This article reports on an empirical study of Chinese tone production in various contexts by Thai-speaking learners of L2 Chinese. Comparisons are made between Thai students and Chinese native speakers. The acoustic data are analyzed in terms of pitch register, pitch contour and duration, which show that the main problems of Thai students are: (1) T1 is lower in sentence-mid and sentence-initial positions; (2) T2 is less rising or even exhibits a falling-rising contour at a lower register; (3) T3 cannot approximate a full falling-rising contour in isolated characters and at sentence-final position; (4) T4 is too long and the falling slope is too strong. Our results suggest that Thai students should make efforts in both pitch and rhythm control and pay attention to context variations. It is also suggested that similar research methods can be applied to L2 Chinese learners with different first languages (L1s).
{"title":"Acoustic analysis of Chinese tone production by Thai-speaking learners of L2 Chinese","authors":"Ling Zhang, Liu Shi","doi":"10.1075/jsls.19035.zha","DOIUrl":"https://doi.org/10.1075/jsls.19035.zha","url":null,"abstract":"\u0000 This article reports on an empirical study of Chinese tone production in various contexts by Thai-speaking learners of L2\u0000 Chinese. Comparisons are made between Thai students and Chinese native speakers. The acoustic data are analyzed in terms of pitch register,\u0000 pitch contour and duration, which show that the main problems of Thai students are: (1) T1 is lower in sentence-mid and sentence-initial\u0000 positions; (2) T2 is less rising or even exhibits a falling-rising contour at a lower register; (3) T3 cannot approximate a full\u0000 falling-rising contour in isolated characters and at sentence-final position; (4) T4 is too long and the falling slope is too strong. Our results suggest that Thai students should make efforts in both pitch and rhythm control and pay attention to context\u0000 variations. It is also suggested that similar research methods can be applied to L2 Chinese learners with different first languages\u0000 (L1s).","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41327219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite numerous positive findings of explicit instruction, this topic continues to engage scholars worldwide. One issue that may be crucial for the effectiveness of explicit instruction is the interaction between cognitive individual differences (language aptitude and working memory) and types of instruction. In this experiment, 128 learners of Spanish were randomly assigned to four experimental treatments and completed comprehension-based practice for interpreting object-verb and ser/estar sentences in Spanish. Results revealed that the various combinations of rules and practice posed differential task demands on the learners and consequently drew on language aptitude and working memory to a different extent. We argue that not only are rules and practice both necessary, but that their suitable integration ameliorates task demands, reducing the burden on the learner, and accordingly mitigates the role of participants’ individual differences, thus making a substantial difference for the learning of second language grammar.
{"title":"The interaction between timing of explicit grammar explanation and individual differences in second language\u0000 acquisition","authors":"Ilina Kachinske, R. Dekeyser","doi":"10.1075/jsls.19003.kac","DOIUrl":"https://doi.org/10.1075/jsls.19003.kac","url":null,"abstract":"\u0000 Despite numerous positive findings of explicit instruction, this topic continues to engage scholars worldwide. One\u0000 issue that may be crucial for the effectiveness of explicit instruction is the interaction between cognitive individual\u0000 differences (language aptitude and working memory) and types of instruction. In this experiment, 128 learners of Spanish were\u0000 randomly assigned to four experimental treatments and completed comprehension-based practice for interpreting object-verb and\u0000 ser/estar sentences in Spanish. Results revealed that the various combinations of rules and practice posed differential task\u0000 demands on the learners and consequently drew on language aptitude and working memory to a different extent. We argue that not\u0000 only are rules and practice both necessary, but that their suitable integration ameliorates task demands, reducing the burden on\u0000 the learner, and accordingly mitigates the role of participants’ individual differences, thus making a substantial difference for\u0000 the learning of second language grammar.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41798202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports on a study investigating the role of working memory in predicting L2 development under immediate and delayed corrective feedback (CF) conditions. A total of 106 seventh-grade EFL learners were assigned to three groups: Immediate CF, Delayed CF, and Task Only. Each group underwent three treatment sessions during which they performed six focused communicative tasks – two in each session – involving the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure during their task performance in Session 1; the Delayed CF group did not receive feedback until the final treatment session; and the Task Only group performed the communicative tasks without receiving any feedback. Treatment effects were measured through a grammaticality judgement test and an elicited imitation test. Working memory was measured by means of an operation span test. The results revealed that working memory was a significant predictor only of the effects of delayed CF, not those of immediate CF or task only. The findings suggest that delayed CF may have imposed a heavier processing burden on the learners’ working memory due to the need to match the delayed feedback with the errors in their procedural knowledge manifested in previous sessions. Based on the results of this and other empirical studies, the authors argue for the superiority of immediate feedback over delayed feedback.
