A Comparative Study of Word Learning Strategies in L1 and L2 Acquisition through the Emergentist Coalition Model (ECM) | Chapter 3 | Language, Literature and Education: Research Updates Vol. 9

 

The acquisition of vocabulary is a fundamental aspect of language development, with distinct trajectories for first (L1) and second language (L2) learners. While children effortlessly absorb new words, adults often encounter challenges in expanding their L2 lexicon. This qualitative study compared the word learning strategies of children acquiring their first language (L1) and adults acquiring a second language (L2) using the Emergentist Coalition Model (ECM) as a framework. Participants included children aged 4–7 and adults aged 18–65, selected through purposive sampling.  Semi-structured interviews were conducted to explore their learning strategies. This study's findings suggest that the ECM framework operates in both L1 and L2 acquisition, but with some key variations. Thematic analysis revealed that children relied more on implicit learning through social cues and phonological awareness, while adults adopted a more explicit and strategic approach, emphasising semantic knowledge. These findings highlighted the influence of developmental stage and learning context on word learning strategies. By demonstrating the importance of both implicit and explicit learning for L1 and L2 learners, this study contributed to a more holistic understanding of word acquisition.

 

 

Author(s) Details

Shamsi Samavi Aghdam
Faculty of Literature and Humanities, Islamic Azad University, Bonab Branch, Bonab, Iran.

 

Hassan Asadollahfam
Faculty of Literature and Humanities, Islamic Azad University, Bonab Branch, Bonab, Iran.

 

Roya Ranjbar Mohammadi
Faculty of Literature and Humanities, Islamic Azad University, Bonab Branch, Bonab, Iran.

 

Mohammad Hossein Yousefi
Faculty of Literature and Humanities, Islamic Azad University, Bonab Branch, Bonab, Iran.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v9/6357

Contextual Complexities and Second Language Acquisition in Cameroon | Chapter 5 | Progress in Language, Literature and Education Research Vol. 5

The complexity of the linguistic environment in Cameroon raises the question of context and its role in the acquisition of another language. While examining progress in English language learning in Cameroon, this chapter draws a dichotomy between learners in such contexts considered rural and those regarded as urban or cosmopolitan with its inherent complexities. Using the irregular verb as a yardstick, an evaluation of the acquisition of irregular verb patterns by 80 final year primary school learners from two contexts in the Northwest Region of Cameroon serves as a guide. Oral and written tests are used to check learners’ acquisition of verb inflectional categories, verb tenses and general written and oral productions within the mixed method design. The findings reveal similar trends in the acquisition of inflectional categories and verb tenses by learners in both contexts and divergent trends in general oral and written productions. For instance, learners in both contexts exhibit similar challenges using the Vs, Ved and Ven inflections with a very low average frequency of 26% and with a high frequency of 67.2% for the Ving and Vo inflections. Though learners in the urban centres have higher degrees of efficiency in oral productions, their counterparts in the rural areas exhibit more challenges in verbal as against written productions. The chapter concludes that second language acquisition is not a consequence of a unilateral context but a result of a plethora of other factors both within and without the learning environment with evident pedagogic implications for stakeholders in the second language acquisition industry. While context is noted to have impending implications in language learning as highlighted in the chapter, the finality of SLA is also dependent on other linguistic factors like innate capabilities inherent in all learners.

Author(s) Details:

Louis Mbibeh,
The University of Bamenda, Cameroon.

Please see the link here: https://stm.bookpi.org/PLLER-V5/article/view/13349

The Effect of Acquiring Second Language Skills through Programmed Instruction: A Study | Chapter 10 | Emerging Trends in Engineering Research and Technology Vol. 10

 

