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Journal: Theory and Practice of Second Language Acquisition

Are they part of the equation? – foreign language teachers versus language attrition A diagnostic study

Małgorzata Szupica-Pyrzanowska , Katarzyna Malesa

Language: EN | Published: 12-12-2017 | Abstract

Non-pathological language attrition has been thoroughly investigated in the context of first as well as second language (for review, see Bardovi-Harlig & Stringer, 2010; Schmid & Mehotcheva, 2012). However, still not enough is known about language attrition in a different population. Foreign language teachers, who often fight an uphill battle trying to prevent their learners’ lack of progress, may also face a different challenge. Namely, their own linguistic skills may regress as well. Therefore, the inquiry should be extended so as to include this population. As a result, in the present study we aim to investigate the extent to which FL teachers are aware of the phenomenon of language attrition. The diagnostic study was motivated by anecdotal evidence and frequent interactions with foreign language teachers. Our observations rested on the assumption that FL teachers may experience stagnation in the language they teach or may even be on the verge of language regression. 21 primary school non-native foreign language teachers (mean age 29) representing both rural and urban areas participated in the study. All participants had a B.A. in elementary education and were pursuing their M.A. in language teaching. In our pilot study, they were asked to complete an anonymous questionnaire including both closed-ended and open-ended questions. The preliminary analysis reveals factors contributing to language loss among foreign language teachers and suggests future research directions.

2017-12-12



Journal: Theory and Practice of Second Language Acquisition

Multilingual Processing Phenomena in Learners of Portuguese as a Third or Additional Language

Teresa Maria Włosowicz

Language: EN | Published: 25-06-2016 | Abstract

The purpose of the study has been an analysis of Polish students’ cued translation of Polish (L1) and English or French (L2) sentences into Portuguese (third or additional language in De Angelis’s (2007) terminology). In particular, the study investigates cross-linguistic interaction (Herdina and Jessner’s (2002) term) in multilingual processing involved in L3 production. In fact, translation constitutes a special case of production because, on the one hand, the content is already contained in the L1 or L2 source sentences, but at the same time, this is not necessarily a facilitation, as the cues may require the use of words or structures the participants might not use in free production.

The article is based on two studies carried out with thirty and forty-two students of Portuguese philology respectively. As the results show, cross-linguistic interaction in various directions was observed, not only from L2 (English or French), L3 (in those participants for whom Portuguese was an L4 and their L3 was Spanish or Italian), L4, etc. or, intralingually, from Portuguese, but also from L1, despite the distance between Polish and Portuguese and the special status of the native language. However, the amount of interference and/or negative transfer often depended on the sentence rather than on the language combination. The diversity of the observed interactions also supports Herdina and Jessner’s (2002) claim of the dynamic and unpredictable nature of cross-linguistic interaction.

2016-06-25



Journal: Theory and Practice of Second Language Acquisition

New Conceptualizations of Language Aptitude - The Potential of Working Memory in Second Language Acquisition (SLA)

Beata Grymska

Language: EN | Published: 25-06-2016 | Abstract

The chapter sheds light on new conceptualizations of foreign language aptitude by emphasizing the role of working memory (WM). It is organised into 3 sections. The first section presents a brief historical overview of the research on language aptitude based on John Carroll’s work. The second part elaborates on working memory construct discussing Baddeley’s multi-component model of WM and its functions.

The paper proposes incorporating working memory as a crucial component of language aptitude construct. In the light of the issue mentioned above, the third section of the article focuses on the newest and original empirical evidence which supports the role of WM in different aspects of L2 learning, i.e. reading, listening, speaking, writing and bilingual interpretation as well as vocabulary and grammar learning. Its concluding part reflects upon the relevance of language aptitude paving the way for future research.

2016-06-25



Journal: Theory and Practice of Second Language Acquisition

An Analysis of the Higher Eductional Systems of Teaching Chinese as a Foreign Language in Poland and China

Katarzyna Elżbieta Bańka

Language: EN | Published: 30-06-2017 | Abstract

Nowadays, we witness changing trends in terms of the interest in language learning. In Poland, more and more higher education establishments, not only public, but also private, introduce various types of majors concerning oriental languages, such as Chinese translation programmes.
The aim of this paper is to compare the Chinese learning process in China and in Poland. In the first part, a comparative outline of both types of learning processes will be introduced, on the base of author’s few years of experience gained while teaching and studying in both of those countries. Furthermore, the author will investigate the results of teaching Chinese in Poland, a place of very few Chinese native speakers, as compared to teaching Chinese in the mainland of China. In the end, the proposals on what to do to improve the Chinese learning system in non-Chinese speaking countries will be introduced.  

2017-06-30



Journal: Theory and Practice of Second Language Acquisition

Positive Language Education: Combining Positive Education and Language Education

Sarah Mercer , Peter MacIntyre , Tammy Gregersen , Kyle Talbot

Language: EN | Published: 14-12-2018 | Abstract

In this paper, we discuss the notion of Positive Language Education (PLE), which stems from a combination of Positive Education and Language Education. We suggest that there are good reasons for language educators to engage in enhancing 21^st century skills alongside the promotion of linguistic skills. One key set of 21^st century competences that would have academic and non-academic benefits are those which promote wellbeing. Wellbeing is indeed the foundation for effective learning and a good life more generally. Drawing on ideas from Content and Integrated Language Learning and Positive Education, PLE involves integrating non-linguistic and linguistic aims in sustainable ways which do not compromise the development of either skill set, or overburden educators. We believe that there are strong foundations on which to build a framework of PLE. Firstly, many language teachers already promote many wellbeing competences, in order to facilitate language learning. There is also a growing body of research on Positive Psychology in Second Language Acquisition on which further empirical work with PLE interventions can be developed. Building on the theoretical arguments put forward in this paper, we call for an empirically validated framework of PLE, which can be implemented in diverse cultural and linguistic settings.

