1. Introduction:
A key tenet of applied linguistic research vis-à-vis second/foreign language acquisition is the modelling of the underlying representations of learners at a particular stage in the process of L2 acquisition and of the developmental constraints that limit L2 production. Interlanguage, i.e. the linguistic system evidenced when a second language learner attempts to express meanings in the language being learned, is a central source of evidence for investigating these mental processes.
On that note, quality of research on language acquisition seems to rely largely on the reliability and validity of the data elicitation and collection procedures. While traditional SLA research had relied heavily on elicited experimental data thereby ignoring the importance of natural language data (Lozano &Mendikoetxea, 2013) , recent developments in (corpus) linguistics has popularised the use of corpora for research on second/foreign language acquisition. The interface between corpus linguistic research and second language acquisition research has given birth to a special category of linguistic corpora known as learner corpora, computerized textual database(s) of the language produced by foreign (or second) language learners (Leech 1998).
Since interlanguages are dynamic linguistic systems that naturally preserve some features of the learners’ first language due to linguistic interference, it is vital to document evidence of such interference and interlingual features in the form of a learner corpora that represents the interlanguage of a group of learners who share the same L1/geographical identity. Such a collection will facilitate high-quality research on target language acquisition. Therefore, the present paper proposes ...
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In this essay I intend to investigate how differently one of the closed word classes, determiners, are approached in a series of pre and post corpus-based English grammar reference books, course books and practice books. And the theme of my investigation is how corpus affects the development of English teaching materials. The grammar reference books I intend to analyze and compare are “A Comprehensive Grammar of the English Language” (ACGEL) and “Cambridge Grammar of English” (CGE). The former is an indispensable grammar reference book first published in 1985, which has been widely consulted in researches in relation to English linguistic studies, while the later offers clear explanations of both spoken and written English grammar based on authentic everyday usage.
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Language acquisition requires meaningful interaction in the target language with natural communication while children are acquiring the foreign language. Children usually concerned with message which they are conveying and understand not with the form of utterances. These utterances are initiated by the acquired systems and the fluency of language is based on what we have ‘picked up’ through active communication. Both formal knowledge and conscious learning of the second language learning may be alternate to the output of the system, sometimes before and sometimes after the
Krashen’s Hypotheses of Second Language Acquisition. For decades, foreign language teachers have wandered into a scientific abyss. Until 1983, there had been little real research dealing with the ways in which someone acquires a second language. Teachers mostly used the audiolingual classroom model that had been in place for the past twenty years (or, even worse, the literally ancient grammatical translation model that had been used by civilizations millennia old).