language acquisition literature review

A Review of Second Language Acquisition in Verbal Behavior Analysis

• Original Paper
• Published: 13 April 2022
• Volume 32 , pages 617–640, ( 2023 )

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• Randi Melvin-Brown   ORCID: orcid.org/0000-0002-5649-7437 1 ,
• Yors Garcia 2 ,
• Rocio Rosales 3 ,
• Amanda Mahoney 1 &
• Jessica Fuller 1  

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The purpose of this review was to summarize the behavior-analytic literature on the emergence of untrained second language skills and to provide recommendations for future research focused on second language acquisition. Seventeen distinct studies were included in the review. These studies implemented a variety of teaching methods (e.g., tact, intraverbal, mand, and echoic training) and tested for the emergence of untaught verbal operant relations. Results suggest that tact training is an effective approach to evoke untrained responses in a second language, and intraverbal training is effective for training rudimentary second language skills and the emergence of untaught responses. Implications of these findings for research and practice are discussed.

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• Artificial Intelligence

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Melvin-Brown, R., Garcia, Y., Rosales, R. et al. A Review of Second Language Acquisition in Verbal Behavior Analysis. J Behav Educ 32 , 617–640 (2023). https://doi.org/10.1007/s10864-022-09471-8

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The Role of Input and Output in Second Language Acquisition: Literature Review

2014, The Role of Input and Output in Second Language Acquisition: Literature Review

This literature review discusses the role of input and output in second language acquisition (SLA), providing a comprehensive overview which traces the evolution of the focus of the literature. It highlights issues pertaining to definitional variation within the field and identifies key factors in SLA. Three theories of SLA are presented as a means of focusing attention on the role of input and output on SLA: The Input Hypothesis (Krashen, 1985), The Input-Interaction-Output Hypothesis (Gass, 1997) and The Output Hypothesis (Swain, 1995). Further, how each theory impacts (theoretically and/or practically as per the empirical evidence) upon SLA is explained. The paper concludes that no one theory of SLA is exhaustive and emphasises the importance of a multidisciplinary approach in the study of SLA.

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There are many internal as well as external factors which influence second language acquisition (SLA). Among them, the language input that learners receive in SLA is one of the external factors which plays a fundamental role. In this regard, Corder (1967) is one of the pioneers among SLA researchers who underscored the importance of language input for SLA by drawing a distinction between input and intake. According to Corder, language input refers to what is available to be utilized by language learners for SLA which should be differentiated from intake which is that part of the input which is comprehended by the language learners. In the same line, the present paper is an attempt to highlight the role of language input from the viewpoints of different SLA theories. The paper also focuses on Krashen " s input hypothesis as one of the influential hypothesis with regard to the role of language input in SLA development.

Victor A Birkner

This article discusses the impact that both input and output hypotheses have on second language learning. For decades, there have been opposing ideas in this regard. Several studies were consulted to have a clearer view of which approach is more recommendable for people involved in language teaching. For several years teachers of second language strongly believed that learning a new language depended on the exposition of learners to the target language. For effective learning, the exposition should be higher than the students' level but comprehensible enough for them to understand. However, this hypothesis was rejected when a new study revealed that the exposition was not enough. Students need to use the language they have learnt. These new ideas emerged from the output hypothesis that had a significant impact on the field of language teaching. The article concludes that both approaches can be used complementarily although more study is still needed.

Khaerudin 0406

¡¡¡¡ This paper explores the role of input and output in second language acquisition £¨SLA £© by e m ploying Lev S £® Vygotsky ¬ð s £¨1896 £-1934 £© socioculturaltheory £® Krashen ¬ð sinput hypothesis £¨1982 £¬ 1985 £© and Swain ¬ð s output hypothesis £¨1985 £¬ 1993 £© hold different and so mew hat contradictory view points on the roles of input and output in SLA £® The difference might be solved by applying Vygotsky ¬ð s sociocultural theory £¬ w hich claims hu man higher mental functioning is constructed in a social £¬ cultural £¬ historical £¬ and institutional context £® This context is a web w oven by social interactions £¬ a dialectic unity of input and output £® Therefore £¬ according to Vygotsky ¬ð s approach to the understanding of learning £¬ the interactions between input and output give rise to second language develop ment £® Key w ords sociocultural theory £» input £» output £» second language acquisition 1 £® Introduction Second language researchers have not reached an agree m ent about the roles of input and output in second language acquisition £¨SLA £© £¬ although both have been widely studied respectively and separately £¨Krashen 1989 £» Sole 1994 £» Constantino 1995 £» Krashen 1997 £» Swain £¦ Lapkin 1995 £» Izu mi et al £® 1999 £» Izu mi £¦ Bigelow 2000 £» Feng £¦ Huang 2004 £© £® Studies on the role of input m ainly used Krashen ¬ð s input hypothesis £¨1982 £¬ 1985 £© as their theoretical fra m ew orks £¬ w hereas studies on that of output typically based their research on Swain ¬ð s output hypothesis £¨1985 £¬ 1993 £© £® These tw o hypotheses £¬ however £¬ hold different view points about the roles of input and outputin SLA £® Krashen £¨1982 £¬ 1985 £© claim ed that only co m prehensible input causes language acquisition £¬ w hile Swain £¨1985 £¬ 1993 £© proposed that through output £¬ either speaking or writing £¬ language acquisition might occur too £® Their discrepant views aboutthe roles of input and output leave language teachers and learners in a dile m m a £® Should teachers m aximize co m prehensible input by providing students with lectures £¬ reading progra ms £¬ and listening opportunities £¬ as Krashen suggested £¬ or to arrange considerable speaking and writing opportunities for students to practice as Swain im plied £¿ The tim e in class or the tim e for learning a new language is limited £¬ and m ore tim e and effort on input m eans less tim e on output £® So m e researchers claim that both input and output are essentialin language learning £® However £¬ their claim cannot find support fro m relevant SLA theories £® If they cite Krashen ¬ð s £¨1982 £¬ 1985 £© point to support the m £¬ they cannot use Swain ¬ð s output hypothesis £¨1985 £¬ 1993 £© £¬ because £¬ logically £¬ one cannot believe that output does not cause acquisition and output leads to acquisition at the sa m e tim e £® This paper tentatively applies the sociocultural theory of Vygotsky £¨1896 £-1934 £© £¬ one of the m ost influential philosophers and psychologists in the 20th century and a representative of social constructivism £¬ to explore the roles of input and output in SLA £® As an inter £-discipline £¬ SLA has constantly been nourished by theories in the fields of philosophy £¬ psychology £¬ and sociology £¬ as well as linguistics £® 7 8