2018-12-14



Journal: Theory and Practice of Second Language Acquisition

Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom

Jean-Marc Dewaele , Peter MacIntyre , Carmen Boudreau , Livia Dewaele

Language: EN | Published: 25-06-2016 | Abstract

The present study focuses on gender differences in Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 1746 FL learners (1287 females, 449 males) from around the world. We used 21 items Likert scale ratings reflecting various aspects of FLE (AUTHORS), and 8 items extracted from the FLCAS (Horwitz et al., 1986).  An open question on FLE also provided us with narrative data.  Previous research on the database, relying on an average measure of FLE and FLCA (AUTHORS) revealed significant gender differences.  The present study looks at gender differences in FLE and FLCA at item level.

Independent t-tests revealed that female participants reported having significantly more fun in the FL class where they felt that they were learning interesting things, and they were prouder than male peers of their FL performance.  However, female participants also experienced significantly more (mild) FLCA: they worried significantly more than male peers about their mistakes and were less confident in using the FL. Our female participants thus reported experiencing both more positive and more mild negative emotions in the FL classroom.  We argue that this heightened emotionality benefits the acquisition and use of the FL.

2016-06-25



Journal: Theory and Practice of Second Language Acquisition

Gure Ikastola en tres languages: the teaching and learning of trilingual oral expository skills by means of a didactic sequence

Ana Aldekoa

Language: EN | Published: 14-12-2018 | Abstract

The aim of this presentation is to analyse the development of trilingual oral expository skills in sixteen-year-old Spanish L1, Basque L2 and English L3 students in the framework of a multilingual didactic sequence. The promotion of multilingualism including a minority language such as Basque is a major specificity of the Basque educational system (Cenoz, 2009; Idiazabal et al., 2015), and the Integrated Teaching of Languages (ITL) is highlighted as a relevant approach for multilingual education both in the Basque and European contexts (Gobierno Vasco, 2015; Troncy, 2014).

Initial and final oral expository texts produced at the beginning and at the end of a didactic sequence by trilingual students constitute the empirical data of this study. Both texts were addressed to students’ school community as well as to foreign students with the aim of presenting their school. We followed text genre-based criteria in order to analyse students' trilingual productions (Dolz & Schneuwly, 2016).

Results show that students did improve their oral expository texts overall, although to different extents: among the aspects that showed a greater improvement, we can name the explicit mention of core elements at the introductory section in Basque, the more consistent use of topic introducers regardless of the language and the more regular use in English of resources to clarify those concepts whose meaning could be difficult to grasp for foreign students. Among those aspects where improvement is notably less, we could mention that students hardly ever addressed the audience in English and thus failed to catch their interest; also, the production of target-deviant past tense verb forms in English remains quite problematic.

From the perspective of the ITL, we will conclude that this analysis shows that teaching oral expository skills from an integrated perspective fosters multilingual development, being inter-linguistic discursive transfer a relevant didactic resource (Cummins, 2008).

2018-12-14



Journal: Theory and Practice of Second Language Acquisition

Foreign Language Students’ Perceptions of Their Identity

Liliana Piasecka

Language: EN | Published: 30-06-2019 | Abstract | pp. 93-112

Foreign language learning innvolves cognitive, affective and social functioning of the persons involved in this experience. As a social practice, it is also related to the learners’ perceptions of their identity, specifically to their language identity which refers to the relationship between one’s sense of self and the language used to communicate. This implies that using a system of communication, the speaker develops a new sense of self that remains in a dynamic relation with other senses of self, based on (an)other language(s) the person knows.

Language learners’ identity is no longer defined as fixed and stable but as “complex, contradictory and multifaceted” (Norton 1997, p. 419). It is dynamic because learners enter into various discourses and negotiate their position within different communities of practice. Language both shapes and is shaped by identity of its users.

This article discusses how students of English as a foreign language perceive the role of this language in their construction of selves/identity. First, postmodern conceptualisations of identity and identity categories are presented along with their relevance to the field of Second Language Acquisition. Second, selected empirical studies pertaining to adult immigrant contexts, foreign language contexts and study abroad contexts are briefly reported. Then the results of an empirical study on the students’ of English (n=83) perceptions of their identity in the context of foreign language study are introduced. The study revealed that most of the participants realise complex relations between language learning and their identity and are aware of the effects that studying English (as well as other foreign languages) has on them. English gave them new possibilities in life, allowed them to communicate with people worldwide and make friends with them. They have new and interesting prospects for the future. It affected their personality by making them more open-minded and tolerant of otherness. The knowledge of English gives the students power, prestige, and opportunities to live and work in a changing world of complex social relations.

2019-06-30



Journal: Theory and Practice of Second Language Acquisition

Book review: Anna Mystkowska-Wiertelak and Mirosaw Pawlak (2017) Willingness to Communicate in Instructed Second Language Acquisition. Combining a Macro- and Micro-Perspective

Danuta Gabryś-Barker

Language: EN | Published: 12-12-2017

2017-12-12



Journal: Theory and Practice of Second Language Acquisition

The influence of age and L2 on third language acquisition in a corporate environment

Dorota Lipińska

Language: EN | Published: 30-06-2017 | Abstract

The role of age factor in SLA has been systematically studied by numerous psycholinguists for many years (Ellis, 1994), starting from the Critical Period Hypothesis (firstly proposed by Penfield and Roberts, 1959, and then popularized by Lenneberg, 1967) and continuing until today. Older L2 learners rarely achieve the native-like fluency which younger learners frequently display, however there are also numerous cases of individuals who mastered an L2 in adulthood (Singleton and Lengyel, 1995; Flege and MacKay, 2011). Moreover, it cannot be forgotten that children lack the linguistic experience, strategies and knowledge which adults posses and which can be useful in learning a new language. Thus it is very difficult to decide which group constitutes better language learners (Arabski, 1997; Jackiewicz, 2009).

