Encouraging Critical Collaborative Autonomy

Reviewed by: Second language acquisition by Roumyana Slabakova Tania Ionin Second language acquisition. By Roumyana Slabakova. Oxford: Oxford University Press, 2016. Pp. xxi, 483. ISBN 9780199687275. $40. Introduction This book is a textbook of second language acquisition (SLA) written within the theoretical framework of the generative approach to SLA research. The intended readers are advanced undergraduate students and graduate students who have some background in linguistics, in particular in syntax and semantics. The text is intended first and foremost for students with a prior background in generative linguistics. While the main linguistic concepts are explained when they are introduced, such explanations are necessarily brief, and students with no prior background in linguistics would find the more technical parts of the text somewhat difficult to follow. However, students or other readers who have a general interest in language and/or language acquisition, but lack a background in generative linguistics, should still be able to follow the main concepts presented in the book. This textbook is quite unique in that, while its focus is on theoretical research on SLA, it explicitly makes the link to potential pedagogical relevance of the research findings. Brief summary The book consists of thirteen chapters, divided into three parts. Each chapter ends with a section of exercises; at the end of the book are a glossary, references, and an index. Part I, ‘Language’, provides a brief overview of the relevant background information that readers need to have in order to fully appreciate the rest of the book. Ch. 1, ‘Language architecture’, lays out the central argument of generative linguistics for the innateness of language and introduces the reader to several famous proposals on the structure of the language faculty. Ch. 1 then addresses the task faced by a second language learner and lays out the logic of the methodology used in generative SLA research. Ch. 2, ‘Language variation’, walks the reader through the history of the generative study of language variation, from principles and parameters through the minimalist program. Like Ch. 1, Ch. 2 ends by considering the implications of the theoretical linguistic research for the learning task of a second language learner. The goal of Ch. 3, ‘The psychological reality of language in use’, is to prepare the reader for later chapters that address second language processing by reviewing the central models and findings of the literature on language processing and psycholinguistics more generally. Part II, ‘Language acquisition’, has the goal of placing the study of SLA into the study of language acquisition as a whole by considering a number of different language-acquisition scenarios. The focus of this part is on the respective contributions of age of acquisition and of input quantity and quality to the task of language acquisition. Ch. 4, ‘The critical period hypothesis’, goes over the history of critical period studies and addresses the debate about the existence of critical or sensitive periods in SLA. This chapter also considers the role of input, bringing together a number of quite distinct phenomena, including variable input, comparisons between heritage speakers and second language learners, and variability among native speakers at different educational levels. Ch. 5, ‘First language acquisition, two first languages’, provides an overview of the process of first language acquisition; most of the chapter is devoted to monolingual first language acquisition, but the last section discusses simultaneous bilinguals, who form a natural link between monolinguals and adult second language learners. In Ch. 6, ‘Child second language, multilingual and heritage language acquisition, language attrition’, a variety of other types of language acquisition scenarios are discussed. Throughout this chapter, and especially in the last section, the focus is, once again, on the relative contributions of age of acquisition and input quantity and quality to the outcome of the language acquisition process. The position taken in this chapter, and [End Page e198] throughout the rest of the book, is that the effects of age can potentially be overridden by rich input, and that universal grammar remains active in SLA by adults. Part III, ‘Second language acquisition’, is the heart of the book. In addition to providing an overview of SLA research in the core areas of linguistics (with the one exception of...

Instructed second language acquisition (ISLA) is a subfield of second language acquisition (SLA) that investigates any type of second language (L2) learning or acquisition that occurs as a result of the manipulation of the L2 learning context or processes. Learners' self‐study of the target language is also considered part of ISLA; however, ISLA research has generally focused more on traditional, face‐to‐face classrooms, as well as online instruction. The defining feature of L2 instruction is that there is an attempt, either by teachers or instructional materials, to guide, facilitate, and manipulate the process of L2 acquisition.