{"title":"The associations between individual differences in working memory and the effectiveness of immediate and delayed\u0000 corrective feedback","authors":"Mengxia Fu, Shaofeng Li","doi":"10.1075/jsls.19002.fu","DOIUrl":"https://doi.org/10.1075/jsls.19002.fu","url":null,"abstract":"\u0000 This paper reports on a study investigating the role of working memory in predicting L2 development under\u0000 immediate and delayed corrective feedback (CF) conditions. A total of 106 seventh-grade EFL learners were assigned to three\u0000 groups: Immediate CF, Delayed CF, and Task Only. Each group underwent three treatment sessions during which they performed six\u0000 focused communicative tasks – two in each session – involving the use of the English past tense. The Immediate CF group received\u0000 feedback on their erroneous use of the target structure during their task performance in Session 1; the Delayed CF group did not\u0000 receive feedback until the final treatment session; and the Task Only group performed the communicative tasks without receiving\u0000 any feedback. Treatment effects were measured through a grammaticality judgement test and an elicited imitation test. Working\u0000 memory was measured by means of an operation span test. The results revealed that working memory was a significant predictor only\u0000 of the effects of delayed CF, not those of immediate CF or task only. The findings suggest that delayed CF may have imposed a\u0000 heavier processing burden on the learners’ working memory due to the need to match the delayed feedback with the errors in their\u0000 procedural knowledge manifested in previous sessions. Based on the results of this and other empirical studies, the authors argue\u0000 for the superiority of immediate feedback over delayed feedback.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44827322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study aimed to examine the effect of four prevailing teaching methods, i.e., translation, definition, etymology, and imageable expressions on the immediate and delayed retention of idioms in the receptive and productive modes. To meet this end, 120 EFL Iranian learners participated in the study. Thirty of them received idioms through definition, thirty through translation, thirty through pictures, and thirty through etymology in their first language. Twenty idioms were selected and taught in two sessions. Retention of the idioms, in the productive and receptive modes was measured immediately after the class and again two weeks later. The results indicated that etymology and pictorial methods had a remarkably more positive influence on the immediate and delayed retention of the idioms in both the receptive and productive modes.
{"title":"A comparative analysis of the effect of using translation, definition, etymology, and imageable expressions on the\u0000 retention of idioms","authors":"A. Jahangard, Mozhgan Sedaghatkar","doi":"10.1075/JSLS.17004.JAH","DOIUrl":"https://doi.org/10.1075/JSLS.17004.JAH","url":null,"abstract":"\u0000 The present study aimed to examine the effect of four prevailing teaching methods, i.e., translation, definition,\u0000 etymology, and imageable expressions on the immediate and delayed retention of idioms in the receptive and productive modes. To\u0000 meet this end, 120 EFL Iranian learners participated in the study. Thirty of them received idioms through definition, thirty\u0000 through translation, thirty through pictures, and thirty through etymology in their first language. Twenty idioms were selected\u0000 and taught in two sessions. Retention of the idioms, in the productive and receptive modes was measured immediately after the\u0000 class and again two weeks later. The results indicated that etymology and pictorial methods had a remarkably more positive\u0000 influence on the immediate and delayed retention of the idioms in both the receptive and productive modes.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48625141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study evaluated the effect of input variation on the production and perception of English phonetic segments by native Spanish adults who had immigrated to the United States after the age of 16 years. The native Spanish (NS) participants were assigned to three groups of 20 each according to years of English input (years of U.S. residence multiplied by percent English use outside the home). Experiment 1 assessed the perceived relation between English and Spanish vowels. It yielded similar results for the NS groups designated “Low input” (M = 0.2 years of input), “Mid” (M = 1.2 years) and “High” (M = 3.0 years). Experiments 2–4 examined English vowel discrimination, vowel production and consonant discrimination. Apart from a modest improvement in vowel discrimination, these experiments showed little improvement as years of English input increased. One possible explanation for the essentially null finding of this study is that input matters little or not at all when an L2 is learned naturalistically following the closure of a critical period. Another possibility is that adequate native speaker input is crucial for L2 speech learning but the input differences evaluated here were insufficient to yield measurable improvements in performance. We conclude the article by illustrating a new technique that might be used to choose between these competing explanations.