The situation becomes even more complicated in the case of L3 acquisition when not only all factors influencing SLA are active, but also numerous other processes affect TLA. The aim of this study was to analyse the influence of the age factor and learners’ L2 on TLA in a corporate environment. A group of subjects from an international company situated in the south of Poland agreed to participate in the study. They were native speakers of Polish learning L3-German in their company, but varying in terms of L2 (English and Russian), as well as in terms of age. The participants were between 28 and 62 years old. The results of regularly administered tests focusing on various language skills, obtained by the learners were compared. The subjects also completed questionnaires concerning difficulties they encountered while learning German. Both information sources delivered intriguing results contributing to the area of TLA and age-related research.

2017-06-30



Journal: Theory and Practice of Second Language Acquisition

Book review: Kurt Braunmuller & Christoph Gabriel (eds.) (2012) Multilingual Individuals and Multilingual Societies

Larissa Aronin

Language: EN | Published: 10-12-2017

2017-12-10



Journal: Theory and Practice of Second Language Acquisition

Gender-based Differences in EFL Learners' Language Learning Strategies and Productive Vocabulary

Alejandra Montero-SaizAja

Language: EN | Published: 09-07-2021 | Abstract | pp. 83-107

Gender is a key factor in the field of Second Language Acquisition (SLA), where its impact on language learning strategies (Aslan, 2009; Oxford & Nyikos, 1989; Sumarni & Rachmawaty, 2019) and productive vocabulary (Canga Alonso & Arribas García, 2014; Fleckenstein, 2018; Jiménez Catalán & Moreno Espinosa, 2004) has been investigated. However, to our knowledge, there is a lack of research of gender on language learning strategies in relation to productive vocabulary in English as a Foreign Language (EFL). The present study aimed to pursue three objectives. The first one was to ascertain whether males or females employed more language learning strategies. The second objective was to determine whether males or females had more productive vocabulary. Finally, the third objective was to investigate whether there was a statistically significant relationship between language learning strategies and productive vocabulary. The sample consisted of 51 EFL learners (20 males and 31 females) at the second year of Spanish non-compulsory Secondary Education (equivalent to 12th grade). The Strategy Inventory for Language Learning (SILL) questionnaire (Oxford, 1990) and the Productive Vocabulary Levels Test (PVLT) (Laufer & Nation, 1995, 1999) were the instruments employed in order to measure informants’ language learning strategies and productive vocabulary respectively. Afterwards, students’ answers were processed electronically and analyzed quantitatively. Results revealed that females use language learning strategies significantly more than males, but there were not statistically significant differences between them regarding productive vocabulary. Moreover, a positive correlation was found between language learning strategies and productive vocabulary.

 

2021-07-09



Journal: Theory and Practice of Second Language Acquisition

Turkish EFL Learners’ Acquisition of Psych Verbs and Unaccusative Verbs: A Replication Study on Underpassivization and Overpassivization

Seray Tanyer , Samet Deniz

Language: EN | Published: 28-01-2022 | Abstract | pp. 129-155

The processability account anticipates that learners will make more underpassivization errors than overpassivization errors since passivization entails more processing. Although one study on psych-verbs and a few on unaccusatives examined Turkish L2 learners’ acquisition, no research compared a single set of learners’ acquisitions of these verbs together from a processing point of view. In this regard, the current study aims to investigate whether the processing complexity of passivization influences acquisition of psych and unaccusative verbs. It also questions whether general accuracy levels in Grammaticality Judgement Task (GJT) and degree of familiarity with target verbs are related to their level of accuracy with individual psych and unaccusative verbs. 33 undergraduate-level university students performed on the GJT and a Word Familiarity Rating Task (WFRT). The GJT included 38 items with 12 sentences for psych-verbs, 12 sentences for unaccusative-verbs, 12 sentences for distracters and 2 sentences for examples. The WFRT was a survey questioning familiarity with 6 psych and 6 unaccusative verbs. To analyse the data, a set of nonparametric tests and descriptive statistics were used. The results revealed that learners performed mor

The processability account anticipates that learners will make more underpassivization errors than overpassivization errors since passivization entails more processing. Although one study on psych-verbs and a few on unaccusatives examined Turkish L2 learners’ acquisition, no research compared a single set of learners’ acquisitions of these verbs together from a processing point of view. In this regard, the current study aims to investigate whether the processing complexity of passivization influences acquisition of psych and unaccusative verbs. It also questions whether general accuracy levels in Grammaticality Judgement Task (GJT) and degree of familiarity with target verbs are related to their level of accuracy with individual psych and unaccusative verbs. 33 undergraduate-level university students performed on the GJT and a Word Familiarity Rating Task (WFRT). The GJT included 38 items with 12 sentences for psych-verbs, 12 sentences for unaccusative-verbs, 12 sentences for distracters and 2 sentences for examples. The WFRT was a survey questioning familiarity with 6 psych and 6 unaccusative verbs. To analyse the data, a set of nonparametric tests and descriptive statistics were used. The results revealed that learners performed more accurately on unaccusatives than on psych-verbs. They did more underpassivization errors by accepting ungrammatical active constructions of psych verbs. Their performances on psych and unaccusative verbs went parallel with their general accuracy levels in GJT while their degree of familiarity with and accuracy level for two verbs do not correlate with each other.The results suggest that such factors as processability and L1 transfer seem to impact the acquisition.

Keywords:Second language acquisition; psych verbs; unaccusative verbs; underpassivization; overpassivization.

e accurately on unaccusatives than on psych-verbs. They did more underpassivization errors by accepting ungrammatical active constructions of psych verbs. Their performances on psych and unaccusative verbs went parallel with their general accuracy levels in GJT while their degree of familiarity with and accuracy level for two verbs do not correlate with each other.The results suggest that such factors as processability and L1 transfer seem to impact the acquisition.

Keywords:Second language acquisition; psych verbs; unaccusative verbs; underpassivization; overpassivization.

