Second Language Acquisition Research: Staking out the Territory

Larsen‐Freeman, Diane

doi:10.2307/3587466

Cited by 117 publications

(61 citation statements)

References 127 publications

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“…Analyser af taledata indsamlet med jaevnlige intervaller over flere måneder viser, at sprogindlaerere gennemløber faelles udviklingsstadier i deres tilegnelse af visse grammatiske strukturer (fx Johnston 1985; Pavesi 1986; Meisel/ Clahsen/Pienemann 1990). Eftersom de mellemliggende stadier i udviklingen hverken ligner modersmål eller målsprog, giver det anledning til at konkludere, at sprogindlaerere ikke blot rekonstruerer deres modersmål i henhold til målsprogets normer, men at de snarere kreativt konstruerer målsproget gennem en proces, der gradvist bliver mere kompleks (Larsen-Freeman 1991).…”

Section: Intersprogets Omstruktureringunclassified

Computermediets differentieringspotentiale i sproglig læring belyst ud fra en procesorienteret synsvinkel

Ambjørn¹

2017

HJLCB

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The main point of this article is to demonstrate that the existence of the computermedium within L2 1 learning and acquisition is justified by its potential of differentiation. In order to make the optimum use of this potential, it is necessary to design syllabi based on L2 research and theories of language learning acquisition. Taking as a starting point the learner's interlanguage development, I am introducing a model of L2 learning and acquisition, a model based on input as well as on output. The strong point in having this model is that you can use it for computer-assisted language learning, and in this way you can contribute to the implementation of differentiated syllabi that take into account the psycholinguistic processes that characterize interlanguage development. Indledning Relationen imellem IT og sproglig laering"Media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition" (Clark 1983:91). "As pointed out by Garrett (1991), "the use of the computer does not constitute a method". Rather, it is a "medium in which a variety of methods, approaches, and pedagogical philosophies may be implemented" (ibid: 75). The effectiveness of CALL 2 cannot reside in the medium itself but only in how it is put to use" (Warschauer 1996:6

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Section: Intersprogets Omstruktureringunclassified

Computermediets differentieringspotentiale i sproglig læring belyst ud fra en procesorienteret synsvinkel

Ambjørn¹

2017

HJLCB

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“…However, as to Yazan (2012), interactionism, in sharp contrast with innatism, takes into consideration the importance of both nature and nurture in the language acquisition process. In a similar vein, Larsen-Freeman (1991), in support of interactionist views, asserts "they [interactionists] invoke both innate and environmental factors to explain language learning" (p. 266).…”

Section: Introductionmentioning

confidence: 96%

On the Nature of Interaction in SLA: A Philosophical Stream

Maftoon¹,

Shakouri²

2013

ELT

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Researchers have long grappled with situating the stance of interaction in SLA, but it is only recently that interaction has begun to receive consideration from SLA quarters. Delving into the nature of interaction and the prerequisite of interaction in real world, in general, and in classroom, in particular, the authors hold that based on different perspectives of interaction, interaction can be placed into diverse philosophical stances and has a prominent role in second language classrooms. To the present writers, provided that second language teachers have good grasp of the philosophy of interaction, its pedagogical implications in the class will be more purposeful.

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“…Foreign language learners send up with different de-grees of success in their attempt to master the language. According to Larsen-Freeman (1991), various personality traits have been believed to facilitate or inhibit L2 learning. Among these personality traits which may be influencing the degree of L2 learners' final success is perfectionism which can be implored.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Perfectionism and Language Proficiency in Intermediate, Upper Intermediate, and Advanced Students of Kerman Institutes

Rastegar¹,

Khabir²,

Kermani³

2017

OJML

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Language proficiency is the ultimate goal of English as a Foreign Language studies. The present study attempted to explore any significant relationships between perfectionism and its dimensions as a whole and language proficiency of students of Kerman institutes. A number of 98 participants studying English at intermediate, upper-intermediate, and advanced levels as a foreign language at Kerman institutes took part in this study. To obtain the required data, the following instruments were administered: Multidimensional Perfectionism Scale to measure participants' level of perfectionism and its dimensions and the short version of Michigan Test (Briggs, Dobson, Rohlick, Spann, & Strom, 1997) to measure the participants' level of language proficiency. The SPSS results depicted that there was a significant positive relationship between the construct perfectionism and language proficiency.

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Second Language Acquisition Research: Staking out the Territory

Cited by 117 publications

References 127 publications

Computermediets differentieringspotentiale i sproglig læring belyst ud fra en procesorienteret synsvinkel

Computermediets differentieringspotentiale i sproglig læring belyst ud fra en procesorienteret synsvinkel

On the Nature of Interaction in SLA: A Philosophical Stream

The Relationship between Perfectionism and Language Proficiency in Intermediate, Upper Intermediate, and Advanced Students of Kerman Institutes

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