{"title":"The role of input in native Spanish Late learners’ production and perception of English phonetic\u0000 segments","authors":"J. Flege, Ratree Wayland","doi":"10.1075/JSLS.00004.FLE","DOIUrl":"https://doi.org/10.1075/JSLS.00004.FLE","url":null,"abstract":"\u0000 This study evaluated the effect of input variation on the production and perception of English phonetic segments by native Spanish\u0000 adults who had immigrated to the United States after the age of 16 years. The native Spanish (NS) participants were assigned to\u0000 three groups of 20 each according to years of English input (years of U.S. residence multiplied by percent English use outside the\u0000 home). Experiment 1 assessed the perceived relation between English and Spanish vowels. It yielded similar results for the NS\u0000 groups designated “Low input” (M = 0.2 years of input), “Mid” (M = 1.2 years) and “High”\u0000 (M = 3.0 years). Experiments 2–4 examined English vowel discrimination, vowel production and consonant\u0000 discrimination. Apart from a modest improvement in vowel discrimination, these experiments showed little improvement as years of\u0000 English input increased. One possible explanation for the essentially null finding of this study is that input matters little or\u0000 not at all when an L2 is learned naturalistically following the closure of a critical period. Another possibility is that adequate\u0000 native speaker input is crucial for L2 speech learning but the input differences evaluated here were insufficient to yield\u0000 measurable improvements in performance. We conclude the article by illustrating a new technique that might be used to choose\u0000 between these competing explanations.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47360545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study examined the lexical complexity profiles of academic presentations of three groups of university students (N = 93) – native English speaking, English as a second language, and English as a lingua franca users. It adopted a notion of lexical complexity which includes lexical diversity, lexical density, and lexical sophistication as main dimensions of the framework. The study aimed at finding out how the three academically similar groups of presenters compared on their lexical complexity choices, what the lexical complexity profiles of high quality students’ academic presentations looked like, and whether we can identify variables that contribute to the overall lexical complexity of presentations given by each group in a unique way. The findings revealed overwhelming similarities across the three groups of presenters and also suggested that the three dimensional framework provides a holistic picture of the lexical complexity for various groups of English for academic purposes presenters.
{"title":"Lexical complexity of academic presentations","authors":"Alla Zareva","doi":"10.1075/JSLS.18003.ZAR","DOIUrl":"https://doi.org/10.1075/JSLS.18003.ZAR","url":null,"abstract":"\u0000 The present study examined the lexical complexity profiles of academic presentations of three groups of university\u0000 students (N = 93) – native English speaking, English as a second language, and English as a lingua franca users.\u0000 It adopted a notion of lexical complexity which includes lexical diversity, lexical density, and lexical sophistication as main\u0000 dimensions of the framework. The study aimed at finding out how the three academically similar groups of presenters compared on\u0000 their lexical complexity choices, what the lexical complexity profiles of high quality students’ academic presentations looked\u0000 like, and whether we can identify variables that contribute to the overall lexical complexity of presentations given by each group\u0000 in a unique way. The findings revealed overwhelming similarities across the three groups of presenters and also suggested that the\u0000 three dimensional framework provides a holistic picture of the lexical complexity for various groups of English for academic\u0000 purposes presenters.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1075/JSLS.18003.ZAR","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47858185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Second language acquisition cannot take place in the absence of exposure to input. However, despite extensive L2 instruction and/or learning content subjects in L2, many struggle to communicate adequately in their L2 in social and/or academic contexts. A clearer delineation of the concept of ‘exposure’, which requires a review of relevant language acquisition theories and findings, is needed. As such, substantial bodies of work in L2 acquisition by well-known language educators, namely Jim Cummins (‘BICS’ and ‘CALP’), Stephen Krashen (‘Comprehensible Input Hypothesis’), Michael Long (Interaction Hypothesis) and Merril Swain (Output Hypothesis) are reviewed. A review is also made of relevant neuroscience research. Two educational approaches, Content-based instruction (CBI) and Language across the curriculum (LAC), are discussed in relation to the insights obtained, with special reference to contexts influenced by Confucian heritage culture (CHC). To allow subject networking to take place, school managers/L2 policy makers need to actively revamp the curriculum.
