scholarly journals AN ANALYSIS OF PHONETIC-PHONOLOGICAL AND ORTHOGRAPHIC ERRORS WHEN LEARNING SERBIAN AS A FOREIGN LANGUAGE

2020 ◽  
pp. 109
Author(s):  
Nina Lj. Sudimac
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Error Analysis ◽  
Mother Tongue ◽  
Applied Linguistics ◽  
Analysis Method ◽  
Language System ◽  
Orthographic Errors ◽  
Japanese English

From the perspective of applied linguistics, this paper deals with the acquisition of Serbian as a foreign language by learners whose mother tongues are Lithuanian, Japanese, English and Bulgarian, and who spent one semester at the Centre for Serbian as a Foreign and Second Language at the Faculty of Philosophy in Niš. Working with a specific sample and using the analytical and error analysis method, we aim to identify the most common errors the speakers make at the phonetic-phonological and orthographic level,., the identified linguistic errors are classified into (a) errors occurring under the influence of the mother tongue; (b) errors as the result of the strict rules of the Serbian language system itself – interlingual errors; (c) errors arising from knowledge of another second language; and (d), errors resulting from the insecurity and insufficient acquisition of the Serbian language. By analyzing the sample, we conclude that the greatest number of errors at the phonetic-phonological and orthographic level occurred under the influence of their mother tongue (L1) on Serbian (L2). 

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

scholarly journals AL-AKHTHA’ FII IKTISAB AL-TSUNAIYAT AL-SHUGHRA

2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Miftahul Huda
Keyword(s):  
Saudi Arabia ◽  
Language Acquisition ◽  
Foreign Language ◽  
Error Analysis ◽  
Language Learning ◽  
Mother Tongue ◽  
Minimal Pair ◽  
Minimal Pairs ◽  
The Subject ◽  
Child Age

Language acquisition starts from the ability of listening basic letter(iktisab al-ashwat) since child age. The letter of a language is limited in number, and sometimes there is similarity of letters among languages. The similarity of letters in two languages make it easy to learn the language. On the contrary, the obstacle of language learning can be caused by different letters between two languages (mother tongue and second/foreign language). The problem may be caused by minimal pairs (tsunaiyat al-shughro). This research aims at finding out the error of minimal pair acquisition, with the subject of Indonesian students in Jami’ah Malik Saud Saudi Arabia, with the method of error analysis. The study concludes that in iktisab al-ashwat of minimal pairs, the error is around 3,3 %-58,3%. Second: the error on minimal pairs occurs on the letters shift ?? ?? ? to be ? , letter ? to be ? , letter ? to be ? , letter ? to be ? , letter ? to be ?? , and letter ? to be ?.

Reading and writing

2004 ◽  
Vol 37 (1) ◽  
pp. 62-66
Keyword(s):  
New York ◽  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Writing ◽  
Applied Linguistics ◽  
Computer Assisted ◽  
Research Journal ◽  
Language Writing ◽  
British Educational Research Journal