2022-01-28



Journal: Theory and Practice of Second Language Acquisition

Ali H. Al-Hoorie and Peter D. MacIntyre (Eds.) (2020), Contemporary Language Motivation Theory. 60 Years since Gardner and Lambert (1959) (Bristol: Multilingual Matters)—by Anna Mystkowska-Wiertelak

Anna Mystkowska-Wiertelak

Language: EN | Published: 29-01-2021 | pp. 149-153

2021-01-29



Journal: Theory and Practice of Second Language Acquisition

Acquisition of Structures at Syntax-Discourse Interface: Post-Verbal Subjects in L2 English

Liljana Mitkovska , Eleni Bužarovska , Natasha Stojanovska-Ilievska

Language: EN | Published: 18-08-2023 | Abstract | pp. 1-22

The present study explores the acceptability of postverbal subjects by intermediate and advanced L2 English learners with L1 Macedonian, a pro-drop Slavic language with rich verbal morphology. The two languages differ regarding the distribution of subject-verb inversion (SVI): in Macedonian, it is a default pattern in thetic sentences, but English severely restricts SVI to specific contexts. To test the hypothesis that Macedonian learners encounter difficulties in acquisition of English SVI because of crosslinguistic influence, a grammaticality judgement and correction task was administered to two groups of Macedonian learners of
English and a control group of English native speakers. The results revealed that L2 learners find English VS sentences and VS + it-insertion examples more acceptable than the native speakers, but the performance of the advanced group is closer to the native speakers than to the intermediate learners. Both non-native groups accept more readily inappropriate English sentences that conform to typical L1 structures.

2023-08-18



Journal: Theory and Practice of Second Language Acquisition

Syntactical Modifications in Teacher Talk of Native and Non-Native Speakers in EFL Classrooms

Arzu Ünel , Meryem Mirioğlu

Language: EN | Published: 01-12-2015 | Abstract

Classroom language in EFL classrooms comprises the core of communication between teachers and learners. Teacher talk plays a central role in understanding the nature of classroom language in this respect. According to Krashen input hypothesis, teacher talk also constitutes an important source of comprehensible input for the language acquisition of the learner (Krashen, 1981). To make the input comprehensible, teachers may make modifications in their vocabulary, syntax, rate of speech or discourse. Accordingly, the aim of this study is to discover whether native speakers of English and non-native speakers of English make any syntactical modifications in their teacher talk at elementary and pre-intermediate levels and to try to find out what kind of syntactical modifications they make if they modify their syntax during their speech. The study was carried out with eight EFL instructors (both NSs and NNSs) at Çağ University in Turkey using their audio-recordings, a questionnaire and interviews. Antconc 3.2.1 Programme and SPSS 17.0 Programme were used to analyse the quantitative data. The findings of the data were incorporated with the results of interviews forming the qualitative part of the study. The results of the data revealed that native speakers of English and non-native speakers of English made syntactical modifications in their teacher talk at elementary and pre-intermediate levels. They ranged from subordinate clauses to the types of sentences. The findings of the study also demonstrated that syntactical modifications in the teacher talk of native speakers and non-native speakers at both levels depended on the proficiency level of the learners although not all of these modifications formed a statistically meaningful difference.

2015-12-01



Journal: Theory and Practice of Second Language Acquisition

When Language Anxiety and Selective Mutism Meet in the Bilingual Child: Interventions from Positive Psychology

Lindsey Leacox , Margarita V. Meza , Tammy S. Gregersen

Language: EN | Published: 13-08-2016 | Abstract

Abstract: Selective mutism is more common than initially thought and afflicts immigrant language minority children at approximately three times the rate of monolinguals (Toppelberg, Tabors, Coggins, Lum, & Burgers, 2005). Children who have developmental language and/or articulation problems and children who are quiet due to anxiety or concerns about accents and limited fluency can suffer from selective mutism. This case study examines the efficacy of interdisciplinary treatment with three positive psychology interventions to treat an eight-year-old Spanish-English bilingual child with selective mutism.  Pet-assistance therapy, music therapy, and laughter therapy were incorporated into the child’s speech-language therapy sessions to increase verbal productions across 14 weeks.  Results indicated that pet-assisted therapy revealed positive outcomes, with modest gains for music and laughter.  Implications of outcomes, collaboration, and conclusions are discussed.

2016-08-13



Journal: Theory and Practice of Second Language Acquisition

Self-reported Difficulties in Learning English as a Second Language for Third-age Students in Poland

Łukasz Matusz , Anna Maria Rakowska

Language: EN | Published: 30-06-2019 | Abstract | pp. 113-130

The problem of teaching English to third-age students is among the issues in ELT which have gained increasing attention and interest in recent years. The aim of this paper is to identify difficulties in learning English as a foreign language reported by students taking part in language courses at third-age universities in Poland. The research is based on the questionnaire distributed among the group of 70 third-age students of English. The results show that the problems the learners report are cantered around their age- and health- related conditions, as well as their general attitudes concerning foreign language learning. It is hoped that the present study will constitute a minor contribution to the study of learning needs and expectations of senior students in Poland.

2019-06-30



Journal: Theory and Practice of Second Language Acquisition

Pronunciation learning environment: EFL students’ cognitions of in-class and out-of-class factors affecting pronunciation acquisition

Magdalena Szyszka

Language: EN | Published: 07-03-2018 | Abstract

The way a foreign language (L2) learner perceives his or her educational environment may affect their processes of L2 acquisition. The aim of the study presented in this paper is to explore English as a foreign language (EFL) students’ cognitions of their teachers’ pronunciation, in-class and outside-class factors regarding pronunciation acquisition, such as pronunciation activities, recordings, focus on form, peer pronunciation, listening to music, to mention a few. A group of 89 participants responded to a survey, via which the data necessary to respond to the following three research questions was collected. How do EFL learners perceive their teachers’ pronunciation? What is the relationship between EFL learners’ perceived level of their L2 teachers’ pronunciation and perceived L2 teachers’ classroom language use? What factors, in the view of L2 learners, contribute to their pronunciation acquisition? The results indicate that there are significant differences in the perception of teachers’ pronunciation at different educational levels. Also, in L2 pronunciation learning the EFL students report the following factors as moderately important: L2 teachers’ pronunciation, in-class L2 use, pronunciation error correction, and in-class and out-of-class exposure to multimedia that provide access to a broad range of L2 pronunciation varieties. 

