Hasil untuk "Language acquisition"

Eko Widianto, Tina-Karen Pusse

Abstract The concept of culture is intricate, and there is ongoing debate regarding which cultural categories should be emphasised in language instruction. This research examines the cultura franca, inspired by the notion of lingua franca, as a cultural expression that encapsulates the collective identity of a community and deserves inclusion in the textbook of Indonesian as a foreign language. The study analyses explicitly the Sahabatku Indonesia Level 1 textbook, an official resource published by the Ministry of Education and Culture of Indonesia. The study employs a qualitative content analysis method that involves identifying, analysing, and categorising cultural representations within the textbook. The cultural elements within this textbook are categorised into three classifications: local, national, and global culture. The findings reveal a discrepancy in the representation of cultural elements among local, national, and global categories. Furthermore, there is a discernible tourism bias in the textbooks, which restricts the cultural landscape to what is perceived as normative and valuable. This study provides practical recommendations for integrating Cultura Franca into foreign language textbooks.

Abdurrahman Ahmad Aqil, Achmad Fairuz Husein, Ahmad Arifin et al.

This study investigates the impact of social support on enhancing Arabic language fluency, with a specific focus on speaking skills among students at Dalwa. Employing a qualitative approach grounded in Social Support Theory, the research involved in-depth interviews with 30 students and 5 lecturers, alongside participatory classroom observations. Findings reveal that emotional support, including peer encouragement and motivational feedback, significantly bolsters students’ confidence, while practical support, such as lecturer feedback and collaborative learning, directly improves speaking competence. Despite the positive influence of social support, challenges such as language anxiety and fear of public mistakes persist, particularly during formal speaking activities. The study highlights the importance of fostering supportive educational environments where emotional security and constructive feedback are prioritized. Furthermore, the results align with broader theoretical frameworks, including Self-Determination Theory and Ecological Systems Theory, emphasizing the interconnected role of emotional, academic, and environmental factors in second language acquisition. This research contributes contextual insights into Arabic language learning within Islamic higher education institutions, offering practical recommendations for integrating social support mechanisms into pedagogical strategies to enhance students' speaking proficiency.

Reili Argus, Tiina Rüütmaa

Artiklis vaadeldakse eesti keelt teise keelena omandavate 8–10-aastaste laste sõnavara ja konstruktsioonide arengut aasta jooksul 2022. ja 2023. aastal läbi viidud pildikirjelduskatse põhjal. Aasta jooksul suurenes õpilaste sõnavara, areng toimus kõikides sõnaliikides suhteliselt ühtlaselt, siiski oli lekseemide hulga kasv kõige suurem omadus- ja asesõnade puhul. Ka konstruktsioonides toimus märkimisväärne areng, lisandus uusi konstruktsioonitüüpe ning need muutusid komplekssemaks. Sõnavara ja konstruktsioonide hulk oli omavahel seotud: mida suurem oli õppija sõnavara 2022. a pildi kirjelduses, seda rohkem eri konstruktsioone oli lisandunud tema 2023. a pildikirjeldusse. Eri sõnaliikide sõnavara ulatus konstruktsioonide arengut ei paista mõjutavat. *** "Development of vocabulary and constructions in the speech of young learners of Estonian as a second language over the course of one year" The article examines the development of vocabulary and grammatical constructions on both phrase and clause level of children aged 8-10 years acquiring Estonian as a second language on the basis of a picture description test carried out in 2022 and 2023. Over the course of the year students’ vocabulary increased, development occurred relatively evenly in all parts of speech, however, the increase in the number of lexemes was the greatest for adjectives and pronouns. The growth of vocabulary was faster for children whose language skills were weaker in 2022. The constructions also developed significantly over the year: new types of constructions were added and they became more complex. In most children, the growth of structures was focused either on the phrase or on the clause level. The correlation between the number of lexemes and the number of constructions was significant: those children whose vocabulary was bigger in 2022 used more constructions in test conducted in 2023.The scope of the vocabulary of the different parts of speech does not seem to affect the development on the level of constructions. Data from the study on the relationship between vocabulary and constructions strongly support the view that syntactic development is driven by lexicon-level development, i.e. sufficient words must be acquired so that different types of constructions can be recognized and used.

Mehdi Bakhtiar, Maryam Mokhlesin, Maryam Mokhlesin et al.

