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Description
The importance of second language learning in today’s ever-increasing globalized world is becoming ever more paramount. Despite seeming trends which indicate aversion to globalization, the international phenomenon which describes the connection made between peoples and cultures, will only increase its influence in coming years. With the advances globalization has made, it is becoming more important to learn and study foreign languages in order to keep abreast of this trend and not be left behind by globalization. Why electronic translation is not so viable in the long run (at least currently) is that culture and syntax are not things which can be simply ascertained via mediums such as application use. Due to the fact that advanced language proficiency is considered to be an integral piece towards stronger sentiments of “integration” (i.e. Syrian refugees integrating into EU and US) it is of more importance that increasing second language proficiency receives the adequate study and implementation to reflect a more cohesive globalized world. Accompanying this necessity is the simple fact that adult second language learners often struggle to overcome difficulty to the challenging yet rewarding task of learning and eventually mastering a second language.
To truly understand the difficulty some adult second language learners have with learning a second language it can be helpful to compare second language acquisition to how one naturally, and seemingly effortlessly in many cases, acquires their native language. How can a comparative analysis of how native speakers and adult second language learners each learn their first and second language respectively be successfully converted to a specific means of assisting adult second language learners achieve the highest level of possible fluency? In order to more accurately propose a viable solution to the overarching question, the following three questions have been proposed as a means to springboard into better understanding the nature of the main topic.
The points to consider while analyzing the main question throughout this analysis are as follows: How would it be best for an adult second language learner to achieve the same level off proficiency as a native speaker of a given language whom has been exposed to all of its intricacies since birth? At what point exactly is someone considered to have the same level of proficiency which a native speaker of a given language would have and how does that differ from being a heritage speaker? With the final supporting question being: What type of learning would be best suited in helping a heritage speaker (someone who learns a language in the home by virtue of their heritage) or adult second language learner to become highly proficient in a second language?
In order to propose a wide variety of integration between these questions with the conjoined purpose of answering the inquiry of this thesis, many different sources supporting each of the above questions will contain certain overlap, providing a clear basis for constructing a tri-fold argument in answering the thesis question as acutely as possible. In regards to the first question, the question of “proficiency” will be a subsection committed to understanding the nature of how language proficiency works and at what point (if ever) one can ever be considered “highly proficient” in a second language.
All three exploratory questions are compatible with a theory known as Critical Period Theory, a theory in linguistics proposed by Montreal neurologist Wilder Penfield, which states, “There is a critical age, before puberty, that one must learn language. If one has not learned to speak before puberty it is much more difficult, and sometimes impossible, to learn language and speak in a meaningful way.” The overlap which this method binds to Universal Grammar is a rather close-knit relationship. Research composed by certain linguists suggest that “children are born with a certain universal grammar wired into their brains.” This will be compared and cross-examined to a higher degree in a later section of the paper.
The importance of Universal Grammar in relation to Critical Period Theory cannot be overstated. Universal Grammar in relation to the second language Critical Period Theory will help explain at which point, someone is considered to be a “native speaker” of a given language. The third question posed of how would it be best for heritage and second language learners to increase their proficiency in a second language really touches on both of these theories in regards to at which age someone is exposed to a specific language in addition to how Universal Grammar affects the development of second language acquisition. In the realm of perpetually working towards mitigating an answer to this analysis’s thesis, the connecting thread or “roter Faden”, as it is said in German, will be the integrative domain the above questions will have on arriving to a clearer understanding of the nature of how a comparative analysis of second language learners and mother-tongue speakers can expedite the language learning process of second language learners, using techniques of native speakers which they inherently pick-up.
To truly understand the difficulty some adult second language learners have with learning a second language it can be helpful to compare second language acquisition to how one naturally, and seemingly effortlessly in many cases, acquires their native language. How can a comparative analysis of how native speakers and adult second language learners each learn their first and second language respectively be successfully converted to a specific means of assisting adult second language learners achieve the highest level of possible fluency? In order to more accurately propose a viable solution to the overarching question, the following three questions have been proposed as a means to springboard into better understanding the nature of the main topic.