Annela Teemant

When we think of the ideal conditions for learning a new language, we often think of living in a country where that language is spoken. Intuitively, we feel that hearing the language every day and having the opportunity to practice speaking will help us to learn to speak fluently. Maybe you know someone who has had that kind of experience. Research studies confirm the fact that hearing the language spoken frequently and interacting with speakers of the language are two of the most important causes of language acquisition. But it is a little more complicated than that.

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Literature Review of Theories of Second Language Acquisition

• Douglas Broad
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Interlanguage concerning fossilization and universal grammar: a literature review on second and foreign language acquisition, psychological impact of languages on the human mind: research on the contribution of psycholinguistics approach to teaching and learning english, exploring influential factors and strategies for addressing speech delay of a child with autism spectrum disorder (asd) in english (l2) language acquisition, the effect of tpr tasks on word knowledge of thai primary school learners, attitudes of efl students regarding learner autonomy in english vocabulary acquisition, efl students’ perceptions on the use of storytelling towards english speaking proficiency, learning strategies used by esl pupils in a sub-urban primary school to develop listening skills.

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The Relationship Among Seventh Grade Students' Participation in Online Games, English Vocabulary Mastery, and Learning Motivation

Students’ perceptions on the use of group discussion method towards english speaking proficiency, using gamification to facilitate students’ self-regulation in e-learning: a case study on students’ l2 english learning, 14 references, the input hypothesis: issues and implications, native speaker/non-native speaker conversation and the negotiation of comprehensible input1, second language acquisition. a book of readings, mind in society, significance of learners' errors, play, dreams and imitation in childhood, related papers.

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Site search, search the education counts website, find pages with, narrow results by:, instructed second language acquisition: a literature review publications, publication details.

The purpose of this literature review is to examine theory and research that has addressed what constitutes effective pedagogy for the acquisition of a second language (L2) in a classroom context. In other words, the review seeks to answer the question: How can instruction best ensure successful language learning?

Author(s): Professor R. Ellis, Auckland Uniservices Limited. Report for the Ministry of Education.

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Introduction

This is not an easy question to answer, both because there are many competing theories offering very different perspectives on how instruction can promote language learning and because the empirical research does not always afford clear cut findings. We will endeavour to reflect the different theoretical viewpoints and findings in the review. To do otherwise would be to misrepresent the current state of research in this field.

However, in order to avoid the pitfalls of complete relativity, we will attempt to identify a number of general principles, based on theory and research, which we believe can provide a guideline for designers of language curricula and for classroom teachers. In proposing these principles we do not wish to adopt a positivist stance. We do not believe that the research findings to date provide definitive specifications for language instruction. Rather we wish to suggest, in line with Stenhouse's (1975) arguments, that the principles be viewed as 'provisional specifications' best operationalised and then tried out by teachers in their own teaching contexts.

The review begins with an examination of the learning theories that underlie three mainstream approaches to language teaching (Section A). From there, it moves on to consider empirical studies of classroom teaching and learning (Section B). Given the vast amount of research that has taken place over the last three decades, the research considered will necessarily be selective, focusing on key theoretical claims and seminal studies. These sections provide the basis for the identification of a set of general principles (Section C). The review concludes with a discussion of how the research can best be utilized by practitioners (Section D).Inevitably in a review of this nature, readers will be confronted with a number of technical terms. In some cases, where they are of central importance these will be defined in the main text. However, in cases where they are less central, they are defined in the glossary. All terms in bold print can be found in the glossary.

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