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Blackboard in Harvard classroom shows students' efforts at placing the ü and acute accent diacritics used in Spanish orthography.. When the relevant unit or structure of both languages is the same, linguistic interference can result in correct language production called positive transfer: here, the "correct" meaning is in line with most native speakers' notions of acceptability. [3]
Interlanguage varies by context, and may be more accurate, complex, and fluent in one discourse domain than in another. [5] Variability is observed when comparing a learner's conversational utterances with form-focused tasks, such as memory-based oral drills in a classroom. Spontaneous conversations are more likely to use interlanguage.
[note 3] Language transfer is a complex phenomenon resulting from the interaction between learners’ prior linguistic knowledge, the target language input they encounter, and their cognitive processes. [27] Language transfer is not always from the learner’s native language; it can also be from a second language or a third. [27]
[5] [6] There were various other studies in the 1970s, but the real boom in communication strategy scholarship came in the 1980s. This decade saw a flurry of papers describing and analyzing communication strategies, and saw Ellen Bialystok link communication strategies to her general theory of second-language acquisition. [ 6 ]
Hence at every stage of learning, language learners do not merely copy what native speakers do, but create an entirely new language system unique to themselves. Selinker named this interim language system an interlanguage. [4] In his 1972 paper, Selinker proposed that interlanguages have all the normal properties of natural languages. In other ...
Multi-competence is a concept in second language acquisition formulated by Vivian Cook that refers to the knowledge of more than one language in one person's mind. [1] From the multicompetence perspective, the different languages a person speaks are seen as one connected system, rather than each language being a separate system.
As teachers become aware of the features of learner language produced by their students, they can refine their pedagogical intervention to maximize interlanguage development. [9] Horwitz summarises findings of SLA research, and applies to L2 teaching some principles of L2 acquisition honed from a vast body of relevant literature. [10]
Although the terms BICS and CALP are still widely used, Cummins has more recently used the terms conversational language and academic language. [5] Instructors in bilingual educational environments, Cummins tells us, should be mindful that a student's apparent ability to interact at a high cognitive level on the 'street' does not necessarily ...