2018-03-07



Journal: Theory and Practice of Second Language Acquisition

Integrating Form and Content within Classroom Discussion of Literature: A Discernible Advantage in Language Learning

Çağrı Tuğrul Mart

Language: EN | Published: 29-01-2021 | Abstract | pp. 51-74

As both form-focused (FFI) and content-based (CBI) instructions have advantages and disadvantages in language teaching, the integration of FFI and CBI into literature-based classrooms provides an ideal context to attend to form and meaning and some of the strongest rationales for language acquisition as the disadvantages of one approach will be compensated by the advantages of the other. When FFI and CBI are integrated in conjunction with literature-based approach, learners easily perceive language patterns in the meaningful context, foster content learning and initiate production of the meaningful discourse. Simply put, the advancement of grammatical accuracy and content unveils improvements in language proficiency. The present study aimed to create a favorable condition for language learning through employing FFI and CBI incorporated in a literature-based program. Quasi-experimental approach was adopted and the participants were 60 students majoring in English Language Teaching at a university. It was found that this integrative pedagogy can be used as a springboard for language proficiency development because learners are at advantage to maximize their grammar and vocabulary knowledge.

2021-01-29



Journal: Theory and Practice of Second Language Acquisition

The Development of Language Skills in Speakers of English as an Additional Language. What Matters More, Daily Use or Age of Onset?

Luca Cilibrasi , Daniela Marková

Language: EN | Published: 29-07-2022 | Abstract | pp. 1-22

While seminal work identified age of onset to L2 as a core predictor of L2 learning in naturalistic environments, recent research has shown that other variables, such as language use, are more important than an early age of onset in predicting L2 attainment in speakers who learn the second language primarily in school. In this study, we investigated whether the acquisition of vocabulary and the development of overall proficiency in English as L2 can be predicted more faithfully by daily language, intended as daily share of L2 use in comparison to L1s, or L2 age of onset. To explore this issue, we analyzed a large public dataset of 650 speakers (de Bruin et al., 2017), in which participants were native in Spanish and/or Basque and spoke English as an additional language. Participants were previously assessed on their vocabulary skills using the LexTALE task and on their overall proficiency using a semi-structured interview. Language skills were then added to a linear regression model where age of onset and daily use of English were treated as predictors. Our results show that, in this dataset, use is a better predictor of language skills (both lexical knowledge and overall proficiency) than age of onset.

2022-07-29



Journal: Theory and Practice of Second Language Acquisition

Intra-individual Variability in the Emergence of Lexical Complexity in Speaking English at Secondary School

A Case Study of a Good, Average, and Poor Language Learner

Katarzyna Joanna Rokoszewska

Language: EN | Published: 08-06-2020 | Abstract | pp. 107-142

Complex Dynamic Systems Theory (CDST) focuses on second language development (SLD) as opposed to second language acquisition (SLA). Emphasising internal complexity of the language system as well as dynamic and non-linear nature of language development, it represents a new approach to the role of variability which is rooted in developmental psychology. This approach agrees with research findings from the 1980s which identified different types and causes of variability, but it treats variability as the main factor responsible for language development and not as a peripheral phenomenon. Intra-individual variability, defined as differences in the level of a developmental variable within individuals and between repeated measurements, is said to have a positive influence on language development at various levels of proficiency. The present paper describes the third part of the case study whose aim is to analyse intra-individual variability in the emergence of lexical complexity in speaking English as a foreign language at secondary school in the case of a good, average and poor language learner. The first part of the case study examined this phenomenon with respect to general measures of complexity, accuracy and fluency, whereas the second part–with respect to specific measures of syntactic complexity. The results of the third part of the case study show some significant differences between the learners in terms of lexical variation as opposed to density, sophistication and frequency but hardly any such differences in intra-individual variability, pointing at the same time to a weak positive relationship between this type of variability and the rate of development.

2020-06-08



Journal: Theory and Practice of Second Language Acquisition

Code-Switching Practices among Immigrant Polish L2 Users of English

Katarzyna Ożańska-Ponikwia

Language: EN | Published: 25-06-2016 | Abstract

The present paper aims to present a qualitative study on code-switching practices among L2 users immersed in the L2 culture. Code-switching practices were measured among 62 Polish L2 users of English who had immigrated to the UK and Ireland and reported using English on everyday basis. The informants of the study were to answer an open question concerning situations in which they switch from their L2 to L1 most frequently. The analysis of the results reviled that the participants reported code switching mostly in emotionally charged situations as well as when discussing personal topics with known interlocutors.  The results of the study are in line with some quantitative studies (Dewaele, 2010) as well as some autobiographical findings (Grosjean, 2010, Pavlenko, 2004, Wierzbicka, 2004) and shed some more light on a complex notion of bilingualism and code-switching.

2016-06-25



Journal: Theory and Practice of Second Language Acquisition

Aligning Who I Am with What I Do: Pursuing Language Teacher Authenticity

Tammy Gregersen

Language: EN | Published: 01-12-2015 | Abstract

This study explores the dynamic, interactive relationship between teacher identity and authenticity. Through an examination of several socio-cultural (social identity, situated learning, and image text) and psycholinguistic (individual differences) second language acquisition theories, a conceptualization of identity is provided. Subsequently, language teacher authenticity is characterized from both a philosophical and pedagogical perspective and connected to the notion of teacher identity. The final section of the paper presents research-based applications that include reflecting critically, redefining personal credibility, discovering one’s personal style, displaying emotion and recognizing diversity to facilitate the positive-broadening quest of aligning one’s identity (i.e., who I am) with authenticity (i.e., what I do).

