L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and no...L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and not only by imitation. There seems to be some "innate capacities" that make children start to speak at the same time they do and in the way they do it. Adults learning a second language usually are controlled more by their motivation. But language input is important for both L1 and L2 acquisition. Though there are differences between CL1 and between CL2 and AL2, the way in which these learners acquire some of the grammatical morphemes is similar. This, together with some other evidence, shows that it is not only children who can acquire language. Adults can also acquire a language. But when adults acquire a language, they should also learn it. Some of the ways in which children acquire their language can be used as a model for L2 acquisition, even for Chinese students whose language is unrelated to English and whose culture is different. Learning the culture of the English-speaking countries will benefit the learning of the language. Like children, listening should also be well in advance of speaking in L2 acquisition. To train listening comprehension skills, Asher’s TPR approach proves more effective. TPR approach is at the moment limited to the beginning stage only. In order for students to gain all the five skills in a second language learning, namely, listening, speaking, reading, writing, and interpreting/translating, other methods should be used at the same time, or at later stages.展开更多
There is an apparent contrast between children’s first language acquisition and adults’second language acquisition,which are mainly manifested in the following three aspects:age difference,difference in learning pro...There is an apparent contrast between children’s first language acquisition and adults’second language acquisition,which are mainly manifested in the following three aspects:age difference,difference in learning process and motivation difference.This paper will analyze these three differences in detail,and combine the analysis results to guide second language pedagogical implications according to the current situation.展开更多
The process of children language acquisition and relevant influence factors has attracted researchers and academician's attention due to its implications for speech therapy and neurolinguistics.The process of chil...The process of children language acquisition and relevant influence factors has attracted researchers and academician's attention due to its implications for speech therapy and neurolinguistics.The process of children's first language acquisition is a dynamic and complicated experience that involves multiple stages.This review examines these stages while considering the impact of language environment.Furthermore,it compares and contrasts research findings on children raised in monolingual and multilingual environments to analyze key influencing factors.The findings suggest that the multilingual environment is shaping the better cognitive and social-interactional development for kids,which make their language performance outstanding compared with monolingual kids.For filling the research gap in this region,the discussion part of this review explored the relationship between linguistic learning and Socioeconomic Status(SES).This paper also underscores a high SES background is having a positive impact on kid's language development.This study focused on the background and psychological factors during language acquisition,which provide meaningful reference for further research in this field.展开更多
More focuses of foreign language teaching theory and practice are on the study of first language and second language acquisition. The article deals with the concept of first and second language acquisition, the relati...More focuses of foreign language teaching theory and practice are on the study of first language and second language acquisition. The article deals with the concept of first and second language acquisition, the relationship between them and the factors influencing on them. The characteristics of the children acquisition and adult acquisition are also studied.展开更多
Despite its potential in foreign language education, the cross-lingual strategy has been marginalized and stigmatized in many EFL contexts including language education in private language schools of Iran. This study a...Despite its potential in foreign language education, the cross-lingual strategy has been marginalized and stigmatized in many EFL contexts including language education in private language schools of Iran. This study aims to uncover the facilitative role of the cross-lingual strategy in foreign language instruction by theorizing experienced language teachers＇ practice. To this end, some experienced teachers were selected in line with the sampling procedures of Grounded Theory from famous English language institutes of Tehran, the capital city of lran. Iterative data collection and analysis revealed that first language use can be differentiated based on learners＇ level of proficiency. For the beginners, it can be used to present classroom management rules, provide learners with the necessary classroom language and establish rapport. Similarly, at intermediate level LI can be used to check mastery over the teaching points, give vocabulary equivalents, and explain writing rules. As for advanced learners, it can be used to explain the subtleties of grammar and provide learners with ideas to participate in classroom discussion and text processing.展开更多
