Rod Ellis The Study of Second Language Acquisition Oxford Applied Linguistics. pdf - Ebook download as PDF File .pdf) or read book online. Views 22MB Size Report. DOWNLOAD PDF Second Language Acquisition (Oxford Introduction to Language Study). Read more. Abstract: The case study presented here, deals with the subject of second language acquisition making at the same time an effort to show as much as possible.
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The Study of Second Language Acquisition, second ed., Rod Ellis. Lawrence Jun Zhang. Book reviews / System 38 () – References Parry, K. UCLA. Issues in Applied Linguistics. Title. The Study of Second Language Acquisition, by Rod Ellis. Oxford, UK: Oxford University Press, The Study of Second Language Acquisition. This book serves as a comprehensive, up-to-date, and accessible introduction to second language acquisition.
Blackboard used in class at Harvard shows students ' efforts at placing the diaeresis and acute accent diacritics used in the Spanish orthography. The distinction between acquiring and learning was made by Stephen Krashen as part of his Monitor Theory. According to Krashen, the acquisition of a language is a natural process; whereas learning a language is a conscious one. In the former, the student needs to partake in natural communicative situations. In the latter, error correction is present, as is the study of grammatical rules isolated from natural language.
The intervention group participated in language-enriched PE lessons based on an elaborated approach to second language learning acquisition. The control group did not receive any treatment. Both groups were pre-and post-tested in domain specific vocabulary, listening comprehension and use of local prepositions within the context of primary PE games.
Results Results from linear mixed-effect modelling suggest that the intervention group significantly improved domain specific vocabulary and listening comprehension in comparison to the control group. Conclusions The intervention was successful since the PE lessons contributed to the second language acquisition of young refugees. Therefore, this learning approach might also be useful for physical activity based second language learning activities in other PE contexts for early second language learners in primary school.
Introduction The number of refugees who, due to conflicts or persecution, left their home country fleeing to other countries is at the highest level in recorded history [ 1 ]. Many of them are children who are still required to attend school [ 2 ]. This increase of refugees also affects Germany and the whole German school system [ 3 ].
Since many German schools face the challenge to integrate these new students in everyday school routines to meet their academic needs as well as their wellbeing needs. Among others e.
Therefore, specific L2 learning activities are implemented into regular school routines. That is, individual language courses implemented additional to regular classes and integrated language learning [ 4 ], implemented within regular classes, even within Physical Education PE classes. To date, knowledge on the integration of L2 learning is scarce in German literature on PE [ 5 ] and only few methodological approaches for PE and L2 language integrated learning intPE-L2 exist [ 5 , 6 ].
All of them consider the promotion of basic interpersonal communication skills BICS and cognitive academic language proficiency CALP [ 7 ] as overall learning goals incorporating several learning strategies from the field of L2 learning literature [ 8 ]. However, these intPE-L2 approaches have not yet been examined regarding their effectiveness within school-based interventions.
Similar effects have also been found for preschoolers with speech impediment [ 11 ]. Furthermore, there is a plethora of evidence indicating that increased physical activity PA leads to better academic achievement [ 12 — 15 ], which is also evident for different language learning skills [ 16 — 17 ]. The theory of brain-based learning is suitable to explain these effects.
The theory states that moderate to vigorous physical activity MVPA effectively stimulates the brain [ 18 ]. In short-term, PA leads to immediate biochemical changes in cerebral regions thereby increasing attention and enhancing cognitive performance [ 19 ].
In long-term, regular MVPA fosters angiogenesis, neurogenesis, and synaptogenesis in brain areas that are important for the process of learning and memory [ 19 — 20 ].
Additionally, researchers verified both positive short and long-term changes in PA intervention programs for children [ 21 — 24 ]. L2 learning of young refugees within iPE-L2 approaches. Despite this evidence, no study has yet examined such effects among refugee children at primary school age.
We hypothesized that intPE-L2 learning activities in additional PE lessons may influence domain specific vocabulary learning, listening comprehension and use of local prepositions within the context of primary PE classes.