{"title":"What is effective second language exposure and how does it relate to content-based instruction and language across the\u0000 curriculum?","authors":"E. Chu","doi":"10.1075/JSLS.18002.CHU","DOIUrl":"https://doi.org/10.1075/JSLS.18002.CHU","url":null,"abstract":"\u0000 Second language acquisition cannot take place in the absence of exposure to input. However, despite extensive L2\u0000 instruction and/or learning content subjects in L2, many struggle to communicate adequately in their L2 in social and/or academic\u0000 contexts. A clearer delineation of the concept of ‘exposure’, which requires a review of relevant language acquisition theories\u0000 and findings, is needed. As such, substantial bodies of work in L2 acquisition by well-known language educators, namely Jim\u0000 Cummins (‘BICS’ and ‘CALP’), Stephen Krashen (‘Comprehensible Input Hypothesis’), Michael Long (Interaction Hypothesis) and Merril\u0000 Swain (Output Hypothesis) are reviewed. A review is also made of relevant neuroscience research. Two educational approaches,\u0000 Content-based instruction (CBI) and Language across the curriculum (LAC), are discussed in relation to the insights obtained, with\u0000 special reference to contexts influenced by Confucian heritage culture (CHC). To allow subject networking to take place, school\u0000 managers/L2 policy makers need to actively revamp the curriculum.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42154567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated the topic-prominent characteristics of the interlanguage development of native speakers of Chinese learning English as a foreign language (EFL). Two groups of Chinese EFL learners – an intermediate group and an advanced group – were recruited to complete two production tasks: a written Chinese-to-English translation task and an oral story-retelling task. The findings showed that Chinese EFL learners at each proficiency level transferred Chinese topic-prominent structures to their target language production at a varying degree. The topic-prominent constructions in the learners’ production, based on a hierarchy of difficulty, were placed on two slightly different Gradation Zones, one for written production and the other for oral production. Gradation Zones were a generalized reflection of how discourse and pragmatic relations in topic-prominent Chinese were gradually reanalyzed as syntactic relations with the development of learners’ English proficiency level. There was a tendency for topic-prominent features to decrease and subject-prominent features to increase as EFL learners’ proficiency level progressed. It was also argued that sources of these topic-prominent properties in interlanguage were an interaction of factors, including degree of markedness, perceptual saliency, second language (L2) input, and language production task type.