04–64Andrews, Richard (U. of York, UK). Where next in research on ICT and literacies?English in Education (Sheffield, UK), 37, 3 (2003), 28–41.04–65Beard, Roger (Leeds U., UK; Email: [email protected]). Not the whole story of the national literacy strategy: a response to Dominic Wyse. British Educational Research Journal (London, UK), 29, 6 (2003), 917–928.04–66Bournot-Trites, M. and Seror, J. (University of British Columbia, Canada; Email: [email protected]). Students' and teachers' perceptions about strategies which promote proficiency in second language writing. Revue Canadienne de Linguistique Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 129–157.04–67Gardner, Dee (Brigham Young University, USA). Vocabulary input through extensive reading: a comparison of words found in children's narrative and expository reading materials. Applied Linguistics (Oxford, UK), 25, 1 (2004), 1–37.04–68Hu, Jim (U. College of the Cariboo, Canada). Thinking languages in L2 writing: research findings and pedagogical implications. TESL Canada Journal/Revue du TESL Canada (Burnaby, Canada), 21, 1 (2003), 39–63.04–69Jarvis, Scott (Ohio University, USA; Email: [email protected]), Grant, Leslie, Bikowski, Dawn and Ferris, Dana. Exploring multiple profiles of highly rated learner compositions. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 377–403.04–70Mihwa Chung, Teresa and Nation, Paul (Victoria University of Wellington, NZ). Technical vocabulary in specialised texts. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 103–116.04–71Ndiaye, M. and Vandeventer Faltin, A. (University of Geneva, Switzerland; Email: [email protected]). A spell checker tailored to language learners. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 213–232.04–72Pecorari, Diane (Stockholm University, Sweden; Email: [email protected]). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 317–345.04–73Ridgway, Tony (Queen's U., UK). Literacy and foreign language reading. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 117–129.04–74Shi, L., Wang, W. and Wen, Q. (University of British Columbia, Canada; Email: [email protected]). Teaching experience and evaluation of second-language students' writing. Revue Canadienne de Linguistic Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 219–236.04–75Stuart, Morag (U. of London; Email: [email protected]). Getting ready for reading: a follow-up study of inner city second language learners at the end of Key Stage 1. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 15–36.04–76Stuart, Morag (U. of London, UK; Email: [email protected]), Dixon, Maureen, Masterson, Jackie and Gray, Bob. Children's early reading vocabulary: description and word frequency lists. British Journal of Educational Psychology (Leicester, UK), 73 (2003), 585–598.04–77Takagaki, Toshiyuki.The revision patterns and intentions in L1 and L2 by Japanese writers: a case study. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 22–38.04–78Van de Poel, K. and Swanepoel, P. (Centre for Language and Speech, University of Antwerp, Belgium; Email: [email protected]). Theoretical and methodological pluralism in designing effective lexical support for CALL. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 173–211.04–79Wang, Lurong (University of Toronto, Canada; Email: [email protected]). Switching to first language among writers with differing second-language proficiency. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 347–375.04–80Warner, Lionel (Newlands Girls' School, Maidenhead, UK). Wider reading. English in Education (Sheffield, UK), 37, 3 (2003), 13–18.04–81Williams, Mary (Brunel U., UK). The importance of metacognition in the literacy development of young gifted and talented children. Gifted Education International (Bicester, UK), 17, 3 (2003).04–82Wyse, Dominic (Liverpool John Moores U., UK; Email: [email protected]). The national literacy strategy: a critical review of empirical evidence. British Educational Research Journal (London, UK), 29, 6 (2003), 903–916.

The computer-mediated expression of surprise

2015 ◽  
Vol 13 (2) ◽  
pp. 383-414
Author(s):  
Laura Ascone
Keyword(s):  
Second Language ◽  
Qualitative Study ◽  
Foreign Language ◽  
Language Learning ◽  
Native Speakers ◽  
Mother Tongue ◽  
Systemic Approach ◽  
Verbal Expression ◽  
Computer Mediated ◽  
New Information

This paper investigates how Italian native speakers express surprise in English as their second language on Facebook. A qualitative study was conducted on a corpus of forty English utterances by Italian native speakers conveying surprise and two control corpora composed of forty Italian and forty English native speakers’ expressions. First, a systemic approach will be adopted: by analysing the order in which the speaker reacts to, comments on, and wonders about new information, the objective is to determine a pattern peculiar to the verbal expression of surprise, and to ascertain how the mother tongue and the language-learning background are influential when expressing an instinctive reaction such as surprise in a foreign language. Attention will then be paid to the lexical expression of surprise. In particular, the analysis will focus on the features specific to non-native speakers (i.e. use of verbs and code-switching), on the codes peculiar to CMC (i.e. smileys and punctuation), and on how these codes are employed to convey surprise disruption, valence and intensity. By examining all these aspects, this research examines how English non-native speakers express surprise in chats.

scholarly journals Improving learner's dictionaries: a discussion based on an interdisciplinary approach

2020 ◽  
Vol 17 (3) ◽  
pp. 5146-5166
Author(s):  
Laura Campos de Borba
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Applied Linguistics ◽  
Interdisciplinary Approach ◽  
High Standard ◽  
User Profile ◽  
Learning Needs ◽  
User Friendliness ◽  
Proficiency Level ◽  
User Friendly

