Is There a “Natural Sequence” in Adult Second Language Learning?

Bailey, Nathalie; Madden, Carolyn G.; Krashen, Stephen

doi:10.1111/j.1467-1770.1974.tb00505.x

Cited by 465 publications

(248 citation statements)

References 8 publications

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“…"For instance,the morpheme studies showed that the order of acquisition of a group of English morphemes was the same for children and adults" (Bailey, Madden, & Krashen, 1974). Adult L2 acquisition is very similar to child L1 acquisition as some researchers such as Dulay, Burt and Krashen (1982) argued, and in this process L1 background of learners does not have any effect on L2.…”

Section: Theory and Practice In Language Studies 2113mentioning

confidence: 97%

The Interference of First Language and Second Language Acquisition

Derakhshan¹,

Karimi²

2015

TPLS

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Abstract-One of the most important and fascinating aspects of human development is language acquisition. The present review summarizes some difficulties that second language learners may face to learn English. It has tried to find out factors that play an important role in the acquisition of second language. It is a popular belief that first language has an effect on the second language acquisition, and it is claimed that L1 can interfere with the acquisition of L2. It is also believed that the role of L1 in the L2 depends on some similarities and differences between the two languages. The present review brings to the fore the similarities and differences between the first language and second language acquisition. It then concludes with some implications for teachers and researchers.

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Section: Theory and Practice In Language Studies 2113mentioning

confidence: 97%

The Interference of First Language and Second Language Acquisition

Derakhshan¹,

Karimi²

2015

TPLS

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“…Bailey, Madden and Krashen (1974) found a common acquisition order for both Spanish and non-Spanish adults which differed from the L1 order. The acquisition order Hakuta (1974) obtained for a Japanese girl, however, did not match the orders obtained by Dulay andBurt (1973, 1974).…”

Section: Morpheme Order Studiesmentioning

confidence: 97%

A Longitudinal Study of the Acquisition of Verbal Morphology in the EFL Classroom

Semren¹

2017

ELOPE

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This paper investigates the order of the acquisition of grammatical morphemes in the interlanguage of Croatian pupils of English as a foreign language (EFL). The order of acquisition was determined for nine grammatical morphemes. Additionally, the selected morphemes were combined to form the four verb tenses so as to determine the order of their emergence in the pupils' verb-morphology repertoire. The study was conducted on a corpus of 36 transcribed recordings of parts of classroom interaction. The pupils' speech production was elicited by various task-based activities. The suppliance of nine grammatical morphemes was investigated by means of obligatory occasion analysis (Brown 1973) which examined their obligatory and correct use. The obtained results revealed progress only in the acquisition of the present tense copula be. The emergence of verb tenses was partly identified due to the insufficient suppliance of grammatical morphemes in the pupils' speech production.Keywords: order of acquisition; grammatical morphemes; verb tenses; task-based activities; obligatory context Longitudinalna raziskava usvajanja glagolskega oblikoslovja pri učenju angleščine kot tujega jezika POvZETEK v prispevku predstavljamo raziskavo, ki ugotavlja, v kakšnem vrstnem redu hrvaški učenci angleščine kot tujega jezika v vmesnem jeziku usvajajo devet slovničnih morfemov. Dodatno smo izbrane morpheme opazovali tudi pri tvorjenju štirih glagolskih časov, da bi ugotovili, v kakšnem vrstnem redu in obsegu se pojavljajo pri usvajanju glagolskega oblikoslovja. Za raziskavo smo uporabili 36 transkripcij zvočnih posnetkov delov razrednih interakcij. Govorne odzive učencev smo spodbudili s pomočjo na nalogah zasnovanih dejavnosti. Uporabo/pojavnost devetih slovničnih morfemov smo proučevali na osnovi obvezne situacijske analize (Brown 1973), s katero smo raziskali obvezno in pravilno rabo morfemov. Rezultati dokazujejo učenčev napredek samo pri usvajanju sedanjika veznega glagola biti. Zaradi pomanjkljive rabe glagolskih morfemov v govoru učencev je bilo tvorjenje glagolskih časov le delno dokazano.Ključne besede: vrstni red usvajanja; slovnični morfemi; glagolski časi; na nalogah temelječe dejavnosti; obvezno sobesedilo

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“…Morpheme studies have shown a natural sequence of acquisition of grammatical morphemes for L2 very similar to that for L1 (Dulay and Burt, 1978;Bailey, Madden, and Krashen, 1978). There is a question as to whether the natural order is disrupted by learning because most of the L2 studies in the United States look at a mixed type of learner, who is receiving formal instruction while living in a naturalistic English-speaking environment.…”

Section: Evidence For the Monitor Modelmentioning

confidence: 99%

Second Language Acquisition in Teaching English as a Second Language

Azhar

2015

ETERNAL

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This article tries to answer some of the following questions : Why is it that some individuals are more successful than others in mastery of a second language? Why does one person seem to learn faster than another even if both are in the same situation? Or why does a person become more proficient in some parts of the language system (i.e., oral production and aural comprehension) than in other parts (i.e., written production and reading comprehension)? These are questions that linguists and language teachers have been asking for years. Recently several models of the second language acquisition process have been developed in an attempt to explain the interaction of variables which affect second language acquisition and the cognitive strategies that determine the form and course of acquisition. Because second language (L2) acquisition is a very complex process, no one model yet captures all of its facets. The purpose of this paper is to survey some of the current research and to review several models of L2 acquisition. The emphasis will be on the role of the learner rather than that of the teacher. KEY WORDS: Acquisition, Second, Model A. INTRODUCTIONhis article begins with the term "L2 learner" which will be used to refer to the person who is in the process of adding a second language. L2 acquisition is taken to mean adding a second language (L2) once a learner has a fairly good notion of his first language (L1). Linguists today generally believe that L1 and L2 acquisition are similar processes-learners in both go through a series of stage in which they formulate linguistic rules, try them out for themselves, and produce a language system that approximates but does not match the adult or native model. By forming and testing hypotheses, the learner plays an active role in the creation of his own language system.

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Is There a “Natural Sequence” in Adult Second Language Learning?

Cited by 465 publications

References 8 publications

The Interference of First Language and Second Language Acquisition

The Interference of First Language and Second Language Acquisition

A Longitudinal Study of the Acquisition of Verbal Morphology in the EFL Classroom

Second Language Acquisition in Teaching English as a Second Language

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