The focus of this special issue is on the interface between second language acquisition (SLA) and language processing. The four articles in this issue were originally presented at the workshop on 'Issues in SLA and language processing' held in June 2000 at the University of Paderborn, Germany. The articles tackle language processing from three rather different points of view. This diversity of perspectives is not atypical of research in second language (L2) processing which has in the past included such issues as procedural skills, attention, input and the L2 processor. The assumption that L2 acquisition is constrained by processing represents the basis for several approaches to SLA. This view constitutes a basic assumption in work on L2 input processing (e.g., van Patten, 1996), in research on L2 skill acquisition (e.g., McLaughlin et al. , 1983; Levelt, 1978; McLaughlin, 1987; Hulstijn, 1990; Schmidt, 1992), in work on operating principles (e.g., Andersen, 1984), in the 'competition model' (e.g., Bates and MacWhinney, 1982), in Clahsen's (1984) L2 processing strategies as well as in my own work on processability (Pienemann, 1998). The one thing that the articles in this issue have in common is that they all attempt to integrate aspects of processing into a theory of SLA. Hulstijn focuses on the integration of the notion of automatization into acquisition and representation. Carroll addresses the interface between L2 input and linguistic knowledge, and the two papers by Hâkansson et al. and by Di Biase and Kawaguchi explore the constraints assumed to be imposed on L2 development by the architecture of the emerging L2 processor (Pienemann, 1998) in a number cross-linguistic settings. In this article Hulstijn argues that current theories of the representation, acquisition and automatization of linguistic knowledge are at present largely incompatible due to fundamental differences in the underlying, assumptions made by the symbolist and the connectionist schools of thought. He makes the point that a coherent theory of SLA needs to reconcile some of these differences in order to benefit from the complementary strengths of both approaches. Hulstijn offers a speculative proposal towards

Second language acquisition (SLA) has been one of the central topics in cognitive science. Various theories regarding the SLA process have evolved and have been a subject of debate over the years. With a critical review of the competing theories of cognition and language development, this paper examines the differences between L1 and L2 acquisitional processes and then proposes a model of SLA process from a cognitive information-processing perspective. The pedagogic implications of this model are also discussed.

In this chapter, we highlight Bill VanPatten’s numerous contributions to the fields of second language acquisition (SLA) and instructed second language acquisition (ISLA), and to the language teaching profession. We begin with an overview of his major professional achievements, followed by an exploration of his early work and the origins of his model of input processing. We underscore the significant contribution that his model of input processing makes to theory building in SLA and subsequently discuss his pioneering instructional innovation, processing instruction, along with the prolific body of research it has inspired. After briefly noting the importance of his work on acquisition and processing more broadly, we conclude with an overview of the individual chapters included in the volume.

This systematic literature review provides a comprehensive examination of the multifaceted role of Code-Switching (CS) in the complex process of Second Language Acquisition (SLA). This study includes a systematic literature review following the PRISMA model to identify, screen, and analyze relevant research on CS in education, ensuring a comprehensive and transparent selection of high-quality sources. The articles analyzed met the inclusion criteria: empirical works, under the theme of CS in SLA, language learners as the research subject, and elaborating benefits and challenges of CS. Of 850 screened records, 50 articles were qualitatively synthesized, making up the systematic review material. The findings of this review reveal that CS can serve as a valuable and versatile strategy for learners, enabling them to overcome temporary linguistic limitations, enhance comprehension of complex concepts, and actively participate in communication even when faced with gaps in their target language proficiency. It highlights how CS can facilitate meaning negotiation, foster a sense of belonging, and promote a more comfortable and inclusive learning atmosphere. However, the review also acknowledges and thoroughly analyzes potential drawbacks associated with CS, such as the risk of over-reliance on the first language (L1), which may inadvertently impede the development of target language proficiency and hinder the acquisition of necessary linguistic resources. This includes the potential for fossilization of errors and the avoidance of challenging target language structure. This study implies that while CS can be a prevailing communicative and pedagogical means in SLA, its use must be thoughtful to avoid undesirable effects. Therefore, schools and stakeholders could implement strategic actions to effectively equip teachers to use CS within diverse educational contexts.

As the world is becoming more and more connected, the education system needs to provide each learner with an equal opportunity for success. Measures should put in place to ensure that obtaining an education is made possible for all students, including foreign students, such as English speakers in China and Chinese speakers in the United Kingdom. The biggest obstacle to making this dream a reality is that very few educators are sufficiently equipped to understand the foundational knowledge with regards to teaching learners of speaking a different language from the regional language, raising the need for target language acquisition. This paper will look into the Acculturation model of second language acquisition and Stephen Krashen's theory of second language acquisition. Since educators are increasingly being forced to teach students speaking foreign languages understanding second language acquisition is very important. Understanding the process of second language acquisition may be important to educators and enable students in second language acquisition.

This article investigates the effects of ethnic acceptance and prejudice on English language learning among immigrant nonnative speakers. During 2004 and 2005, the author conducted participatory dialogues among six Vietnamese and Mexican adult immigrant English language learners. The researcher sought to answer five questions: (1) What are some nonnative English speakers’ experience regarding the way native speakers treat them? (2) How have nonnative English speakers’ experiences of ethnic acceptance or ethnic prejudice affected their learning of English? (3) What do nonnative English speakers think they need in order to lower their anxiety as they learn a new language? (4) What can native English speakers do to lower nonnative speakers’ anxiety? (5) What can nonnative English speakers do to lower their anxiety with native English speakers? Even though many of the adult immigrant participants experienced ethnic prejudice, they developed strategies to overcome anxiety, frustration, and fear. The dialogues generated themes of acceptance, prejudice, power, motivation, belonging, and perseverance, all factors essential to consider when developing English language learning programs for adult immigrants.