Learner's Lexicography has reached a high standard of quality in language description. However, it is still necessary to face an old and, at the same time, always new challenge: increasing the user-friendliness of learner's dictionaries. This work deals with how to improve learner’s dictionaries, focusing on the user profile and the user's needs. To achieve this aim, notions from Psycholinguistics, Contrastive Linguistic, Applied Linguistics, Lexicology and Cognitive Psychology were central for this research. This study covered the delimitation of the user profile and the relevance of their mother tongue and the user's learning needs in relation to their proficiency level in the foreign language. At last, I carry out a brief analysis of entries in learner's dictionaries to discuss how straightforward and user-friendly the information provided is. This work allows the conclusion that an interdisciplinary approach can improve the user-friendliness of learner's dictionaries, particularly EFL and SFL dictionaries.

scholarly journals From foreign to national: a review of the status of the French language in Gabon

Literator ◽  
2011 ◽  
Vol 32 (2) ◽  
pp. 135-150 ◽  
Author(s):  
H.S. Ndinga-Koumba-Binza
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Policy ◽  
Final Stage ◽  
Mother Tongue ◽  
Central Africa ◽  
French Language ◽  
The Status ◽  
French Speaking ◽  
Local Languages

This article provides a review of the various statuses of the French language in Gabon, a French-speaking country in Central Africa. It reveals a process in which different generations of Gabonese people are increasingly learning, and thus conceptualising, French as a second language rather than a foreign language. Furthermore, some are also learning and conceptualising French as a mother tongue or initial language, rather than a second language. This process of reconceptualisation has somehow been encouraged by the language policy of the colonial administration and the language policy since the attainment of independence, the latter being a continuation of the former. The final stage of this process is that the language has been adopted among the local languages within the Gabonese language landscape.

Freed, Barbara F. From the Community to the Classroom: Gathering Second Language Speech Samples. Theory & Practice 6. Virginia: Center for Applied Linguistics, 1978; Morain, Genelle G. Kinesics and Cross-Cultural Understanding. Theory & Practice 7. Virginia: Center for Applied Linguistics, 1978; Keller, Howard H. New Perspectives on Teaching Vocabulary. Theory & Practice 8. Virginia: Center for Applied Linguistics, 1978; Falk, Julia S. Language and Linguistics: Bases for a Curriculum. Theory & Practice 10. Virginia: Center for Applied Linguistics, 1978; Hodge, Virginia D. Personality and Second Language Learning. Theory & Practice 12. Virginia: Center for Applied Linguistics, 1978; Inman, Marianne. Foreign Languages, English as a Second Foreign Language, and the U.S. Multinational Corporation. Theory & Practice 16. Virginia: Center for Applied Linguistics, 1978Freed, Barbara F. From the Community to the Classroom: Gathering Second Language Speech Samples. Theory & Practice 6. Virginia: Center for Applied Linguistics, 1978. Pp. 26. $2.95.Morain, Genelle G. Kinesics and Cross-Cultural Understanding. Theory & Practice 7. Virginia: Center for Applied Linguistics, 1978. Pp. 31. $2.95.Keller, Howard H. New Perspectives on Teaching Vocabulary. Theory & Practice 8. Virginia: Center for Applied Linguistics, 1978. Pp. 26. $2.95.Falk, Julia S. Language and Linguistics: Bases for a Curriculum. Theory & Practice 10. Virginia: Center for Applied Linguistics, 1978. Pp. 27. $2.95.Hodge, Virginia D. Personality and Second Language Learning. Theory & Practice 12. Virginia: Center for Applied Linguistics, 1978. Pp. 31. $2.95.Inman, Marianne. Foreign Languages, English as a Second Foreign Language, and the U.S. Multinational Corporation. Theory & Practice 16. Virginia: Center for Applied Linguistics, 1978. Pp. ix, 37. $4.95.

1980 ◽  
Vol 37 (1) ◽  
pp. 120-120
Author(s):  
Alister Cumming
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Multinational Corporation ◽  
Second Language Learning ◽  
Applied Linguistics ◽  
Curriculum Theory ◽  
Cross Cultural ◽  
Foreign Languages ◽  
And Linguistics
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