A question under debate in psycholinguistics is the nature of the relationship between spoken and written languages. Although it has been extensively shown that orthographic transparency, which varies across writing systems, strongly affects reading performance, its role in speech processing is much less investigated. The present study addressed this issue in Persian, whose writing system provides a possibility to assess the impact of orthographic transparency on spoken word recognition in young children at different stages of reading acquisition. In Persian, the long vowels are systematically present in the script, whereas the spelling correspondence of short vowels is progressively omitted from the script in the course of reading acquisition, thus, turning transparent into opaque spelling. Based on this unique characteristic, we tested 144 monolingual Persian-speaking nonreaders (i.e., preschoolers) and readers (second graders to fifth graders and young adults) in an auditory lexical decision task using transparent and opaque words. Overall, the results showed that, in accordance with the fact that the diacritics of short vowels are progressively omitted during the second year of schooling, the stimuli containing short vowels (opaque words) were recognized more slowly than transparent ones in third graders. Interestingly, there is a hint that the emergence of the transparency effect in the third graders was associated with an overall slower recognition speed in this group compared to their younger peers. These findings indicate that learning opaque spelling-sound correspondence might not only generate interference between the two language codes but also induce a general processing cost in the entire spoken language system.

Annamaria Bellezza

Teaching performatively is an art that must be honed and developed through sustained practice. In this paper, I explore the theoretical considerations of a performative-humanistic approach to second language acquisition and the practical applications for a performance-based pedagogy, which is meant to offer readers an occasion to reflect on what it means to prepare students to become reflective and critical performers on the world stage. Particular attention is placed on the unique roles teachers play, and the responsibilities inherent in those roles. The paper is also an invitation to revisit existing approaches and practices through a performative lens engaging in a dynamic interdisciplinary dialogue, reflecting on the aesthetic dimension of language learning, and exploring the potential of the theatrical experience in the construction of a Self able to represent, perceive, create, and reflect.

Mauidlotun Nisa, Syamsul Arifin

This article aims to uncover the paradigm of Arabic for special purposes in Indonesia and Malaysia through formal and informal institutions. This qualitative field study makes use of primary data obtained from curriculum documents and interviews with teachers and authorities; and the secondary data taken from the result of relevant literature studies. The collected data were analyzed using an approach adapted from the ESP concept introduced by Dudley-Evans. The study shows that Arabic for special purposes both in Indonesia and in Malaysia was practiced by several educational and non-educational institutions. The teaching of Arabic language for academic purposes at STFI Sadra Jakarta uses a strategy for comprehending the text and other literatures on Quran and its interpretation. Arabic for vocational purposes at PT. Mutiara Bahari Alamria, Bekasi uses an oral communication strategy that focuses on everyday language and vocabulary. Arabic for religious purposes at LBIQ Jakarta is directed mainly at the acquisition of Quranic Arabic. While, the teaching of Arabic at IIUM (International Islamic University Malaysia) is directed at the mastery of academic and religious purposes to meet the special needs, such as Business, Tourism, Medical, Hajj and Umrah; and for ordinary people to understand the Quran and worship. The teaching of Arabic for academic purposes in Malaysia is also done by Akademi Pengajian Islam, Universiti Malaya (APIUM) with an emphasis on understanding Sharia and Fiqh in Arabic. Arabic for vocational purposes at UPNM-Kuala Lumpur is carried out with strategies covering Arabic language competition activities such as Arabic debate, Arabic speech, and apprenticeship activities in native Arabic speakers' families.   Artikel ini bertujuan untuk mengungkap paradigma bahasa Arab untuk tujuan khusus di Indonesia dan Malaysia melalui lembaga-lembaga formal dan informal. Penelitian ini merupakan penelitian kualitatif lapangan yang data primernya diperoleh dari dokumen kurikulum dan wawancara dengan guru dan pihak yang berwewenang; data sekunder diperoleh dari hasil kajian literatur yang relevan. Data penelitian dianalisis dengan menggunakan pendekatan yang diadaptasi konsep ESP yang diperkenalkan oleh Dudley-Evans. Hasil penelitian memperlihatkan Bahasa Arab untuk tujuan khusus baik di Indonesia maupun di Malaysia dipraktikkan oleh beberapa lembaga pendidikan dan nonkependidikan. Bahasa arab untuk tujuan akdemik di STFI Sadra Jakarta menggunakan strategi pemahaman teks dan literatur Alquran dan tafsir. Bahasa Arab untuk tujuan pekerjaan di PT. Mutiara Bahari Alamria, Bekasi menggunakan strategi komunikasi secara lisan yang berfokus pada kosakata. Bahasa Arab untuk tujuan agama di LBIQ Jakarta diarahkan pada bahasa Arab Qurani. Bahasa Arab di IIUM (International Islamic University Malaysia) diarahkan pada tujuan akademik dan agama untuk memenuhi kebutuhan bidang khusus seperti Bisnis, Pariwisata, Medis, haji dan umrah; dan untuk memahami Alquran dan ibadah bagi orang awam. Bahasa Arab untuk tujuan akademik di Malaysia juga dipraktikkan oleh Akademi Pengajian Islam, Universiti Malaya (APIUM) dengan penekanan pada pemahaman Syariah dan Fiqih berbahasa Arab. Bahasa Arab untuk tujuan pekerjaan di UPNM-Kuala Lumpur dilakukan dengan strategi kegiatan kompetisi bahasa Arab seperti debat bahasa Arab, pidato bahasa Arab, dan kegiatan magang di keluarga penutur asli bahasa Arab.   تهدف هذه المقالة إلى الكشف عن النموذج العربي لأغراض خاصة في إندونيسيا وماليزيا من خلال مؤسسات رسمية وغير رسمية. هذا البحث هو بحث نوعي ومجال عن طريق الإشارة إلى تصنيف Dudley-Evans للغة الإنجليزية لأغراض خاصة (ESP) . البيانات الأولية من وثائق المناهج والمقابلات مع المعلمين. أما البيانات الثانوية  فهي من نتائج مراجعة الأدبيات موثوقة وذات صلة. تمارس اللغة العربية للأغراض الخاصة في إندونيسيا بشكل خاص من قبل STFI Sadra Jakarta، PT. Mutiara Bahari Alamria ، و (معهد اللغة والعلوم من القرآن الكريم) LBIQ جاكرتا. بينما تمارس في ماليزيا من قبل IIUM (الجامعة الإسلامية الدولية في ماليزيا) ، وأكاديمية الدراسات الإسلامية، وجامعة مالايا (APIUM) ، UPNM- كوالالمبور. تستخدم اللغة العربية للأغراض الأكاديمية في STFI Sadra Jakarta استراتيجية لفهم النص وأدب القرآن وتفسيره. اللغة العربية لأغراض العمل في حزب العمال. Mutiara Bahari Alamria Jatirangon Jatisampurna ، Bekasi يستخدم استراتيجية التواصل اللفظي في سياق المساعدين المنزلية مع التركيز على المفردات (المفردات). اللغة العربية لأغراض دينية في LBIQ جاكرتا موجهة إلى القرآن العربية. يتم توجيه اللغة العربية في الجامعة الإسلامية الدولية في ماليزيا إلى الأهداف الأكاديمية والدينية لتلبية الاحتياجات التي تركز على مجالات معينة مثل الأعمال والسياحة والطب والحج والعمرة وفهم القرآن والعبادة للناس العاديين. تمارس الأهداف الأكاديمية الخاصة في ماليزيا من قبل أكاديمية الدراسات الإسلامية ، Universiti Malaya (APIUM) مع استراتيجيات لاستخدام مقالات حول الشريعة والفقه العربي. يتم تنفيذ اللغة العربية لأغراض العمل في UPNM-Kuala Lumpur من خلال استراتيجيات نشاط المنافسة العربية مثل المناقشات العربية والخطب العربية وأنشطة التدريب المهني في عائلات الناطقين باللغة العربية.

