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Taguchi, Naoko; Chen, Ying; Qin, Yuqing – Applied Linguistics, 2023
This study explored the relationship between metapragmatic knowledge and transfer of learning from one speech act to another. Using a digital application, 105 Chinese learners of English received implicit instruction on how to formulate a high-imposition request to someone in a higher social status and larger social distance. Immediately after the…
Descriptors: Pragmatics, Speech Acts, Transfer of Training, Metalinguistics
Cho, Seonhee; Yi, Youngjoo – Applied Linguistics, 2020
In this Forum article, we discuss issues emerging from utilizing two significant theoretical constructs, Funds of Knowledge and Cultural Capital, in the field of second/multilingual language studies. Some similar underlying characteristics yet opposite perspectives surrounding the concepts and theoretical applications have confused researchers and…
Descriptors: Cultural Background, Cultural Capital, Multilingualism, Language Research
Deshors, Sandra C. – Applied Linguistics, 2021
This multifactorial corpus-based exploration of past tenses focuses specifically on the present perfect (PP) versus simple past (SP) alternation in intermediate-to-advanced learner English produced by French and German native speakers. While existing work on past tenses in L2 has traditionally focused on the role of lexical aspect in the…
Descriptors: Morphemes, Second Language Learning, Computational Linguistics, German
Romano, Francesco – Applied Linguistics, 2021
Conversely to plenty of studies describing how L1 transfer affects L2 systems, where the two grammars, L1/L2, often only come to interact later in life, less is known of dominant language transfer in heritage language grammars. Unlike in L2 speakers, the dominant language of the heritage speaker potentially affects its weaker language already from…
Descriptors: Native Language, Second Language Learning, Transfer of Training, Grammar
Wang, Chuming; Wang, Min – Applied Linguistics, 2015
This article aims to uncover how L2 writing is affected by alignment, a socio-cognitive process involving dynamic coordination and adaptation. For this, two studies were conducted. Study 1 required two groups of 24 learners of English as a foreign language (EFL) to continue in English two stories with their endings removed, both of which had a…
Descriptors: Second Language Learning, Writing (Composition), English (Second Language), Films
Park, Eun Sung – Applied Linguistics, 2013
This study examines novice learners' self-generated input noticing approaches and strategies. It is motivated by previous research on input enhancement which yielded insights that learners are naturally prone to notice certain aspects of L2 input on their own without any external means to channel their attention. Two L1 groups (Japanese and…
Descriptors: Novices, Linguistic Input, Native Language, Second Language Learning
Wolter, Brent; Gyllstad, Henrik – Applied Linguistics, 2011
This article assesses the influence of L1 intralexical knowledge on the formation of L2 intralexical collocations. Two tests, a primed lexical decision task (LDT) and a test of receptive collocational knowledge, were administered to a group of non-native speakers (NNSs) (L1 Swedish), with native speakers (NSs) of English serving as controls on the…
Descriptors: Priming, English (Second Language), Second Language Learning, Phrase Structure
Tambulukani, Geofrey; Bus, Adriana G. – Applied Linguistics, 2012
A lack of familiarity with the language of teaching is blamed for illiteracy rates beyond 40% among people who live in nations in Africa or Asia in which dozens of languages are spoken. For a critical test of the importance of familiarity with the language in which initial reading is practiced, we took the Zambian situation as a natural experiment…
Descriptors: Reading Fluency, Language of Instruction, Familiarity, Illiteracy
Ellis, Nick C. – Applied Linguistics, 2006
If first language is rational in the sense that acquisition produces an end-state model of language that is a proper reflection of input and that optimally prepares speakers for comprehension and production, second language is usually not. This paper considers the apparent irrationalities of L2 acquisition, that is the shortcomings where input…
Descriptors: Interference (Language), Transfer of Training, Associative Learning, Attention
Laufer, Batia; Girsai, Nany – Applied Linguistics, 2008
The study investigates the effect of explicit contrastive analysis and translation activities on the incidental acquisition of single words and collocations. We compared three high school groups of learners of the same L1 and comparable L2 (English) proficiency. Each group represented one instructional condition: meaning focused instruction (MFI),…
Descriptors: Translation, Vocabulary Development, English (Second Language), Second Language Learning
Wolter, Brent – Applied Linguistics, 2006
This paper presents a theoretical account for how learners might draw upon L1 lexical and conceptual knowledge when making assumptions about connections between words in the L2 lexicon. It is suggested that L1 lexical knowledge can be both a help and a hindrance when forming L2 connections, particularly in respect to collocations. Furthermore,…
Descriptors: Second Languages, Language Role, Second Language Learning, Lexicology

Pavlenko, Aneta; Jarvis, Scott – Applied Linguistics, 2002
Argues for refinement in the traditional approach to transfer in second language acquisition (SLA), where transfer is generally investigated as the unidirectional influence of native (or other language) knowledge on acquisition and use of a second language. Shows transfer can be bidirectional, influencing an individual's use of both the first and…
Descriptors: English (Second Language), Language Research, Linguistic Theory, Russian
De Ridder, Isabelle; Vangehuchten, Lieve; Gomez, Marta Sesena – Applied Linguistics, 2007
In general terms automaticity could be defined as the subconscious condition wherein "we perform a complex series of tasks very quickly and efficiently, without having to think about the various components and subcomponents of action involved" (DeKeyser 2001: 125). For language learning, Segalowitz (2003) characterised automaticity as a…
Descriptors: Experimental Groups, Control Groups, Second Language Learning, Task Analysis

Broeder, Peter – Applied Linguistics, 1992
Discusses a study on the untutored acquisition of possessive constructions in Dutch by two Turkish and two Moroccan adults during the first three years of their stay in the Netherlands. The focus is on the order of the owner and the possession in possessive constructions. (28 references) (JL)
Descriptors: Adults, Arabic, Dutch, Foreign Countries

Altenberg, Bengt; Granger, Sylviane – Applied Linguistics, 2001
Investigates English-as-a-foreign-language learner use of high frequency verbs and particular use of the verb, "make." Examines whether learners tend to overuse or underuse these verbs, whether high-frequency verbs are error-prone or safe, and what part transfer plays in misuse of these verbs. Authentic speaker data is compared with native speaker…
Descriptors: Comparative Analysis, Computer Software, English (Second Language), Grammar
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