{"title":"Topic prominence in L2 acquisition","authors":"Zhiqi Gong","doi":"10.1075/JSLS.17016.GON","DOIUrl":"https://doi.org/10.1075/JSLS.17016.GON","url":null,"abstract":"\u0000 This study investigated the topic-prominent characteristics of the interlanguage development of native speakers of\u0000 Chinese learning English as a foreign language (EFL). Two groups of Chinese EFL learners – an intermediate group and an advanced\u0000 group – were recruited to complete two production tasks: a written Chinese-to-English translation task and an oral story-retelling\u0000 task. The findings showed that Chinese EFL learners at each proficiency level transferred Chinese topic-prominent structures to\u0000 their target language production at a varying degree. The topic-prominent constructions in the learners’ production, based on a\u0000 hierarchy of difficulty, were placed on two slightly different Gradation Zones, one for written production and the other for oral\u0000 production. Gradation Zones were a generalized reflection of how discourse and pragmatic relations in topic-prominent Chinese were\u0000 gradually reanalyzed as syntactic relations with the development of learners’ English proficiency level. There was a tendency for\u0000 topic-prominent features to decrease and subject-prominent features to increase as EFL learners’ proficiency level progressed. It\u0000 was also argued that sources of these topic-prominent properties in interlanguage were an interaction of factors, including degree\u0000 of markedness, perceptual saliency, second language (L2) input, and language production task type.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42148052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study supports the idea of heteroglossia and its contributions to language learning in second language acquisition (SLA) theory and bilingualism. Bakhtin’s (1934/1981) theory of heteroglossia differs from variety and register in that when acquiring a language, one internalizes the voices of others. Viewing interlanguage through a heteroglossic lens, it is possible that these voices in heteroglossia may have an effect on second language (L2) users’ language production. By blending sociolinguistic and sociocultural frameworks, this study analyzed the complexity, accuracy, and fluency of two French-English bilinguals’ narratives. Findings demonstrate a clear shift in all three measures of the CAF framework when participants enacted the voice of a perceived interlocutor or perceived self, versus when they recounted a narrative. These findings support the notion that an individual may have variable linguistic systems, and raise other important theoretical and practical implications for SLA research and L2 instruction.
{"title":"Enacting voices","authors":"Darren K. LaScotte","doi":"10.1075/JSLS.17027.LAS","DOIUrl":"https://doi.org/10.1075/JSLS.17027.LAS","url":null,"abstract":"\u0000 The present study supports the idea of heteroglossia and its contributions to language learning in second language\u0000 acquisition (SLA) theory and bilingualism. Bakhtin’s (1934/1981) theory of\u0000 heteroglossia differs from variety and register in that when acquiring a language, one internalizes the voices of others. Viewing\u0000 interlanguage through a heteroglossic lens, it is possible that these voices in heteroglossia may have an effect on second\u0000 language (L2) users’ language production. By blending sociolinguistic and sociocultural frameworks, this study analyzed the\u0000 complexity, accuracy, and fluency of two French-English bilinguals’ narratives. Findings demonstrate a clear shift in all three\u0000 measures of the CAF framework when participants enacted the voice of a perceived interlocutor or perceived self, versus when they\u0000 recounted a narrative. These findings support the notion that an individual may have variable linguistic systems, and raise other\u0000 important theoretical and practical implications for SLA research and L2 instruction.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46815895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article deals with some misunderstandings about the age factor in second language acquisition which result from a reliance on an incomplete interpretation of relevant research findings. It begins with an exploration of the work of Penfield and Lenneberg and goes on to weigh recent evidence for and against the hypothesis of a “critical period” in the context of naturalistic second language acquisition. It then turns to the question of the effects of early instructed second language learning. Finally, it addresses the issue of second language learning in late adulthood, summarizing the results of such empirical investigation as has been undertaken to date on this topic and arguing for more attention to be devoted to this area in the future.
{"title":"L2 acquisition in childhood, adulthood and old age","authors":"D. Singleton, S. Pfenninger","doi":"10.1075/JSLS.00003.SIN","DOIUrl":"https://doi.org/10.1075/JSLS.00003.SIN","url":null,"abstract":"\u0000 This article deals with some misunderstandings about the age factor in second language acquisition which result from a reliance on\u0000 an incomplete interpretation of relevant research findings. It begins with an exploration of the work of Penfield and Lenneberg\u0000 and goes on to weigh recent evidence for and against the hypothesis of a “critical period” in the context of naturalistic second\u0000 language acquisition. It then turns to the question of the effects of early instructed second language learning.\u0000 Finally, it addresses the issue of second language learning in late adulthood, summarizing the results of such empirical\u0000 investigation as has been undertaken to date on this topic and arguing for more attention to be devoted to this area in the\u0000 future.","PeriodicalId":29903,"journal":{"name":"Journal of Second Language Studies","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45721765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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