Acquisition of language skills is mostly through practice just like all other skills. The acquisition of
mother tongue is natural, spontaneous, effortless, without being conscious, and in real life situations.
Second language acquisition is different from the acquisition of mother tongue in many aspects. The
situation for second language learning should be approximated to the acquisition of the mother
tongue. Second language is acquired under the stress of close social contacts. Acquisition of first
language is influenced more by a second language than by a foreign language. Hence, it has a formal
position or identified operation too within the parameters of a country. It is taught in school and
colleges with the purpose of providing foreign language competence. The acquisition of language is a
process, through which people acquire the ability to see and understand language. Since
programmed instruction is a progressively monitored method of teaching in a classified order of
control step, the learners must either complete or pass one stage before moving to the next. Digital
devices, Computing machines and different modes of teaching devices are applied in it. Audio-visual
method, virtual devices, role play, hot play, etc., are used for the acquisition of language. Learners
lesser in attainment assume to get more benefitted from programmed instruction than the traditional
classroom transaction. Actual listening is an extra ordinary present of time which assists to frame
relationship deal with problem. By using speech recognition software speaking skills can be improved.

Author(s) Details

C. T. Abdul Majeed
Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamilnadu, India.

M. Ilankumaran
Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamilnadu, India.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/250

Enriching Second Language Skills through Cognitive Aspects | Chapter 7 | Arts and Social Studies Research Vol. 1

Language plays a main role in human civilization. The importance of foreign language is stressed in educational field. In the field of foreign language acquisition, cognitive function is given priority. Psychological perspective is the theoretical study about cognitive functioning in acquiring the language. This paper focuses on components and skills of language. Moreover, psychological problems in attaining the second language skills are discussed. In learning second language skills, the LSRW play the prominent role. Listening is preliminary to all other skills. Reading is a complex mechanism of decoding the messages in print. Speaking is natural expression in language, which is not always consciously regulated. Speaking implies, speaking with appropriateness to the social context. Writing is the most difficult and demanding of skills. Listening and speaking are considered to be the receptive skills and speaking and writing are the productive skills. For second language learners, all the skills are necessary in proportion of learner’s requirement. The leaner of second language needs to give more attention on language skills as well as the components of the language. Phonology, Lexis, grammar and pragmatics are also needed in accomplishing the communicative competence. The correct direction may help the learners to get success in their goal. The teachers have to play the main role in language acquisition, because the learners get reinforced by them. The teacher can follow some techniques to improve the communicative competence of the students. Some of the techniques are discussed in this paper. This paper also brings out the importance of language skills and the need of components of language to overcome the barriers in acquiring the second language.  

Author(s) Details

Ms. A. Delbio  
Department of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamilnadu, India.

Dr. M. Ilankumaran  
Department of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamilnadu, India

Dr. R. Abilasha 
Department of English, Holy Cross College (Autonomous), Nagercoil, Tamilnadu, India.

View Book: - http://bp.bookpi.org/index.php/bpi/catalog/book/166

A Neurolinguistic Perspective of L2 Acquisition: An Overview | Chapter 6 | Arts and Social Studies Research Vol. 1

Second language acquisition is an enormously a complex phenomenon. Second language means learning any language next to the learner’s first language. This paper brings out the approaches of second language acquisition and the perceptions of learners. The approaches are linguistic, neurolinguistic, cognition, and socio cultural. It is not possible for the learner to describe the language system, because the second language learners find hard to develop it. In learning a new language formal and informal way of learning takes place. Formal learning means classroom based learning, in which the learner acquires the language in a systematic way. In informal learning, the learners acquire the language through picking up from the native speaker or through internet. Stephen Krashen distinguishes this formal and informal as conscious learning and unconscious learning. The theoretical perspectives of second language acquisition are discussed in this paper. Universal grammar approach is the most influential linguistic theory in the field of acquiring the second language. This theory attempts to find out the linguistic knowledge in second language learners’ mind. This paper also deals with how the features of language input affect language learning through input based perspective and learner based perspective. It also analyses the role of memory in language learning through cognitive approach. This paper also brings out the sociolinguistic perspectives and its impact in the field of second language learning. 

Author(s) Details

Ms. A. Delbio  
Department of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamil Nadu, India.

Dr. M. Ilankumaran 
Department of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamil Nadu, India.

View Book: - http://bp.bookpi.org/index.php/bpi/catalog/book/166