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Individual Differences in First Language Acquisition
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In: Annual Review of Linguistics (2021)
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How do children with developmental language disorder extend novel nouns?
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal-univ-bourgogne.archives-ouvertes.fr/hal-03151278 ; Journal of Experimental Child Psychology, Elsevier, 2021, 202, pp.105010. ⟨10.1016/j.jecp.2020.105010⟩ (2021)
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Patterns of Literacy Among Young ELLS: Transitioning From Early to Academic Literacy ...
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Files to support: "Prior Experience with Unlabeled Actions Promotes 3-Year-Old Children’s Verb Learning" ...
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Social isolation and vocabulary development: Insights from 8-18-month-old infants from families with varying socioeconomic backgrounds (United Kingdom) ...
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Social isolation and vocabulary development: Insights from families with varying SES in Saudi Arabia ...
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| 8 |
Vocabulary Learning Strategies ; The Case of English for Business and Financial Reporting
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| 9 |
Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
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In: Early Childhood Research Quarterly ; 49 ; 269-281 (2021)
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| 10 |
Costs and Benefits of Native Language Similarity for Non-native Word Learning
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| 11 |
French for Learners in Hesitation Between Mother Tongue and English
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In: Taikomoji kalbotyra, Vol 15 (2021) (2021)
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Abstract:
Observing the interlanguage of Russian speakers learning French in an academic setting enabled us to note that it is subject to a double influence from the mother tongue (LM langue maternelle) and the first foreign language (LE1 langue étrangère1), which in most cases is English. Teaching methods traditionally practiced in Russia have always emphasized the comparison with LM in order to eliminate the negative effects of interference. In contrast, very few attempts have been made to assess the impact of LE1. The challenge is therefore twofold, to understand the mechanisms of interaction of different languages in the learner’s mind and to develop a more effective pedagogical approach to neutralize the negative influence of plurilingualism and mobilize its constructive potential. The mature linguistic awareness of a multilingual speaking subject establishes fairly clear boundaries between the different language systems that are part of it. While in the consciousness of learners, the partitions that separate different languages are permeable. Sometimes students are not able to attribute a particular term (or word) to a particular system. The problem apparently is attributable to the deficiency (due to lack of language experience) of the discrimination mechanism which would make it possible to detect the “intruder” and to eliminate it. The survey carried out among 54 students who had reached level B1 in French aimed to assess their ability to identify foreign words in a text that included words that did not exist in normative French with Russian or English roots, as well as words of Franglais already adopted by French. The results showed that in 45% of cases, learners have difficulty locating and discriminating a lexeme belonging to another language, which testifies to the absence of clear boundaries between different language systems that make up a learner’s multicompetence. The interpenetration of different systems is facilitated by the existence of a common lexical background due to mutual borrowing. Also, the results support our hypothesis that at the intermediate level (B1) the influence of LE1 is stronger than that of LM, because false anglicisms have been found to be more difficult to detect than words with Slavic roots. It also turned out that the Russian-speaking interlanguage fully adheres to the “Franglais” of native French-speakers. In moving from theoretical research to French as a Foreign Language (FFL) didactics, it should be taken into account that the learner’s vocabulary only partly results from memorizing the studied content (from the “input”). There always remains a part of personal production resulting from the transfer. If the results of the languages transfer are sometimes inadequate, this should not cause the teacher to fight the mechanism itself. Rather, teaching practices should be put in place that would optimize this mechanism.
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Keyword:
foreign language acquisition; interference; interlanguage; language interaction; multi-competence; P1-1091; Philology. Linguistics; vocabulary
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URL: https://doi.org/10.15388/Taikalbot.2021.15.9
https://doaj.org/article/ecd4e242e8b34408a84df486430b32bf
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| 12 |
Thematic units and aspects of vocabulary knowledge in l2 Spanish textbooks
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 15, Iss 31 (2021) (2021)
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| 13 |
Do activities in graded readers promote vocabulary learning? A Technique Feature Analysis study
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In: Revista Nebrija de Linguistica Aplicada a la Enseñanza de Lenguas, Vol 15, Iss 30 (2021) (2021)
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| 16 |
Adjacent and Non-Adjacent Word Contexts Both Predict Age of Acquisition of English Words: A Distributional Corpus Analysis of Child-Directed Speech.
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In: Cognitive science, vol 44, iss 11 (2020)
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Test Data from a Study on Latin Vocabulary Acquisition (Cicero) ...
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Test Data from a Study on Latin Vocabulary Acquisition (Cicero) ...
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| 19 |
Test Data from a Study on Latin Vocabulary Acquisition with Beginners (Textbook) ...
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Pre- und Posttest zu einer Wortschatzstudie mit Anfängern im Lateinunterricht (Lehrbuch VIVA) ...
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