2015-12-01



Journal: Theory and Practice of Second Language Acquisition

The Productive Vocabulary Size of Second Language Learners upon Entry into Higher Education

Eihab Abu-Rabiah

Language: EN | Published: 24-06-2025 | Abstract | pp. 1-19

Extensive vocabulary acquisition is a cornerstone of second language (L2) proficiency, directly influencing both receptive and productive language skills. However, research on the productive vocabulary size of L2 learners transitioning to higher education, particularly their mastery of high-frequency words, remains limited. This study investigated the productive Hebrew vocabulary size and frequency distribution of Arabic-speaking learners entering higher education programs where Hebrew is the primary language of instruction. The research employed a corpus-driven approach, analyzing 156 Hebrew-language argumentative essays (18,054 orthographic words) written by native Arabic-speaking students during a college entrance examination. Automated tools were used to add contextual vocalization and disambiguate homographs, followed by manual annotation mapping each word to its corresponding lemma. The identified lemmas were then compared to established written and spoken Hebrew frequency lists. This process aimed to chart the vocabulary profile of the research population. The study determined that learners had a productive vocabulary size of approximately 1,000 lemmas, despite completing over 1,000 hours of formal L2 instruction. A comparison with established written and spoken Hebrew frequency lists indicated that 50% of the identified lemmas fell within the 1,000 most frequent Hebrew lemmas. Additionally, the learners exhibited a typical vocabulary profile, employing more lemmas from the 1k frequency band (the 1,000 most frequent words) than from the 2k frequency band (words ranked 1,001–2,000). Similarly, their use of lemmas from the 2k band exceeded that of the 3k band (words ranked 2,001–3,000), which in turn surpassed their use of lemmas from the 4k band (words ranked 3,001–4,000). These findings highlight the learners’ significant reliance on high-frequency vocabulary in L2 writing, emphasizing the need for targeted academic vocabulary instruction as they transition to higher education.

2025-06-24



Journal: Theory and Practice of Second Language Acquisition

Sarah Mercer, Tammy Gregersen (2020). Teacher Wellbeing [Oxford Handbooks for Language Teachers] (Oxford: Oxford University Press)—by Danuta Gabryś-Barker

Danuta Gabryś-Barker

Language: EN | Published: 29-01-2021 | pp. 143-147

2021-01-29



Journal: Theory and Practice of Second Language Acquisition

Teaching Speaking Skills in Ecuador: EFL Pre-Service Teachers’ Beliefs during the Practicum

Jardel Santos , Gloria Luque-Agulló

Language: EN | Published: 22-10-2025 | Abstract | pp. 1-28

Teachers’ beliefs shape their pedagogical strategies, yet many language teachers remain unaware of their educational philosophies and how these beliefs are manifested in their teaching practices. This issue becomes more significant regarding pre-service teachers’ beliefs, which affect their performance during the practicum when they start university programs with pre-established beliefs about teaching. The present qualitative study aims to investigate five Ecuadorian EFL pre-service teachers’ beliefs about teaching speaking skills. Data were collected through written and visual narratives, focus group interviews, and reflective journals. The analysis was done following grounded theory. Findings show three different core beliefs: (a) the importance of English, (b) speaking error correction, and (c) methodologies to teach speaking skills. Research into teachers’ beliefs is critical, as it may offer insights into teachers’
thought processes and classroom planning strategies. Further research is necessary to see how these beliefs affect their teaching practices.

2025-10-22



Journal: Theory and Practice of Second Language Acquisition

Preface

Danuta Gabryś-Barker , Adam Wojtaszek

Language: EN | Published: 28-08-2023 | pp. 1-5

2023-08-28



Journal: Theory and Practice of Second Language Acquisition

A good-bye note

Danuta Gabryś-Barker

Language: EN | Published: 15-03-2024 | Abstract | pp. 1

A good-bye note from the outgoing editor-in-chief

2024-03-15



Journal: Theory and Practice of Second Language Acquisition

Preface

Danuta Gabryś-Barker

Language: EN | Published: 09-07-2021 | pp. 5-8

2021-07-09



Journal: Theory and Practice of Second Language Acquisition

Acquisition of L2 English Negative Quantifiers without Equivalent Lexical Items in an L1

Masaaki Kamiya , Zhaosen Guo

Language: EN | Published: 27-08-2024 | Abstract | pp. 1-39

This article investigates how second language learners interpret a scope bearing item in the target language. According to Sprouse (2006), L2 learners’ task is to relabel their native language’s lexical items in line with the features of the target language. An interesting lexical item is the English negative quantifier, for which there is no equivalent in Japanese. It was discovered that the default interpretation of the English negative quantifier by
Japanese-speaking learners of English was a narrow scope reading (i.e., Quantifier Raising (QR) does not occur). We follow Beghelli and Stowell’s (1997) elaborated functional structures for quantifier feature checking at Spec-Head agreement. Because Japanese is considered to be a “no agreement” language (Kuroda, 1992; Fukui & Sakai, 2003), QR is failed since the English negative quantifier cannot satisfy “agreement” for the feature-checking. Hence, even if the equivalent lexical item does not exist in Japanese, a grammatical constraint such
as “no agreement” is transferred to the initial state of the second language (Full Transfer in Schwartz and Sprouse, 1996).

2024-08-27



Journal: Theory and Practice of Second Language Acquisition

The Minds Behind SLA: Insights from Leading Scholars—Jean-Marc Dewaele

Eihab Abu-Rabiah , Jean-Marc Dewaele

Language: EN | Published: 15-10-2025 | Abstract | pp. 1-6

The Theory and Practice of Second Language Acquisition (TAPSLA) proudly introduces "The Minds Behind SLA: Insights from Leading Scholars," a new section designed to highlight the intellectual journeys of prominent Second Language Acquisition (SLA) researchers. While academic journals typically focus on research findings, they rarely explore the processes behind these discoveries. This section addresses this gap through interviews with influential scholars, offering valuable content for both experienced and early-career researchers. We begin this series with Jean-Marc Dewaele, whose work on emotions in language learning has significantly shaped the field.

