In this paper, I will take different stances in response to the different prompts. Considering the researches carried out on the topic, I think is no conclusive finding can be reached on the effect of L1 in processing L2 lexicon at the advanced levels of proficiency. I will argue against the necessity of incremental learning for acquisition of new vocabulary in AFL classes. Finally, I would argue for teaching collocations in classroom.
Effect of L1 in processing L2 lexicon at the advanced levels of proficiency
Comprehension depends mainly on the lexical information not only because of the semantic input lexical items provide, but also because lexical information helps to determine syntactic relationships. In several studies reviewed by Singleton (1999) the connectivity between L1 and L2 lexicon is supported. At the same time, second language learners seem to have different degrees of knowledge of the SL lexicon. These degrees vary according to the types of knowledge; receptive versus productive and according to the level of proficiency of the learners. In the process of acquiring a new language there evidence that suggest that both L1 and L2 remain activated even in the advanced levels of proficiency. In a studies done by Sunderman and Kroll (2006) they report two important points, the first one is that words that have close forms in both L1 and L2, will influence one another regardless of the language task being performed. The second important point is that they found activation of L1 at two different levels of proficiency, but the sensitivity to L1 translation decreased with the higher level group. On the other hand, Lee (2007) argues that it is not the influence of the L1 that affect the semantic processing but i...
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...benefit of teaching collocations in classrooms is the fact that learners are forced to be creative in their language use and in their word combinations, which might lead to misunderstanding because of lack of knowledge of the accepted word combination in the learnt language.
To conclude, different stances regarding the given prompts were discussed, although conclusive judgments were not reached in the effect of L1 in the process of learning L2 lexicon at the advanced levels of proficiency, I was able to argue against Incremental learning of new vocabulary in AFL classes and argue for teaching collocations in classroom.
Refernces
El- Essawi Raghda . "Lexicon" American University in Cairo. November 2013. Lecture.
Gass, Susan M., and Larry Selinker. Second Language Acquisition: An Introductory Course. New York: Routledge/Taylor and Francis Group, 2008.
5. Gibbons, Pauline. Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann, 2002. Print.
Language development is very important, and these programs use the students’ native language as a tool to develop their second language. The time spent on each language and the quality of the language input play an important role in students’ language development. Tier one, two and three language strategies can be used to help the students meet their individual and group needs. Irby, Lara-Alecio, Mathes and Tong (2011) found out that students make the most progress in the language they are exposed to the most. When students were exposed to their native language for a greater amount of time (especially in the early years), they developed it and were able to transfer the skills and strategies as they learn their second language.
In this article the evidence used from the first argument was from a study conducted by Biemiller and Slonim (2001) and Biemiller (2005). The average student knows about 8,000 words in 4th grade. The data that they showed explains that if a child is in 2nd, 4th, and 6th grade and they know 8,000 meanings then most of those meaning are of the same words. Concerning ELL Learners this is very important if we can know the specific words and meaning students should know and practice then this could be very helpful to ELL learners. We can focus on the words that they will use often and to be more structured with our language teaching of ELL students. The data shows that these words being learned in a similar way (200). Andrew Biemiller determined that there are around 1600 words that should be labeled as high priority. These words will most likely be in books in 1st or 2nd grade so if they don’t have the meaning then it will become a struggle to understand what they are reading (202). It is important to say that many times some students might now how to read the word fluently but they might not understand the
There are many theories on how a person acquires a language. One can see that technology has influenced the way we input information as well as how we gather data based on these Second Language Acquisition (SLA) theories. For example, today’s technology has helped us study the way the human brain works, and this is what our theories of SLA are based on. So it is evident that many of the SLA theories are based on the way the human brain works and how it develops. Moving on, this case study is based on two Spanish speakers who are English Language Learners (ELL) and how they were led to determine the SLA on the subject of their speech. The two Spanish speakers that are analyzed during this investigation are Elizabeth, a five-year old girl, and
Schumann, J. H. (1986). Research on the acculturation model for second language acquisition. Journal of Multilingual and Multicultural Development, 7(5), 379-392. Retrieved April 1, 2014, from the Taylor&Francis Online database.
Schütz, Ricardo. (2007, July 2). Stephen Krashen’s Theory of Second Language Acquisition. Sk.com. Retrieved April 9, 2014 from http://www.sk.com.br/sk-krash.html.
Moreover, students acquire the knowledge of most new words indirectly, through day to day experiences with
The problem to be investigated is whether the students are increasing their vocabulary through the current methods used in the classroom. Students’ vocabulary knowledge will be assessed through expressive knowledge of current vocabulary words. Those results will be compared to standardized vocabulary measures to determine the relationship to overall vocabulary ability. The following questions will be explored:
It is commonly assumed that where there are differences between L1 and L2, the learner's L1 will probably interfere with the L2 (negative language transfer), whereas, when L1 and L2 are similar, the L2 will assist the L2 learning (positive language transfer) (Ellis, 1994). Therefore, we tend to believe that most of the errors are account of negative transfer. This is partly true according to many empirical studies of errors which have showed that many errors are common to different linguistic backgrounds. The L1 is, therefore, one of various sources of errors, and there might be other reasons which should be considered (Krashen, 1988).
O’Neill,S., Gish, A. (2008). Teaching English as a second language. South Melbourne, VIC: Oxford University Press.
On the other hand, teachers prefer using L1 for a more effective approach to teaching grammar and checking students’ understanding. Macaro (1997) commented that teachers often lack enthusiasm in using the target language for grammar explanation. Many students have difficulty in learning grammar, especially for those whose L1 system is entirely different from the TL. L1 can be more efficient, particularly when a teacher wants to discuss the learning contract with students, or tries to explore the needs of his/her students, especially those in the lower level (Harmer, 2007). Evidence provided by Harmer (2007) also indicates that the classroom environment can be enhanced through the use of L1 to establish a positive social relationship with students, which ultimately leads to a more effective teaching process.
Shehata, A.K. “L1 Influence on the Reception and Production of Collocations by Advanced ESL/EFL Arabic Learners of English”. Department of Linguistics and the College of Arts and Sciences, 2008.
This paper first, argues why first language acquisition is fundamentally different from second language acquisition in light of the fact that acquiring first language is innate. Thereafter, this paper discuses fundamental distinction between first language acquisition and second language acquisition in terms of age, cognitive development and previous experience.
Long, M, H. & Doughty, C, J. ( Eds.).(2009). The Handbook of Language Teaching. Blackwell Publishing Ltd.
WORKS CITED Krashen, Stephen. The. Principles and Practice in Second Language Acquisition. New York: Pergamon Press, 2003. 1982 Omaggio, Alice C. Teaching Language in Context.