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Leonard, Laurence B. – First Language, 2019
There is growing evidence that the grammatical errors reflected in the speech of young children are often related to the nature of the input in the ambient language. Although theoretical frameworks differ in the degree to which input plays a role, there is acknowledgment that children require more input than previously assumed to resolve apparent…
Descriptors: Syntax, Morphemes, Children, Language Impairments
Chi Duc Nguyen – Reading in a Foreign Language, 2024
Research shows that meaning-focused reading offers opportunities for incidental grammar acquisition. However, the number of such studies remains limited and none have examined the role of both in-text encounters with grammar structures and reading comprehension in this learning. The present study filled these gaps. Employing a between-group,…
Descriptors: Incidental Learning, Grammar, Reading Comprehension, English (Second Language)
Pinar Mercan Küçükakin; Özge Dönmez – Online Submission, 2024
In response to the problems experienced during the practice of the current ELT curriculum and the requirement for an authentic language learning environment, a unique English language teaching curriculum was designed for young learners in the present study. The curriculum was rooted in Krashen's Natural Approach and adopted an eclectic curriculum…
Descriptors: Teaching Methods, Public Schools, English (Second Language), Second Language Learning
Andrew Schenck – Journal of Second Language Acquisition and Teaching, 2024
Form-Focused Instruction (FFI) has been extensively studied, yet past experimental results are often inconsistent or even contradictory. Overly simplistic examinations of grammatical complexity and learner characteristics (e.g., L2 English proficiency) may have fueled the confusion, limiting understanding of how different FFI techniques can be…
Descriptors: Grammar, Teaching Methods, Second Language Learning, Second Language Instruction
Abdullah Albalawi – Australian Journal of Applied Linguistics, 2024
This review paper explores the role of individual differences in second language vocabulary learning, focusing on three key factors: out-of-class exposure (e.g., viewing TV, playing video games and listening to songs), strategic vocabulary learning, and motivation. Individual differences significantly impact vocabulary learning, making it crucial…
Descriptors: Individual Differences, Metacognition, Vocabulary Development, Linguistic Input
Grimminger, Angela; Rohlfing, Katharina J.; Lüke, Carina; Liszkowski, Ulf; Ritterfeld, Ute – Journal of Child Language, 2020
Decontextualized talk is assumed to be used only rarely when children are younger than 30 months. Motivated by Bühler's (1934/1999) linguistic theory that describes different dimensions of (de-)contextualization, we provide evidence that this kind of input can already be found in caregivers' talking to their 12-month-old children. Such early input…
Descriptors: Infants, Linguistic Input, Language Acquisition, Linguistic Theory
Syairofi, Ahmad; Mujahid, Zainul; Mustofa, Mutmainnah; Ubaidillah, M. Faruq; Namaziandost, Ehsan – Asia-Pacific Education Researcher, 2023
Much empirical research on textbook analysis has been undertaken. However, little evidence with regard to the adoption of SLA findings in the textbook analysis was reported, particularly for the Indonesian EFL textbooks. To fill this void, this study aimed at analyzing a textbook endorsed by the Indonesian Ministry of Education and Culture,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Textbooks
Maltman, Nell; Lorang, Emily; Venker, Courtney; Sterling, Audra – Journal of Early Intervention, 2023
This study examined the extent to which early intervention (EI) speech-language pathologists (SLPs) use and recommend language input strategies for caregivers of children with language delays and the child factors associated with these decisions. Participants included 213 SLPs who completed an online survey. Wilcoxon signed-rank tests, Friedman's…
Descriptors: Speech Language Pathology, Allied Health Personnel, Early Intervention, Linguistic Input
Lantolf, James P.; Xi, Jiao – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2023
The article reviews Digital Language Learning (DLL) research that has used principles and concepts of Sociocultural Theory (SCT) to support the research. We explain several key principles of the theory and shows how they have been misused or used in a superficial way in the DLL research. These include the assumption that SCT is a social rather…
Descriptors: Sociocultural Patterns, Second Language Learning, Second Language Instruction, Computer Assisted Instruction
Albl-Mikasa, Michaela; Gieshoff, Anne Catherine – Applied Linguistics, 2023
The focus to date on interactive encounters has resulted in there being little research into monological texts and speeches produced in English as a lingua franca (ELF) contexts. They are, however, the very substance of what interpreters and translators increasingly deal with today. The quality of these language professionals' performance depends…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Translation
Malachowski, Lauren G.; Salo, Virginia C.; Needham, Amy Work; Humphreys, Kathryn L. – Infant and Child Development, 2023
Children's daily contexts shape their experiences. In this study, we assessed whether variations in infant placement (e.g., held, bouncy seat) are associated with infants' exposure to adult speech. Using repeated survey sampling of mothers and continuous audio recordings, we tested whether the use of independence-supporting placements was…
Descriptors: Infants, Language Acquisition, Speech Communication, Linguistic Input
Palviainen, Åsa; Räisä, Tiina – Language Policy, 2023
While mobile app-mediated communication between children and members of their family represents a substantial part of contemporary family communication and language input, we still know very little about the role of these technologies in family language policy (FLP). With an explorative questionnaire survey, the current study set out to examine…
Descriptors: Finno Ugric Languages, Swedish, Language of Instruction, Family Relationship
Tsui, Angeline Sin Mei; Erickson, Lucy C.; Mallikarjunn, Amritha; Thiessen, Erik D.; Fennell, Christopher T. – Developmental Science, 2021
Infants are sensitive to syllable co-occurrence probabilities when segmenting words from fluent speech. However, segmenting two languages overlapping at the syllabic level is challenging because the statistical cues across the languages are incongruent. Successful segmentation, thus, relies on infants' ability to separate language inputs and track…
Descriptors: Bilingualism, Infants, Syllables, Language Processing
Rogers, John – Language Teaching, 2021
This paper proposes the replication of Bird's (2010) and Serrano's (2011) studies, which examined distribution of practice effects in second language acquisition (SLA). These studies, which took place in authentic classroom contexts, produced conflicting results regarding the degree to which the learning of a second language (L2) benefited from…
Descriptors: Linguistic Input, Authentic Learning, Second Language Learning, Second Language Instruction
Lustigman, Lyle – First Language, 2021
The present study examines the development of the earliest type of complex predicates to emerge in child Hebrew -- extended predicate constructions. These constructions take the form of a modal/aspectual operator followed by an infinitival verb form (e.g., "roce lesaxek" 'want to.play'), and since they serve various discursive functions…
Descriptors: Semitic Languages, Verbs, Child Language, Language Acquisition