Baumann, Andreas, Wissing, Daan

The phonotactic system of Afrikaans underwent multiple changes in its diachronic development. While some consonant clusters got lost, others still surface in contemporary Afrikaans. In this paper, we investigate to what extent articulatory difference between the segments of a cluster contribute to its successful transmission. We proceed in two steps. First, we analyse the respective effects of differences in manner of articulation, place of articulation and voicing on the age at which a cluster is acquired by analysing Dutch acquisition data. Second, we investigate the role that these articulatory differences play in the diachronic frequency development from Dutch to Afrikaans. We demonstrate that large differences in manner of articulation between segments contribute to a cluster’s success in acquisition and diachrony. In contrast, large differences in place of articulation have impeding effects, while voicing difference shows a more complicated behaviour.

Rosângela Gabriel

O presente artigo propõe uma reflexão sobre três conceitos – letramento, alfabetização e literacia - que estão intimamente ligados, mas que não podem ser tomados como sinônimos, uma vez que cada um guarda especificidades. Se, de um lado, o conceito de letramento vem se popularizando desde a década de 1980, com o crescente espaço a ele dedicado em livros, materiais didáticos e eventos voltados aos professores, esse crescimento não pode se dar em oposição ou em detrimento do espaço dedicado à alfabetização, uma vez que a aprendizagem inicial da leitura guarda especificidades a serem consideradas à luz dos avanços das neurociências. Por fim, se o letramento enfatiza os aspectos interativos e socioculturais envolvidos nos usos, funções e valores atribuídos à língua escrita, por outro lado, o desenvolvimento do conjunto de habilidades da leitura e da escrita (ampliação do conhecimento lexical, variação linguística e adequação ao registro, sintaxe da língua escrita, referenciação anafórica e catafórica, estabelecimentos de inferências, etc.), que constituem a literacia plena, não podem ser negligenciados, sob pena de « jogarmos fora o bebê com a água do banho». Palavras-chave: Leitura. Escrita. Ensino de línguas. Ciências cognitivas.   ABSTRACT The present paper aims at discussing three concepts – social literacy, reading acquisition and linguistic literacy – which are intimately linked, but that can’t be assumed as synonyms, since each one has its specificities. If, in one hand, the concept of social literacy has became more popular since the 80’s, with a broader space in books, pedagogical materials and events dedicated to school teachers, this growth should not be at the expense of the space dedicated to reading acquisition, because learning to read is a specific tool that has to be considered at the light of the neuroscience of reading’s development. Finally, if social literacy emphasizes the interactive and sociocultural aspects evolved in the uses, functions and values of the written language, on the other hand, the development of a set of abilities of reading and writing (development of lexical knowledge, linguistics variation and appropriateness, written language syntax, anaphoric and cataphoric referencing, inference bridging, etc.), present in full literacy, can’t be neglected, to avoid to throw the baby out with the bathwater.   Keywords: Reading. Wrting. Language teaching. Cognitive science.