Language, reading, and reading-related tasks were administered to 148 children from lower primary （Standard 1, 2, and 3） in Kenyan schools. The aim was to investigate the literacy developmental trends across the yea...Language, reading, and reading-related tasks were administered to 148 children from lower primary （Standard 1, 2, and 3） in Kenyan schools. The aim was to investigate the literacy developmental trends across the years and establish which of the two variables, word identification skills or target language oral proficiency influenced reading comprehension performance. The results indicated that word identification skills independently influenced reading comprehension performance in both standard 2 and standard 3 classes, but target language oral skills did not. Further, the analysis of invented spelling task performance revealed evidence of transfer of alphabetic coding skills of first language to English orthography. The spelling errors reflected letter-sound patterns not found in English orthography. Analysis of the miscues in the spelling task revealed that children rely on first language phonological processes to spell target language unfamiliar words as long the languages have a common alphabetic system.展开更多
In the context of China, the maximum use of English is promoted at governmental administrative levels to create effective learning policies(Van & Zhao, 2010) However, during the actual teaching process, the rules ...In the context of China, the maximum use of English is promoted at governmental administrative levels to create effective learning policies(Van & Zhao, 2010) However, during the actual teaching process, the rules are frequently broken by teachers. Hence in order to gain a better understanding of the issue in Chinese senior high school context, the present research seeks to examine teachers' and students' attitudes and beliefs with respect to their perceived functions and effects in incorporating L1 in classrooms. In accordance with previous literature, The research indicated positive role of L1, especially in enhancing students' understanding of difficult concepts and creating comfortable learning environment. In addition, it is notable that, in difference from other studies, the National College Entrance Examination has exercised considerable influence on the perceptions of participants.展开更多
The use of the first language(L1) in the second language(L2) classroom has been widely discussed in the language acquisition study as its pedagogical implications. Whether and why L1 should be used in the L2 classroom...The use of the first language(L1) in the second language(L2) classroom has been widely discussed in the language acquisition study as its pedagogical implications. Whether and why L1 should be used in the L2 classroom is discussed on the theoretical basis in the first section. Then the second part analyses this topic in a specific context in the English classroom in a junior middle school in the central part of China. It is found that using L1 in foreign language classrooms could be reasonable to some degree,some principles for the L1 use should be constructed and many factors should be considered in different contexts.展开更多
Most EFL learners have difficulty during the process of second language acquisition, for they cannot output the available and appropriate grammatical form of target language. This article tends to clarity the acquisit...Most EFL learners have difficulty during the process of second language acquisition, for they cannot output the available and appropriate grammatical form of target language. This article tends to clarity the acquisition of present aspect during second language acquisition. This paper also shows an analysis of the errors of the perfect aspect in EFL learners' language output.EFL learners have to spend much time understanding language transfer of L2, for it is a major cause of difficulties in the acquisition of English tense by EFL learners. The purpose of this paper is to illustrate the acquisition of present perfect tense.(1)Analyze f grammatical error of present perfect tense.(2) Illustrate the role of L1 in the acquisition of present perfect tense.展开更多
文摘L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and not only by imitation. There seems to be some "innate capacities" that make children start to speak at the same time they do and in the way they do it. Adults learning a second language usually are controlled more by their motivation. But language input is important for both L1 and L2 acquisition. Though there are differences between CL1 and between CL2 and AL2, the way in which these learners acquire some of the grammatical morphemes is similar. This, together with some other evidence, shows that it is not only children who can acquire language. Adults can also acquire a language. But when adults acquire a language, they should also learn it. Some of the ways in which children acquire their language can be used as a model for L2 acquisition, even for Chinese students whose language is unrelated to English and whose culture is different. Learning the culture of the English-speaking countries will benefit the learning of the language. Like children, listening should also be well in advance of speaking in L2 acquisition. To train listening comprehension skills, Asher’s TPR approach proves more effective. TPR approach is at the moment limited to the beginning stage only. In order for students to gain all the five skills in a second language learning, namely, listening, speaking, reading, writing, and interpreting/translating, other methods should be used at the same time, or at later stages.
文摘There is an apparent contrast between children’s first language acquisition and adults’second language acquisition,which are mainly manifested in the following three aspects:age difference,difference in learning process and motivation difference.This paper will analyze these three differences in detail,and combine the analysis results to guide second language pedagogical implications according to the current situation.