2025-10-15



Journal: Theory and Practice of Second Language Acquisition

A Systematic Review of Second Language Acquisition from the Perspective of Complex Dynamic System Theory

Soheil Behdarvandirad

Language: EN | Published: 29-03-2024 | Abstract | pp. 1-39

From the Complex Dynamic Systems Theory (CDST) point of view, second language development has unpredictable and non-linear patterns that vary from learner to learner. Keeping track of such dynamic development requires longitudinal studies with sufficient data points. The present systematic literature review attempts to present an overview on the previously conducted longitudinal studies that have investigated the development of second language subsystems from the CDST perspective. Starting from 1884 publications, the systematic searching strategy led to 45 articles which were examined in order to highlight the state of the art. The observations of the reviewed studies are conclusively supportive of the CDST principles in second language development. The synthesis of the findings of the papers will be presented and, finally, a multitude of suggestions for further research will be provided which can help future studies clarify the existing gaps that exist in the literature.

2024-03-29



Journal: Theory and Practice of Second Language Acquisition

Foreign Language Classroom Anxiety in Emergency Remote Instruction

Katarzyna Budzińska

Language: EN | Published: 15-03-2024 | Abstract | pp. 1-26

Although language anxiety is the most widely studied emotion in second language acquisition, the extent to which emergency remote teaching (ERT) provokes anxiety is still insufficiently understood. The present research fills this gap by analyzing variables affecting anxiety in the new mode of instruction, while also exploring apprehension-relieving pedagogical approaches. This qualitative study was conducted among 218 university students and data were obtained by an online questionnaire and a focus group interview. Additionally, an
online questionnaire was used to find out how teachers adapted their approaches to ensure student wellbeing in ERT. The findings reveal several factors affecting anxiety levels as well as pedagogical approaches that students find effective for anxiety reduction. On the whole, the study extends language anxiety research by looking closely at the variables affecting FLCA increase and decrease in a new, insufficiently explored mode of instruction.

2024-03-15



Journal: Theory and Practice of Second Language Acquisition

Contributions toward Understanding the Acquisition of Eight Aspects of Vocabulary Knowledge

K. James Hartshorn , Aylin Surer

Language: EN | Published: 21-07-2023 | Abstract | pp. 1-31

With the intent of adding to the literature leading toward a more complete theory of second language vocabulary acquisition, this study elicited accuracy data from 110 ESL learners ranging from novice high to advanced low on 64 words randomly selected in the 2K–3K range of Corpus of Contemporary American English (COCA) (32 verbs, 24 nouns, 8 adjectives) covering eight aspects of word knowledge. These included spelling based on hearing the spoken form, selecting collocations based on the written form, pronunciation based on the written form, selecting inflections based on the written context, selecting the definition based on hearing the spoken form, selecting the written definition based on the written form, selecting appropriate derivations based on the written form, and selecting the written form based on the written definition. ANOVA results show accuracy levels varied across word knowledge aspects and that implicational scaling was possible with some but not all aspects of word knowledge examined simultaneously. In aggregation with other current and future studies, this has important implication for developing L2 vocabulary acquisition theory.

2023-07-21



Journal: Theory and Practice of Second Language Acquisition

The Relationship between Attention and Extraneous Load

Bridging Second Language Acquisition Theory and Cognitive Load Theory

Christopher J. L. Hughes , Jamie Costley , Christopher Lange

Language: EN | Published: 09-07-2021 | Abstract | pp. 61-82

There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist language learners by taking advantage of theories on human cognitive architecture. This paper seeks to move the conversation on how this integration might be achieved by presenting findings from survey data conducted with learners enrolled online courses at a cyber-university in South Korea (n = 68). Findings show a statistically significant positive relationship between distraction and extraneous load. These results are used to postulate a model for explaining the how the effects of extraneous load on attention can be integrated into second language learning theory. Pedagogic implications of this are the value of explicitly signaling key vocabulary and grammar, ensure spatial and temporal considerations are made when using multimodal instruction, and placing learners at the center of decisions on the blend of media they experience in instruction.   

2021-07-09



Journal: Theory and Practice of Second Language Acquisition

Exploring Lexical Sophistication in Second Language: An Analysis of Vocabulary Using a Word-Rating Method

Eihab Abu-Rabiah

Language: EN | Published: 25-09-2024 | Abstract | pp. 1-24

Previous research has established that determining lexical sophistication (i.e., the percentage of sophisticated words in a text) through the judgment of teachers on a corpus of words is a more accurate method than relying on word frequency-based lists. However, this approach can be time-consuming. To overcome this drawback, a new method is proposed in this study, which involves rating specific words out of context. A list of 68 words that appeared in approved high-school textbooks of teaching Hebrew to Arabic speakers was given to six experienced Hebrew teachers, who then categorized the words into four levels of lexical sophistication: (1) very basic words to (4) very advanced words. From this, a list of 28 words was created, with seven words from each level, and the lexical sophistication level was agreed upon by two-thirds of the teachers. Nineteen Arabic-speaking learners of Hebrew were asked to define the chosen words (passive vocabulary) and compose
a sentence including each (controlled-active vocabulary) in a test-retest study at two time-points: the 11th and 12th grade. The results indicated that although there was no significant increase in lexical sophistication over time, significant differences emerged between the four levels of lexical sophistication, with students’ accuracy decreasing as the level of lexical sophistication increased. Additionally, only in the 11th grade was passive vocabulary found to be significantly larger than controlledactive vocabulary. However, as acquisition time increased, the gap between these two vocabulary types narrowed, due to improved performance in the controlled-active task. Furthermore, a significant correlation was found between passive and controlled-active vocabulary, which became stronger with more acquisition time.