This study presents a review of the literature that examines WebQuests as tools for second-language acquisition and foreign language-learning processes to guide teachers in their teaching activities and researchers in further research on the issue. The study first introduces the theoretical background behind WebQuest use in the mentioned processes. It then reviews studies that examine WebQuests as tools used in second-language acquisition and foreign language-learning processes. The study concludes that WebQuest use improves interaction, communication, critical thinking, knowledge application, social skills, scaffolded learning, higher order thinking skills and problem-solving skills. Moreover, WebQuests help learners to acquire and learn linguistic and extra-linguistic knowledge in a secure atmosphere in the processes of second-language acquisition and foreign language learning. Second, the results of the reviewed studies show that WebQuests have positive effects on reading skills and vocabulary knowledge. The paper ends with practical recommendations for teachers and researchers.

Reviewed by: La comprensión lectora en la enseñanza del español LE/L2: De la teoría a la práctica by Victoria Rodrigo Pete Swanson Rodrigo, Victoria. La comprensión lectora en la enseñanza del español LE/L2: De la teoría a la práctica. Routledge. 2019. Pp. 304. ISBN 978-1-13865-177-7. In La comprensión lectora en la enseñanza del español LE/L2: de la teoría a la práctica Rodrigo advances state-of-the-art theory and teaching practices for integrating reading skills into the teaching of Spanish. Serving as part of a cogent line of research on the effects of integrating reading into the Spanish as a foreign language curriculum, this timely publication bridges a much needed gap between research supporting reading as an integral part of second language acquisition (SLA) and classroom practice. Throughout the book, the author explains her goal of motivating students to read in the target language as well as to read a variety of genres and texts. Following a brief introduction and an explanation of a few preliminary concepts related to reading and SLA, the book is divided into 12 chapters. Afterward, Rodrigo offers some notes, a bibliography, a helpful glossary of bilingual terms, and answers to the activities presented in the book. In each chapter, she provides a consistent format that includes the chapter’s objectives, questions for reflection as readers enjoy the chapter, an overview of ideas, concepts, and studies related to the chapter, activities, pedagogical considerations, critical question appropriate for discussion, and readings that may be of interest to readers in order to gain a deeper understanding of the theme presented in the chapter. The author makes a special effort to relate her ideas to the proficiency levels for reading as set forth by the American Council on the Teaching of Foreign Language (ACTFL) and by the Common European Framework of Reference for Languages (CEFR). In chapter 1, “El proceso de lectura: fundamentos teóricos,” Rodrigo begins by presenting some general principles related to reading such as top-down and bottom-up processing while paying special attention to cognitive schema theory. She includes 13 activities in which readers can engage before providing several Consideraciones pedagógicas and further readings related to theoretical foundations of teaching reading, which are found at the end of each of the chapters. In chapter 2, “La mecánica de la lectura: características del lector eficaz,” she begins by posing six questions related to the mechanics of reading. In the chapter she discusses the research on various topics such as how eye movement, visual field, and the brain interacts and impacts one’s ability to read. Near the end of the chapter she presents characteristics of effective readers, the importance of readers acquiring reading fluency, and offers some suggestions on how to become a better reader. Chapter 3, “El poder de la lectura: la lectura en L2,” focuses on reading in the second language. Specifically, Rodrigo makes reference to Cummin’s (1979) notion of linguistic interdependence where certain first language knowledge can be positively transferred during the process of second language acquisition. Afterward, she presents the linguistic and cognitive benefits of reading in the second language. Next, in chapter 4, “Estrategias de lectura: los buenos lectores,” she lays out pre-reading, during the reading, and post-reading strategies. Among other parts of this book, I found this section to be of the utmost importance as many language teachers tend to underestimate the efficacy of pre-reading and post-reading strategies and activities. Near the end of the chapter, Rodrigo includes a brief Likert-scale survey that language teachers [End Page 139] can use with their students to reflect on certain strategies. In the following two chapters, “La comprensión lectora: la importancia del léxico” (chapter 5) and “Tipos de texto y formas de leer: criterios para su selección” (chapter 6), she discusses the role that vocabulary plays in reading by focusing on incidental acquisition and direct instruction as well as types of text and the criteria that should be used when selecting texts for second language learners. In my experience...

