Learners acquiring a second language (L2) face a similar challenge as first language (L1) acquirers in that the properties of grammar are complex, abstract, and not fully determined by the L2 input. This suggests that principles of Universal Grammar (UG) constrain interlanguage grammars, analogous to how UG principles constrain L1 acquisition. While L2 learners may not achieve the same level of knowledge as native speakers, they can still demonstrate poverty-of-the-stimulus situations where their grammars are influenced by UG principles rather than direct instruction or exposure alone. The evidence presented in this chapter supports that interlanguage grammars are constrained by principles of UG.
The impact of implicit and explicit instruction on the learning process of l2...Jorge Gabriel Berges-Puyó
This paper investigates the effects of two independent variables, (1) type of instruction,
namely, «explicit» (deductive instruction in which learners are provided with rules and
practice examples) and «implicit» (i.e. unintentional or incidental instruction in which
learners are exposed to input containing the targeted forms), and (2) learner proficiency
level, namely, higher and lower proficiency. Dependent measures include grammaticality
judgment tests, both timed and untimed, with grammatical and ungrammatical items, and a
«second language proficiency» task. The targeted features used are basic forms of Spanish
determiners. The targeted population consists of four groups of adolescents as (L2) Spanish
learners. These groups were part of two different courses at a High School level in the United
States during a whole trimester. Two groups were of higher proficiency (intermediates) and
the other two (beginners), of lower proficiency. Groups with the same proficiency were
instructed with both, implicit and explicit methods. We focus on contrasting the results of
both proficiency groups and their specific method of instruction. Participants carried out three
written tasks (Timed Grammaticality Judgment Test, Untimed Grammaticality Judgment Test
and L2 proficiency task) before and immediately after the implicit and explicit instruction
EPOS, XXXIII (2017) págs. 185-207
186 GABRIEL BERGES-PUYÓ
were completed. The research results show that the higher proficiency group and the lower
proficiency group obtained different scores in relation to their implicit and explicit knowledge
and regarding the gains after implicit and explicit instruction was given.
ACHIEVING THE YING-YANG IN LANGUAGE LEARNING AND TEACHING IN VIRTUAL WORLDSPaul Sweeney
A presentation by Cristina Palomeque & Joan-Tomàs Pujolà from the Universitat de Barcelona featuring teaching and learning at Languagelab.com at the 43rd international teaching English conference IATEFL, Cardiff, UK 31 Mar - 4 April 2009
The impact of implicit and explicit instruction on the learning process of l2...Jorge Gabriel Berges-Puyó
This paper investigates the effects of two independent variables, (1) type of instruction,
namely, «explicit» (deductive instruction in which learners are provided with rules and
practice examples) and «implicit» (i.e. unintentional or incidental instruction in which
learners are exposed to input containing the targeted forms), and (2) learner proficiency
level, namely, higher and lower proficiency. Dependent measures include grammaticality
judgment tests, both timed and untimed, with grammatical and ungrammatical items, and a
«second language proficiency» task. The targeted features used are basic forms of Spanish
determiners. The targeted population consists of four groups of adolescents as (L2) Spanish
learners. These groups were part of two different courses at a High School level in the United
States during a whole trimester. Two groups were of higher proficiency (intermediates) and
the other two (beginners), of lower proficiency. Groups with the same proficiency were
instructed with both, implicit and explicit methods. We focus on contrasting the results of
both proficiency groups and their specific method of instruction. Participants carried out three
written tasks (Timed Grammaticality Judgment Test, Untimed Grammaticality Judgment Test
and L2 proficiency task) before and immediately after the implicit and explicit instruction
EPOS, XXXIII (2017) págs. 185-207
186 GABRIEL BERGES-PUYÓ
were completed. The research results show that the higher proficiency group and the lower
proficiency group obtained different scores in relation to their implicit and explicit knowledge
and regarding the gains after implicit and explicit instruction was given.
ACHIEVING THE YING-YANG IN LANGUAGE LEARNING AND TEACHING IN VIRTUAL WORLDSPaul Sweeney
A presentation by Cristina Palomeque & Joan-Tomàs Pujolà from the Universitat de Barcelona featuring teaching and learning at Languagelab.com at the 43rd international teaching English conference IATEFL, Cardiff, UK 31 Mar - 4 April 2009
An attempt at presenting Krashen's input hypothesis in language learning by students of PBET 2113 Faculty of Education Universiti Malaya. Primary source: Brown, H. Douglas. 2007. Principles of Language Learning and Teaching, 5th Edition. White Plains, NY: Pearson Education. Chapter 10.