Olga Pastuhhova

"Comparison of fluency across proficiency levels in the writing process of native Russian-speaking learners of Estonian as a second language" The aim of the current article is to describe fluency across proficiency levels in the writing process of native Russian-speaking learners of Estonian as a second language. The data of the study consist of texts written by 34 participants, all of whom were students at Tallinn University. The data were collected with the computer keystroke logging program ScriptLog. The written argumentative and narrative texts were rated by two experts according to the Common European Framework of Reference for Languages (CEFR). The data were representative of four CEFR language proficiency levels: A2 (4 texts), B1 (13), B2 (13), and C1 (4). Fluency was analysed and described according to process, product, revision, pausing behaviour, and keyboard skills. Furthermore, the fluency of the writing process was measured on the basis of online and offline measures. The results of the study were compared across the proficiency levels. The fluency of the writing process increases with growth in proficiency, the greatest development being observed between levels B2 and C1. Artikli eesmärk on uurida venekeelsete eesti keele õppijate kirjutamisprotsessi sujuvust ja selle seost “Euroopa keeleõppe raamdokumendi” A2-, B1-, B2- ja C1- keeleoskustasemega. Uurimuses osales 34 venekeelset üliõpilast, kellel paluti kirjutada loovkirjutis haridusteemal. Materjal on kogutud klaviatuuri klahvivajutuste salvestuse meetodil põhineva ScriptLog-programmiga. Sujuvust analüüsitakse kirjutamisprotsessi, lõpliku teksti, paranduste, pauside ning klaviatuuri kasutamisoskuse seisukohast. Lisaks on sujuvus arvutatud vastavalt protsessi ja produkti indikaatoritele. Uurimuse tulemusi võrreldakse keeleoskustasemeti. Tulemused osutavad, et teksti produtseerimine muutub keeleoskuse arenedes sujuvamaks, suurim areng on märgatav B2- ja C1-taseme vahel.

Shun Morimoto

Abstract The present study investigated the acquisition of L2 English memory verbs, memorize, remember, and recall, by Japanese learners within the framework of a lexical network. In the fields of psychology and cognitive science, the human memory has been conceptualized as consisting of three cognitive phases, namely input, retention, and output. In English, memorize and recall are used for the input and the output phases, respectively, while remember can be used across the three phases. In order to investigate the extent to which Japanese learners of English can appropriately make differential use of these verbs in relation to the above cognitive phases, a test called ”the Memory Verb Acceptability Judgment Test” was administered on 173 Japanese university students grouped into three proficiency levels. The results showed that while they were able to accept memorize and recall with high accuracy for the input and the output phases, respectively, they tended to accept remember primarily for the retention phase, failing to fully accept it in the remaining two phases. This tendency was observed even among those learners whose average length of stay in English-speaking countries was 5 years. It was also revealed that basic-level learners tended to over-generalize memorize for the retention phase. Based on the overall results, theoretical and pedagogical implications of the lexical network approach are discussed.

B. Mclaughlin

Leyre Ruiz de Zarobe

Foreign Language Acquisition usually considers that authentic input can be too complex for the learner, especially at the early and intermediate stages of learning, and that it is preferable to offer them modified input, easier to understand and thus to acquire. The most usual modification type is “simplification”, although lately the modification called “elaboration” has been a preferred one in didactics.Our aim is to study if elaborated input is better under-stood than simplified input, and which type of comprehension is enhanced: literal or inferential. We have carried out a research study, with Spanish intermediate French students, comparing the comprehension of an authentic text and this same text modified through elaboration. Our results show that the elaborated text is better understood than the authentic one, and for the two comprehension types. Elaboration seems to be a better modification process than simplification, as it maintains the style of authentic texts.

R. Weinert

Christine E Shea

T. D. Terrell

R. Gardner, B. T. Gardner

Kathryn Henry, David E. Freeman, Yvonne S. Freeman

R. Andersen

P. Jordens

R. McLaughlin