The points to consider while analyzing the main question throughout this analysis are as follows: How would it be best for an adult second language learner to achieve the same level off proficiency as a native speaker of a given language whom has been exposed to all of its intricacies since birth? At what point exactly is someone considered to have the same level of proficiency which a native speaker of a given language would have and how does that differ from being a heritage speaker? With the final supporting question being: What type of learning would be best suited in helping a heritage speaker (someone who learns a language in the home by virtue of their heritage) or adult second language learner to become highly proficient in a second language?
In order to propose a wide variety of integration between these questions with the conjoined purpose of answering the inquiry of this thesis, many different sources supporting each of the above questions will contain certain overlap, providing a clear basis for constructing a tri-fold argument in answering the thesis question as acutely as possible. In regards to the first question, the question of “proficiency” will be a subsection committed to understanding the nature of how language proficiency works and at what point (if ever) one can ever be considered “highly proficient” in a second language.
All three exploratory questions are compatible with a theory known as Critical Period Theory, a theory in linguistics proposed by Montreal neurologist Wilder Penfield, which states, “There is a critical age, before puberty, that one must learn language. If one has not learned to speak before puberty it is much more difficult, and sometimes impossible, to learn language and speak in a meaningful way.” The overlap which this method binds to Universal Grammar is a rather close-knit relationship. Research composed by certain linguists suggest that “children are born with a certain universal grammar wired into their brains.” This will be compared and cross-examined to a higher degree in a later section of the paper.
The importance of Universal Grammar in relation to Critical Period Theory cannot be overstated. Universal Grammar in relation to the second language Critical Period Theory will help explain at which point, someone is considered to be a “native speaker” of a given language. The third question posed of how would it be best for heritage and second language learners to increase their proficiency in a second language really touches on both of these theories in regards to at which age someone is exposed to a specific language in addition to how Universal Grammar affects the development of second language acquisition. In the realm of perpetually working towards mitigating an answer to this analysis’s thesis, the connecting thread or “roter Faden”, as it is said in German, will be the integrative domain the above questions will have on arriving to a clearer understanding of the nature of how a comparative analysis of second language learners and mother-tongue speakers can expedite the language learning process of second language learners, using techniques of native speakers which they inherently pick-up.
ContributorsRoselius, Thomas Jacob (Author) / Lee, Sara (Thesis director) / Reves, Christiane (Committee member) / College of Public Service and Community Solutions (Contributor) / College of Integrative Sciences and Arts (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Written corrective feedback (WCF) has received considerable attention in secondlanguage (L2) writing research. The conducive role of WCF in developing L2 writing and
second language acquisition has been corroborated by a number of theoretical frameworks,
and the findings of empirical studies, meta-analyses, and research syntheses. WCF research
has predominantly addressed its effectiveness in improving learners’ syntactic, lexical, and
orthographic knowledge. This dissertation project extends the scope of this line of research
to formulaic aspects of language and investigates the relative effectiveness of WCF
targeting formulaic vs. non-formulaic constructions in L2 writing. The text-analytic
descriptive aspect of this research design aimed at investigating the extent of L2 learners’
non-target-like use of formulaic vs. non-formulaic forms in L2 writing and writing
teachers’ WCF treatment of non-target (non)formulaic language use. A total of 480 first
drafts of essays written by 33 advanced adult English-as-a-foreign language (EFL) learners
during one semester and 480 drafts of essays corrected through WCF by three EFL teachers
constituted the corpus in this study. Advancing the field of learner corpus research, the
findings demonstrated that whereas learners’ non-target formulaic forms outnumbered that
of non-formulaic ones in their writing assignments, all three teachers provided WCF more
often for erroneous use of non-formulaic forms. The quasi-experimental aspect of the
research design attempts to add new empirical evidence on the L2 learning potential of
accessing and processing WCF provided for formulaic vs. non-formulaic constructions in
L2 writing. To this end, a total of 66 EFL learners in a Test of English as a Foreign
Language preparation course participated in a pretest-posttest design, with 5 experimental groups (those who were provided with direct, indirect, direct plus metalinguistic, and
indirect plus metalinguistic WCF) and a control group (those who were not provided with
WCF). Maintaining a division between formulaic vs. non-formulaic forms, the findings
provide empirical evidence on the interactions between types of WCF, types of linguistic
targets, and the effectiveness of WCF in terms of enhancing L2 learners’ accuracy and
acquisition in their revised writing and new writings in the short and long term.
