On the Scope of Output in Sla

Zalbidea, Janire

doi:10.1017/s0272263120000261

Cited by 18 publications

(5 citation statements)

References 42 publications

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“…In relation to aspectual production and task, previous studies that employed tasks that allow learners planning time are generally supportive of the AH (Ramsay, 1990;Hasbun, 1995), while studies that involve very little to no planning time support either the AH (Camps, 2002(Camps, , 2005 or the DPTH (Salaberry, 1999(Salaberry, , 2002. The most relevant in this respect is a study by Bardovi-Harlig (1998), which directly compared oral and written narratives of intermediate-level classroom L2 learners of English to assess the effect of task modality (Gilabert et al, 2016;Zalbidea, 2021). The results supported the associative predictions of the AH in both modalities.…”

Section: The Default Past Tense Hypothesismentioning

confidence: 99%

The Aspect Hypothesis and L2 Russian

Martelle

Shirai

2023

Front. Lang. Sci.

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IntroductionNumerous studies have been conducted regarding the second language acquisition of tense-aspect morphology. A prevailing principle in this area is the Aspect Hypothesis, which predicts that learners are influenced by lexical aspect when applying tense- aspect markers (specifically, that learners will associate perfective/past markers with telic verbs and imperfective/past markers with atelic verbs). The Aspect Hypothesis has been widely tested in the acquisition of English, several Romance languages, Japanese, and Chinese. However, few studies have explored the second language acquisition of aspect in Slavic languages, which tend to have morphologically rich and complex tense-aspect systems. Additionally, few studies address the potential impact of task modality (for example, written vs. oral tasks) on the production of aspect.MethodsThe present study addresses these gaps by investigating how second language learners of Russian at varying proficiency levels use aspectual markers in the past tense when producing oral and written narratives. Data from written narratives (N = 42) and oral narratives (N = 42) were analyzed for lexical aspect and tense-aspect marking.ResultsThe results indicate that the Aspect Hypothesis is supported to varying degrees depending on the task: the activity involving lower planning levels (oral narratives) was more supportive of the Aspect Hypothesis, compared to the written narrative task, which involves a higher level of planning. However, the results also show that the aspectual production of beginning-level Russian learners is not consistent with certain predictions of the Aspect Hypothesis.DiscussionThe study concludes by discussing the role of instruction and the L1 as possible explanations for this inconsistency.

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Section: The Default Past Tense Hypothesismentioning

confidence: 99%

The Aspect Hypothesis and L2 Russian

Martelle

Shirai

2023

Front. Lang. Sci.

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“…This contrasts with previous research in several important ways. Firstly, previous research on FL vocabulary with secondary-school learners did not find a lag effect using other types of tasks (Küpper-Tetzel et al, 2014;Rogers & Cheung, 2020, 2021Serrano & Huang, 2018, 2021. Secondly, previous lab studies have only found an advantage to a longer vocabulary learning through Quizlet.…”

Section: Discussionmentioning

confidence: 89%

Lag Effects for Foreign Language Vocabulary Learning Through Quizlet

Serfaty¹,

Serrano²

2023

Preprint

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This is an earlier version of a study accepted for publication in Language Learning & Technology. The study was conducted in early 2021 and it was originally part of a thesis, defended in January 2023. Digital flashcard apps allow students to learn and practice foreign language vocabulary independently and efficiently, leaving more classroom time for communicative activities. However, words learned this way may be forgotten. Previous lab studies have shown that vocabulary retrieval practice can be optimized for long-term memory by employing longer intersession intervals, but this lag effect has not been shown in classroom conditions. The present study investigated the optimal gap between two Quizlet sessions for retaining new vocabulary. Secondary-school students (n = 96, mean age = 13.44) learned 16 novel words in an unknown language with either a 1-day or 1-week interval. Their productive and receptive knowledge was tested after 7 or 28 days. Results showed that longer spacing was beneficial for vocabulary retention, contrary to previous findings reported with school-aged learners using other types of training. The effect was small, but significantly larger on receptive tests, suggesting that the lag effect depends upon the kind of knowledge being tested.

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“…The excerpt confirms some features of behaviorism in L2 acquisition. From the dataset, reading skills or oral discourses are essential to learn Philippine English (Estremera, 2018;Zalbidea, 2021). In truth, stimulusresponse as one of the features of behaviorism has paved the way for the grammatical competence and reading prowess of the participants.…”

Section: Features Of Behaviorismmentioning

confidence: 99%

Features of Behaviorism in Second Language Acquisition (SLA): An Empirical Excerpt from Applied Linguistics View

Estremera¹

2023

Int. j. soc. sci. humanit. invent.

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Three decades thereabouts when Skinner proposed his behaviorist theory in the context of L1 acquisition exploiting sociolinguistic approach specifically. Subsequently, there have been dearth of studies conducted validating the claims of behaviorism in the field of applied linguistics. Thus, RQ1 highlights the principles of behaviorism towards L2 competence with tantamount research assumption. Taking into account the data presented, it reveals that there practically are features of behaviorism which contributed to the successful L2 acquisition by the L2 learners. This involves reward, habit formation as well stimulus-response linguistic processes leading to the acceptance of the first assumption. Reward fosters positive attitude to further explore the unknown. It leads to an affirmative language attitude necessary to discover the full details of the L2 learning. RQ2 delineates the possible linguistic factors that are contributory to the collective L2 performance during the investigation time frame. Primary linguistic factors could have been the minimal L2 exposure of the students to the target language due to transition phase which forced the students to switch codes occasionally to complete the cycle of communication. This study is valuable to the learners and teachers of ESL/EFL worldwide as it offers some pedagogical implications necessary to understand the learning pace, lexical index, comprehensible input (CI), and language attitude of L2 learners. EFL teachers could likewise provide appropriate teaching materials and communicative activities to bring the students to a high level of competence by degrees.

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On the Scope of Output in Sla

Cited by 18 publications

References 42 publications

The Aspect Hypothesis and L2 Russian

The Aspect Hypothesis and L2 Russian

Lag Effects for Foreign Language Vocabulary Learning Through Quizlet

Features of Behaviorism in Second Language Acquisition (SLA): An Empirical Excerpt from Applied Linguistics View

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