spanish. In contrast to this, the study hereby reported tackles EFL among immigrant secondary-school learners, with a focus on the participants' affective variables (attitudes and perceived chances of success) and lexical cross-linguistic influence (CLI) in an oral and written narrative in EFL. The participants in our study are immigrant learners of three schools in the province of Barcelona (an area with the highest concentration of immigrants in Catalonia) who have at least two languages apart from English: L2 or L1 Spanish, L2 Catalan and their L1 when it is different from Spanish. The design of the study includes two different methods: a cross-sectional study with 92 learners divided into three groups (First cycle, ages 12-13; Second cycle, ages 14-15; and Post-compulsory education, ages 16-17), and a longitudinal study conducted with some of the cross-sectional participants, divided into two groups, with two collection times over two academic years: from grade 7 to grade 8 (n=10), and from grade 8 to grade 9 (n=14). The cross-sectional study includes a local group of learners in Second cycle for the comparison of their results in affective variables with those in the immigrant sample. The longitudinal study aims at investigating the role of hours of instruction (approximately 200 hours) in affective variables and CLI in EFL. The first Research Question in the study inquires into the participants' indices of affective variables, which include attitudes and perceived chances of success, their factors and their relationship with achievement in EFL. The results in both the cross-sectional and longitudinal studies reveal that the participants have in general positive attitudes, slightly more favourable than those found in the local participants of the present study as well as in other studies conducted in Catalonia and other regions of Spain (Comajoan & Gomàriz, 2008b; Ibarraran, Lasagabaster & Sierra, 2008; Saravia i Terricabras, 2004; Uribe, Gutiérrez & Madrid, 2008). As for the immigrant participants' perceived chances of success, they reported having an expected school mark in English from Pass to Good, slightly inferior to those among their local peers. Similar findings have been found by previous research in Catalonia (Comajoan & Gomàriz, 2008a). The results on our immigrant participants' perceived ability according to L1 showed that they did not believe in general that having an L1 different from Spanish and L2 Catalan had an influence on success in EFL. In the light of previous research, we assumed that affective variables led to higher indices of attainment in the target language through motivation. However, only two of the affective variables included in the study correlated with achievement in the three cross-sectional groups: attitudes towards learning English and expected school mark in English. Neither integrative attitudes (i.e. attitudes towards the target language community) nor instrumental attitudes correlated with indices of achievement. The lower scores obtained by integrative attitudes were coherent with the findings in Bernaus, Masgoret, Gardner & Reyes (2004), while the lack of correlations between integrative attitudes and achievement contradicts previous studies conducted by Gardner and associate researchers in Catalonia (Bernaus & Gardner, 2008; Gardner, 2007) and other national contexts (Clément, 1980; Gardner, 1960, 2000, 2007; Gardner, Day & MacIntyre, 1992; Gardner & Lambert, 1959, 1972; Gardner, Tremblay & Masgoret, 1997; Tremblay & Gardner, 1995). The comparison of the indices of affective variables between the three groups and the results cast by the longitudinal study indicate that the influence of school level and hours of instruction, which comprise increasing age and proficiency in EFL, on affective variables in our sample was weak. This is explained by the fact that the attitudinal constructs in the present study are more stable than other factors that depend on classroom variables, as was found in previous research (Gardner, Masgoret, Tennant & Mihic, 2004; Kuhlemeier, Van den Bergh & Melse, 1996; Lamb, 2007). It is argued here that social attitudes seem nonetheless more sensible to the influence of school level and hours of instruction than instrumentality or expected school mark in English and that the former can be influenced through increasing amount of exposure to the target language culture and the views exposed by the adults in the learners' environment. The second Research Question of our study addresses amount of CLI and source selection in the participants' oral and written production in English in addition to their factors. The results of the cross-sectional study show that school level is associated with less CLI in our sample, especially in the number of borrowings, which is in line with previous studies in the Catalan context (Celaya, 2006; Celaya & Ruiz de Zarobe, 2010; Celaya & Torras, 2001; Navés, Miralpeix & Celaya, 2005). Despite the fact that school level involves higher achievement, the statistical analysis showed that attainment in EFL was related to lower amount of CLI only in Second cycle, while type of CLI did not hold any consistent correlations with achievement. What is more, the role of hours of instruction in the longitudinal study, which is also related to higher achievement in EFL, was weak, as it only had a statistical significant effect on the decrease of amount of CLI in the oral production of the group followed from grade 8 to grade 9. Finally, the results in the study suggest that high indices of affective variables can lead to lower amounts of CLI but the comparison with the results in a previous piece of research (Agustín Llach & Fernández Fontecha, 2009) suggests that their effect seems to interact with school level and task effect. The findings on the participants' use of other languages in EFL point to Spanish as, in general, the preferred source language in the written and oral data. Catalan was selected with lower frequency and no transfer from a mother tongue different from Spanish was found. In the choice of Spanish for instrumental roles (i. e. to address the interlocutor or to make comments on the task), source selection was determined mainly by the association of the interlocutor with the source language. In the use of transferred items to fill gaps in the narrative in EFL, the factors of source selection were different according to the participants' L1. Among the native speakers of Spanish, the selection of this language was largely due to the role of the L1. Whereas among the rest of participants, transfer from Spanish and Catalan in detriment of the L1 was due to a combination of recency, proficiency and exposure to the L2, language distance and L2-status, which confirms a previous piece of research in Catalonia (Ciruela Castillo, 2007). Finally, the superiority of Spanish over Catalan in both L1 and L2 Spanish participants was largely due to the overwhelming presence of the former in the participants' sociolinguistic environment, as in Ciruela Castillo (2007).