文摘The process of children language acquisition and relevant influence factors has attracted researchers and academician's attention due to its implications for speech therapy and neurolinguistics.The process of children's first language acquisition is a dynamic and complicated experience that involves multiple stages.This review examines these stages while considering the impact of language environment.Furthermore,it compares and contrasts research findings on children raised in monolingual and multilingual environments to analyze key influencing factors.The findings suggest that the multilingual environment is shaping the better cognitive and social-interactional development for kids,which make their language performance outstanding compared with monolingual kids.For filling the research gap in this region,the discussion part of this review explored the relationship between linguistic learning and Socioeconomic Status(SES).This paper also underscores a high SES background is having a positive impact on kid's language development.This study focused on the background and psychological factors during language acquisition,which provide meaningful reference for further research in this field.
文摘More focuses of foreign language teaching theory and practice are on the study of first language and second language acquisition. The article deals with the concept of first and second language acquisition, the relationship between them and the factors influencing on them. The characteristics of the children acquisition and adult acquisition are also studied.
文摘Despite its potential in foreign language education, the cross-lingual strategy has been marginalized and stigmatized in many EFL contexts including language education in private language schools of Iran. This study aims to uncover the facilitative role of the cross-lingual strategy in foreign language instruction by theorizing experienced language teachers＇ practice. To this end, some experienced teachers were selected in line with the sampling procedures of Grounded Theory from famous English language institutes of Tehran, the capital city of lran. Iterative data collection and analysis revealed that first language use can be differentiated based on learners＇ level of proficiency. For the beginners, it can be used to present classroom management rules, provide learners with the necessary classroom language and establish rapport. Similarly, at intermediate level LI can be used to check mastery over the teaching points, give vocabulary equivalents, and explain writing rules. As for advanced learners, it can be used to explain the subtleties of grammar and provide learners with ideas to participate in classroom discussion and text processing.
文摘Language, reading, and reading-related tasks were administered to 148 children from lower primary （Standard 1, 2, and 3） in Kenyan schools. The aim was to investigate the literacy developmental trends across the years and establish which of the two variables, word identification skills or target language oral proficiency influenced reading comprehension performance. The results indicated that word identification skills independently influenced reading comprehension performance in both standard 2 and standard 3 classes, but target language oral skills did not. Further, the analysis of invented spelling task performance revealed evidence of transfer of alphabetic coding skills of first language to English orthography. The spelling errors reflected letter-sound patterns not found in English orthography. Analysis of the miscues in the spelling task revealed that children rely on first language phonological processes to spell target language unfamiliar words as long the languages have a common alphabetic system.
文摘In the context of China, the maximum use of English is promoted at governmental administrative levels to create effective learning policies(Van & Zhao, 2010) However, during the actual teaching process, the rules are frequently broken by teachers. Hence in order to gain a better understanding of the issue in Chinese senior high school context, the present research seeks to examine teachers' and students' attitudes and beliefs with respect to their perceived functions and effects in incorporating L1 in classrooms. In accordance with previous literature, The research indicated positive role of L1, especially in enhancing students' understanding of difficult concepts and creating comfortable learning environment. In addition, it is notable that, in difference from other studies, the National College Entrance Examination has exercised considerable influence on the perceptions of participants.
文摘The use of the first language(L1) in the second language(L2) classroom has been widely discussed in the language acquisition study as its pedagogical implications. Whether and why L1 should be used in the L2 classroom is discussed on the theoretical basis in the first section. Then the second part analyses this topic in a specific context in the English classroom in a junior middle school in the central part of China. It is found that using L1 in foreign language classrooms could be reasonable to some degree,some principles for the L1 use should be constructed and many factors should be considered in different contexts.
文摘Most EFL learners have difficulty during the process of second language acquisition, for they cannot output the available and appropriate grammatical form of target language. This article tends to clarity the acquisition of present aspect during second language acquisition. This paper also shows an analysis of the errors of the perfect aspect in EFL learners' language output.EFL learners have to spend much time understanding language transfer of L2, for it is a major cause of difficulties in the acquisition of English tense by EFL learners. The purpose of this paper is to illustrate the acquisition of present perfect tense.(1)Analyze f grammatical error of present perfect tense.(2) Illustrate the role of L1 in the acquisition of present perfect tense.