In a quasi-experimental study, we therefore investigated the effectiveness of a school-based intPE-L2 learning approach for young refugees. We predicted improved domain specific vocabulary learning, listening comprehension and use of local prepositions after the intervention.
The intervention was supposed to result in a better performance than mere schooling and maturation control group. This study is the first of this kind in Germany and should therefore be regarded as an exploratory analysis. Methods Participants Sixty-one young refugees took part in the study 34 males and 27 females, mean age 8. The refugees were chosen from different primary schools in the city of Essen North Rhine-Westphalia, Germany.
Inclusion criterion for the study participation was immigration to Germany in consequence of fleeing conflict or persecution [ 25 ]. For reasons of practicability the participants could not be randomly assigned to the study conditions intervention vs.
The intervention group 18 males and 13 females, aged 6—10 years , consisted of young refugees from six different countries Spain, Iraq, Italia, Romania, Syria and Uganda. Students from this group immigrated to Germany between and The study was conducted in accordance to the declaration of Helsinki [ 26 ] and approved by the ethics committee of the Medical Faculty of the University of Duisburg-Essen No. All parents and students provided their written informed consent before taking part in the study.
Intervention Procedure Trained teacher apprentices supervised the interventions. All of them obtained a degree in a pedagogic discipline Bachelor of Education. Ellis emphasizes that his study offers a variety of perspectives about second language learning and not a general model; as there is no single theory that adequately cover the range of hypothesis that this discipline has addressed.
In fact, there is a considerable disagreement among linguists whether to have a single framework at least, some principled selection among the positions on offer or multiple theories. The amount of explanations provided in SLA reflects the different purposes of researchers.
Some are concerned with language pedagogy and teaching strategies. Others are more interested in linguistics and the nature of language. Still others are involved with the sociology of multilinguism and how social context affects and are Book review I Lingua III affected by language.
For this reason, Ellis believes that SLA will continue to offer multiple views in theoretical matters. The Survey is written to be readable, to evaluate ideas, to stimulate thought in such a way that, although simple and uncluttered in form, it is critically challenging. In part two, Readings, the author includes texts from the specialist literature. In total, they are twenty-four readings divided in ten chapters. This section is quite different from the first one, the Survey, as the main purpose of Readings is to provide the reader with authentic materials extracted from other works in the field.
For every text, Ellis presents specific bibliographical information, a brief summary and, at the end, questions related to basic points in the fragment, which also interpolate with other issues discussed in the Survey.
In this way, the reader becomes familiar first with linguistic terms and second with texts that usually are not so readily accessible. This part becomes a necessary transition for those that want to pursue the discipline of second language acquisition. White considers how the universal grammar is still accessible to the second language learner.
The idea of section two is to initiate readers in understanding the basic points of literature in second language acquisition. Ellis focuses on references in part three.
He gives a concise selection of books and articles in the discipline for further reading. He does not only contribute with bibliographical information but also with accompanying comments, which deal with the issues discussed in every chapter of the survey. Although this section is brief 62 references , it is extremely useful and practical as references are classified according to their difficulty into introductory level, more advanced and more specialized and demanding. The book concludes with section four, the glossary.
This part explains terms used in a special or technical sense in the discipline of second language acquisition.
Their meanings are made clear in the Survey and in the other sections of the text but are again illustrated at the end, as a useful index. Those expressions that appear in the Survey are written in bold and then, followed by the page number. This index is an incredible help for the novice in the field.
Rod Ellis succeeds in his aim of helping to provide access to specialist knowledge and promote an awareness of the significance of second language acquisition in a clear and explicit way.
This book is not only helpful for students of linguistics but also for people with interests in the second language learning process without being academically engaged in applied linguistics per se. Such readers may discover the importance of understanding language for their own practical pursoses or for making them aware of phenomena, which appear central in their everyday lives. The text is neither lengthy nor too technical.
It does not provide specific features and concrete details. Those linguists looking for specialized scrutiny of specific issues in SLA will be disappointed. It does not reveal anything new in the field, but gives a large-scale view of different areas in second language acquisition.