Second Language Acquisition by David NunanParth Bhatt
The term second language acquisition (SLA) refers to the processes through which someone acquires one or more second or foreign languages. SLA researchers look at acquisition in naturalistic contexts (where learners pick up the language informally through interacting in the language) and in classroom settings. Researchers are interested in both product (the language used by learners at different stages in the acquisition process) and process (the mental process and
environmental factors that influence the acquisition process). In this chapter I trace the development of SLA from its origins in contrastive analysis. This is followed by a selective review of
research, focusing on product-oriented studies of stages that learners pass through as they acquire another language, as well as investigations into the processes underlying acquisition. The practical implications of research are then discussed, followed by a review of current and future trends and directions.
An attempt at presenting Krashen's input hypothesis in language learning by students of PBET 2113 Faculty of Education Universiti Malaya. Primary source: Brown, H. Douglas. 2007. Principles of Language Learning and Teaching, 5th Edition. White Plains, NY: Pearson Education. Chapter 10.
Second Language Acquisition by David NunanParth Bhatt
The term second language acquisition (SLA) refers to the processes through which someone acquires one or more second or foreign languages. SLA researchers look at acquisition in naturalistic contexts (where learners pick up the language informally through interacting in the language) and in classroom settings. Researchers are interested in both product (the language used by learners at different stages in the acquisition process) and process (the mental process and
environmental factors that influence the acquisition process). In this chapter I trace the development of SLA from its origins in contrastive analysis. This is followed by a selective review of
research, focusing on product-oriented studies of stages that learners pass through as they acquire another language, as well as investigations into the processes underlying acquisition. The practical implications of research are then discussed, followed by a review of current and future trends and directions.
This paper was written on the purpose for graduated university midterm task. The contents were English Pedagogy,that is Implicit and Explicit learning which investigated Incidental learning is effective way for language acquisition.
R021 Kilborn, K., & Ito, T. (1989). Sentence processing strategies in adult b...Takehiko Ito
R021 Kilborn, K., & Ito, T. (1989). Sentence processing strategies in adult bilinguals. In B. MacWhinney & E. Bates. (Eds.), Cross-linguistic studies of language processing. New York : Cambridge University Press. pp.257-291.
Chapter three -Approaches to the study of second language acquisition-All.pptFawziEltayeb
This chapter tries to answer the question : How an L2 acquired ?
By manipulating the following approaches of second language acquisition :
1.Behaviouristic Approach
2.Cognitive /Psychological Approach
3.Creative Construction Approach
4. Sociological Approach
EXPLORING THE POTENTIALS OF INTRALINGUAL SUBTITLING IN SECOND LANGUAGE LEARNI...ijejournal
In the last two decades, Audiovisual Translation (AVT) studies have become of interest for Second Language Acquisition (SLA) researchers, particularly regarding the use of subtitles in language learning activities. This paper will present an experiment aimed at investigating the role of subtitled 'input enhancement' in SLA. The study involved a group of Italian native students of English as a Foreign Language (EFL) from Milan University. They were exposed to a video with three different subtitling techniques (interlingual subtitles, intralingual subtitles, and enhanced intralingual subtitles), and they were asked to perform a proficiency test immediately after the exposure to the video. The study showed that visual enhancements in the subtitled input improve learners’ noticing process of language features, thus facilitating short-term vocabulary acquisition. The results proved that future SLA and AVT cross-studies should focus on input enhancement in the subtitles to improve learners’ noticing process of language features in the inputSecond Language Acquisition, Audiovisual Translation, Subtitles, Language Teaching, Vocabulary
Acquisition, Short-term Memory
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
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2. IN L2 ACQUISITION, LEARNERS ARE FACED WITH A
SIMILAR TASK TO THAT OF L1 ACQUIRERS
in that there are abstract, complex and
subtle properties of grammar that are
underdetermined by the L2 input (Schwartz
and Sprouse 2000a, b;White 1985a, 1989).
3. this is strongly indicative that
principles of UG constrain
interlanguage grammars, parallel to
the situation in L1 acquisition.
4. In other words, it is not necessary
for L2 learners to acquire the same
knowledge as native speakers in
order to demonstrate a poverty-of-
the-stimulus situation in L2
acquisition
5. CONCLUSION
this chapter has considered evidence that
interlanguage grammars are constrained by
principles of UG.
Results from several experiments suggest that
learners of a variety of L2s demonstrate unconscious
knowledge of subtle distinctions that are unlikely to
have come from the L2 input (including instruction) or
from the L1, consistent with the claim that principles of
UG constrain interlanguage grammars.