2024-09-25



Journal: Theory and Practice of Second Language Acquisition

Larissa Aronin, Eva Vetter (Eds.) (2021). Dominant Language Constellations Approach in Education and Language Acquisition. Springer — by Lisa Marie Brinkmann

Lisa Marie Brinkmann

Language: EN | Published: 29-07-2022 | Abstract | pp. 1-6

The review

2022-07-29



Journal: Theory and Practice of Second Language Acquisition

“Three months on, I still sound like an Anglophone”: Tales of Success and Failure told by English and French Tandem Partners

Sylwia Scheuer , Céline Horgues

Language: EN | Published: 18-08-2023 | Abstract | pp. 1-28

This paper reports on two ways in which success and failure can be operationalized and quantified in a non-institutional L2 learning context such as language tandem setting. We draw on the SITAF database, where we gathered 25 hours of video-recorded conversations held by 21 pairs, each consisting of a native speaker of English and a native speaker of French. The tandems performed collaborative tasks in both languages, thus giving each participant ample opportunity to be both the ‘expert’ and the ‘novice’ (learner) part of the dialogue. The tandem partners met regularly and autonomously outside of the recording sessions, and making progress in their L2 was one of their declared goals. Two possible measures of success in achieving this goal are: (1) the quality and quantity of learner uptake which followed the expert’s corrective feedback (CF) during the recorded conversations. Significant differences between the two L1 groups were observed: while 52% of the CF given by the native French speakers met with total uptake, over 52% of the English CF generated no uptake at all; (2) the participants’ own narratives of progress, as both the experts and the learners, obtained through questionnaires they filled out at the end of the program. Our study aims to contribute to the discussion on the stakes of successful L2 informal learning (with a focus on the acquisition of L2 pronunciation) by adopting a perspective which combines learners’ spoken output data and learners’ perceptions of their own language learning activity.

2023-08-18



Journal: Theory and Practice of Second Language Acquisition

Probabilistic Analysis of English Dative Constructions in Academic Writings of English EFL Learners

Fatih Ünal Bozdağ

Language: EN | Published: 29-03-2024 | Abstract | pp. 1-24

Grammatical patterns in learner writings are among the most investigated topics in second/foreign language acquisition, gaining particular momentum thanks to corpus studies. English dative constructions are among those for which comprehensive literature is also available, consisting of different perspectives to explain the linguistic phenomenon on various theoretical grounds. However, except for rare instances, the foci of interest have constantly been on comparing learner data to native speaker data, particularly in terms of frequency of use in the second/foreign language learning environment. Different from other studies, the current study investigated English dative alternation in learner data with a probabilistic point of view, scrutinizing 27 learner corpora of learners with different L1s. Results showed that differences in learners’ native languages had little added value to variations among learners. Moreover, a tendency similar to priming the verb ‘give’ in dative constructions was observed for the other variables in the construction.

2024-03-29



Journal: Theory and Practice of Second Language Acquisition

The Lexicon of Emotions in the Corpus of L2 Learners: Exploring the Effect of Lexical Anisomorphism, Word Frequency, and L2 Proficiency

Khalid Elasri

Language: EN | Published: 28-10-2025 | Abstract | pp. 1-21

This study explores the use of English emotion vocabulary by learners of English with L11 Moroccan Arabic (MA). Just as with color terms, languages carve up the emotional spectrum differently. Cross-linguistic comparison of emotion lexicons may, therefore, reveal varying degrees of lexical equivalence. In addition to this lexical anisomorphism, the study investigates the effects of word frequency and L2 proficiency on the use of English emotion vocabulary. To examine these factors, intermediate and advanced learners of English, as well as a group of native English speakers, watched two concise films and described the actors’ emotions during specific scenes. The data was analyzed listing the most frequently used emotion terms for each group. Chi-square tests were then performed to compare the significance of the lexical choices made by native speakers to those provided by each learner group. The results indicate that advanced learners managed to describe the suggested scenes using nearly the same emotion words as native speakers. However, some culture-specific emotion terms posed problems for them. L2 proficiency demonstrated a strong effect, as intermediate learners often deviated from native usage. The implications drawn from these results suggest that culturally specific emotion terms, which lead to lexical inequivalence, should be considered alongside factors, namely word type and word frequency, that can challenge learners in acquiring L2 vocabulary. The study also highlights the importance of context-rich instruction of L2 emotion vocabulary and opens avenues for further research that would contribute to the understanding of the intersection between second language acquisition, culture, and emotions.

2025-10-28



Journal: Theory and Practice of Second Language Acquisition

Enhancing L2 Perceptive Skills of Very Young Learners: The Results of Introducing a Mediation Program to a Bilingual Curriculum in Brazil

Thaiza Barros , Sandra Madureira

Language: EN | Published: 25-11-2025 | Abstract | pp. 1-27

Phonetic input is considered one of the main factors determining the perception and production of sounds in second language (L2) sound acquisition. The learner’s accurate perception and intelligible oral production are claimed to depend on the quality and quantity of the received input. This study presents a mediation program that enriches phonetic input in an early bilingual education context by working with L2 acoustic cues through games. The program was applied to twelve 3- to 4-year-old children in a Brazilian school to observe its effects on the participants’ perception of L2 sounds throughout a school year. Perception values were collected with a pre-test at the beginning of the year and a post-test after the program at the end of the year. The collected data showed the participants’ difficulty in perceiving the distinction between voiced and unvoiced English plosives and the /ɛ-æ, i-ɪ, u-ʊ/ vowel contrasts. The results also indicated that the program positively impacted children’s L2 perception. Moreover, the participants’ engagement with the mediation program demonstrated how L2 sound perception through acoustic cues can be developed in bilingual schools from a very young age.

2025-11-25