One of the Islamic boarding schools that teaches Arabic with divine and active competence is Madina Islamic Boarding School, which is located in Karya Tani Labuhan Meringgai, East Lampung. Many aspects certainly support the success of the institution that implements and develops Arabic language learning This reserch used a psycholinguistic perspective, especially language acquisition. This is because in fact the graduates of the Medina Islamic Boarding School have active Arabic language competence. It is very interesting to conduct a study to find out about the language acquisition of the students at the Islamic boarding school. This study describes; 1) Arabic language learning process, 2) Arabic language acquisition process, 3) acquisition theory relevance in a psycholinguistic perspective with the Arabic language learning process, and 4) strengths and weaknesses of the Arabic acquisition process at the Madinah Islamic Boarding School. This research is a qualitative field research. For data collection using the observation method, interview method, and documentation method. From this study, it is hoped that it will become one of the references in developing Arabic learning. From the results of the study, it can be concluded that the acquisition of foreign languages, especially Arabic, for the students of the modern Islamic boarding school Madinah, was carried out through formal and naturalistic presentations. For the factors that affect the Arabic language acquisition process, there are obstacles to the motivation of students which also affect the Arabic language environment which is less conducive. As for the age factor, the presentation of learning and the first language of the students have been conditioned and in accordance with the ideal foreign language acquisition process in a psycholinguistic perspective. The age of children to adolescents is the ideal age to carry out the process of acquiring foreign languages, presenting complete learning in a formal and naturalistic manner, as well as conditioning the first language by speaking Arabic in the first year of students studying at Islamic boarding schools.

The language acquisition model of a person is one of the most interesting themes to be discussed. Especially the process of obtaining foreign languages, because in addition to the concept of acquisition of the first language in children, also has a linkage, between the process of learning the language to the acquisition of foreign languages. Of course there is a difference between the process of language learning with the process of language acquisition, especially foreign languages. At least the process of acquisition of language can be seen from two sides, namely from the side of the process of obtaining a foreign language in the frame of psycholinguistics and from the side of the process of obtaining foreign languages in the sociolinguistic framework, or in its development can also be seen in the neurolinguistic side that examines the nervous system in the human brain to the process of acquisition foreign language.

The objective of this paper is to examine first language influence on phonic perception capabilities by non-native speakers of Spanish and subsequently analyze some of the existing links between perception and production processes in foreign language acquisition. The assumption is made that both processes are interlinked, and that they develop in line with each other, as the phonological categorization of new units—whereby proper speech production is achieved—starts from complex perceptual processes wherein the first language (L1) plays a crucial role. In order to conduct the study, a perceptual test was taken by 300 students (both men and women) from 20 different countries. Spanish levels ranged from A2 to C1. Data collected (61,200 responses) has been analyzed both quantitatively and qualitatively. Our results show that first language influence on perception is low. They also suggest that, although dependent on each other, production and perception are developed differently.

This study investigates the lexical semantic access mode among students ( n = 70) who speak Chinese as their first language (L1), English as a second language (L2), and are in the process of learning Spanish as their third language (L3). We use a cross-linguistic repetition priming paradigm with lexical decision tasks to assess whether semantic access to L3 Spanish words is achieved with the help of L1 Chinese or L2 English translation equivalents. The results show that the lexical semantic access mode varies depending on L3 proficiency level: Participants with high Spanish proficiency level have direct access to the concepts, while nonproficient Spanish learners have access to the Spanish words’ conceptual representation with the help of translation equivalents from both L1 Chinese and L2 English, which suggests that the Revised Hierarchical Model ( Kroll and Stewart, 1994 ) in second language acquisition (SLA) can be extended to the third language acquisition (TLA) process. Our results also corroborate the Parasitic Model ( Ecke, 2015 ), as trilingual speakers are shown to be dependent on previously acquired languages at the initial stage.

This essay investigates the integration of audiovisual input, particularly TV series, into the acquisition of second language (L2) vocabulary acquisition. Drawing on Krashen's Input Hypothesis, which emphasizes the importance of comprehensible input in language learning, the essay reviews three empirical studies that explore the effectiveness of audiovisual materials in vocabulary learning and the study finds that audiovisual materials can facilitate vocabulary acquisition incidentally, with factors like the frequency of occurrence and cognitive relatedness playing significant roles. Additionally, the use of on-screen imagery and captions can further enhance learning outcomes, especially for intermediate learners. The paper then proposes a teaching section that integrates TV series into the curriculum, encouraging students to engage with authentic language materials and promoting incidental learning through repeated exposure. The proposed approach aims to enhance the overall learning experience and improve vocabulary acquisition for learners of English as a Foreign Language.