ContributorsGholami, Leila (Author) / Smith, David (Thesis advisor) / Matsuda, Paul K (Committee member) / James, Mark A (Committee member) / Arizona State University (Publisher)
Created2022
Description
Transitioning into civilian life after military service is a challenging prospect. It can be difficult to find employment and maintain good mental health, and up to 70 percent of veterans experience homelessness or alcoholism. Upon discharge, many veterans pursue higher education as a way to reintegrate into civilian society. However, many studies have shown that veterans encounter multiple challenges during their attempt to reintegrate into civilian life, including anxiety, a lack of relevant skills, post-traumatic stress disorder (PTSD), and other issues that may lead to communication and interaction challenges in the higher education environment. Student veterans also face challenges in the lack of common language and culture clashes due to differences between military and college culture. This study used a mixed-methods approach to examine the challenges military veterans face related to language use in civilian life. The data was collected from 149 student veterans who completed a questionnaire and 11 student veterans who participated in interviews. Detailed analysis of collected data showed that student veterans experienced some challenges in language use, especially when they initially enrolled in their courses, but they seemed to have overcome challenges after spending time in the university setting. The veterans who had prior college education before joining the military seemed to have a slight advantage, having had experience using the academic language. The study also explored how student veterans chose to share their veteran status with other people in their university community. The findings showed that they strongly identified with their veteran identity and was comfortable sharing their status with others, but they also sometimes were reluctant to share their military experience in details because they were afraid that their peers would not understand.
ContributorsObaid, Naji (Author) / Matsuda, Aya (Thesis advisor) / Smith, David (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2022
Description
Computer assisted language learning (CALL) has become increasingly common as a means of helping learners develop essential skills in a second or foreign language. However, while many CALL programs claim to be based on principles of second language acquisition (SLA) theory and research, evaluation of design and learning outcomes at the level of individual CALL exercises is lacking in the existing literature. The following proposed study will explore the design of computer-based vocabulary matching exercises using both written text and images and the effects of various design manipulations on learning outcomes. The study will use eye-tracking to investigate what users attend to on screen as they work through a series of exercises with different configurations of written words and images. It will ask whether manipulation of text and image features and combinations can have an effect on learners’ attention to the various elements, and if so, whether differences in levels of attention results in higher or lower scores for measures of learning. Specifically, eye-tracking data will be compared to post-test scores for recall and recognition of target vocabulary items to look for a correlation between levels of attention to written forms in-task and post-test gains in scores for vocabulary learning.
ContributorsPatchin, Colleen (Author) / Smith, David (Thesis advisor) / Ross, Andrew (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Created2019
Description
Chisholm’s contrary-to-duty paradox raises important questions for formulating instances of conditional obligation. Angelika Kratzer is one linguist whose theories offer some solutions to these questions; more generally, she provides theories for how we should represent modals, conditionals, and other features of language in terms of functions. Though her theories are incredibly useful, they do not adequately represent the Chisholm scenario as a whole. In this paper, I attempt to address this shortcoming in her theory. First, I present and explain some of Kratzer’s main ideas. Then, I explain how her theory offers a solution to Chisholm’s Paradox, and examine a shortcoming of her theory as presented– specifically, the fact that her theory does not account for the importance of different norms in relation to each other. Finally, with the Chisholm situation as a backdrop, I offer my own contribution to her theory. Namely, I propose assigning an importance “score” to each norm, and factoring that “score” into the machinery of Kratzer’s theory.
ContributorsBrooks, Elizabeth (Author) / nair, shyam (Thesis director) / Pinillos, Angel (Committee member) / Barrett, The Honors College (Contributor) / College of Integrative Sciences and Arts (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor)
Created2024-05