Download or read book The Handbook of Language Teaching written by Michael H. Long and published by John Wiley & Sons. This book was released on 2011-08-15 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing together an international and interdisciplinary team of contributors, this Handbook is a wide-ranging and invaluable reference guide to language teaching. A comprehensive reference work on language teaching, which combines the latest research findings, coverage of core topics, and examples of teaching experience from a variety of languages and settings Provides a unique breadth of coverage, including: the psycholinguistic underpinnings of language learning; social, political, and educational contexts; program design; materials writing and course design; teaching and testing; teacher education; and assessment and evaluation Offers a balanced evaluation of the major positions and approaches, including examining the increasingly important social and political context of language teaching Written by an international and interdisciplinary group of authors from a dozen different countries; English is only one of the many languages used as examples throughout the volume
Download or read book Age and the Acquisition of English as a Foreign Language written by María del Pilar García Mayo and published by Multilingual Matters. This book was released on 2003-05-21 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an overview of current research on the age factor in foreign language learning, addressing issues, which are critical for language planning. It presents new research on foreign language learning within bilingual communities in formal instruction settings focussing on syntax, phonology, writing, oral skills and learning strategies.
Download or read book Child Second Language Acquisition of English written by Belma Haznedar and published by . This book was released on 1997 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Acquisition of Sociolinguistic Competence in a Study Abroad Context written by Vera Regan and published by Multilingual Matters. This book was released on 2009-05-11 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume explores the relationship between 'study abroad' and the acquisition of 'sociolinguistic competence' - the ability to communicate in socially appropriate ways. The volume looks at language development and use during study abroad in France by examining patterns of variation in the speech of advanced L2 speakers. Within a variationist paradigm, fine-grained empirical analyses of speech illuminate choices the L2 speaker makes in relation to their new identity, gender patterns, closeness or distance maintained in the social context in which they find themselves. Using both cross-sectional and longitudinal data, four variable features of contemporary spoken French are analysed in a large population of advanced Irish-English speakers of French. This close-up picture provides empirical evidence by which to evaluate the wide-spread assumption that Study Abroad is highly beneficial for second language learning.
Download or read book Linguistic Relativity in SLA written by Zhaohong Han and published by Multilingual Matters. This book was released on 2010 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: Crosslinguistic influence is an established area of second language research, and as such, it has been subject to extensive scrutiny. Although the field has come a long way in understanding its general character, many issues still remain a conundrum, for example, why does transfer appear selective, and why does transfer never seem to go away for certain linguistic elements? Unlike most existing studies, which have focused on transfer at the surface form level, the present volume examines the relationship between thought and language, in particular thought as shaped by first language development and use, and its interaction with second language use. The chapters in this collection conceptually explore and empirically investigate the relevance of Slobin's thinking-for-speaking hypothesis to adult second language acquisition, offering compelling and enlightening evidence of the fundamental nature of crosslinguistic influence in adult second language acquisition "This is a landmark publication - the first to concertedly address the implications for SLA of Slobin's thinking-for-speaking hypothesis. Do processes of conceptualisation that L1s predispose speakers to affect their L2 production, and if so in what ways? Can we `re-think' for L2 speaking, and what cognitive abilities enable this? The research issues this book raises are fundamentally important for SLA theory and pedagogy alike." Peter Robinson, Professor of Linguistics and SLA, Aoyama Gakuin University, Tokyo, Japan "Language affects how we think. Slobin's (1996) thinking-for-speaking hypothesis concerns the ways that native language directs speakers' attention to pick those characteristics of events that are readily encodable therein. In this impressive collection, Han and Cadierno marshal strong support for effects of native language upon second language use, i.e. for `rethinking-for-speaking'. A must-read for anybody interested in linguistic relativity and transfer in SLA." Nick Ellis, Professor of Psychology, University of Michigan, USA