Introducing Second Language Acquisition

Saville‐Troike, Muriel

doi:10.1017/cbo9780511808838

Cited by 90 publications

(84 citation statements)

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“…Input should be noticed by learners (Nation, 1996). The degree of noticing or awareness can be influenced through the frequency of encounter with target language items, perceptual saliency of the items, instructional strategies that can direct learner attention, readiness to notice particular items, and the nature of activity the learner is engaged in (Schimdt, 1990, in Saville-troike, 2006.…”

Section: Literature Review Classroom Instruction and Interlanguagementioning

confidence: 99%

“…Also, the respondent is able to produce free error sentences which have the same pattern as his native language such as 'I remember that', 'Yeah we can learn English together', and 'I must go to my course'. All the well-constructed sentences allow the structure appropriate in both languages (Saville-troike, 2006), in this case Indonesian and English. When we produce L1/ NL structure and it is applicable in TL it is called positive transfer (Saville-troike, 2006;de Bot, Lowie, & Verspoor, 2005).…”

Section: What Kinds Of Grammatical Errors Are Committed By the Student?mentioning

confidence: 99%

“…All the well-constructed sentences allow the structure appropriate in both languages (Saville-troike, 2006), in this case Indonesian and English. When we produce L1/ NL structure and it is applicable in TL it is called positive transfer (Saville-troike, 2006;de Bot, Lowie, & Verspoor, 2005). This positive attitude is indeed helpful for the students, yet the students should be also exposed to other structures which are essential or at least used more frequent in daily conversation.…”

Section: What Kinds Of Grammatical Errors Are Committed By the Student?mentioning

confidence: 99%

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Exploring the Instruction’s Impacts on Students’ Grammatical Errors in Internet-Mediated Communication

Fuyudloturrohmaniyyah

2018

IJE

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Since its appearance in Second Language Acquisition (SLA) by Selinker in 1972, massive studies of interlanguage have been carried out in numerous EFL/ESL classrooms as it is worth researching to gain plausible factors which either facilitate the TL learning or making it suffers. Therefore, this study tries to see the impact of English course instruction toward a student's interlanguage. The data are grammatical errors made by the student during internet-mediated texting which are later on analyzed qualitatively. The result shows that structurally all the errors caused by direct translation from the student's native language, Indonesian, to English. This phenomenon seems to be predictable as during the instruction the student is provided barely with English sentences which differ from Indonesian structure. Therefore, it is expected that the teachers as well as the institution redesign the content of learning to expose students to English which might be different from Indonesian yet will be very crucial to establish satisfying communicative competence.

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Section: Literature Review Classroom Instruction and Interlanguagementioning

confidence: 99%

Section: What Kinds Of Grammatical Errors Are Committed By the Student?mentioning

confidence: 99%

Section: What Kinds Of Grammatical Errors Are Committed By the Student?mentioning

confidence: 99%

See 1 more Smart Citation

Exploring the Instruction’s Impacts on Students’ Grammatical Errors in Internet-Mediated Communication

Fuyudloturrohmaniyyah

2018

IJE

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“…According to Saville (2006), generally, the obstacles cause difficulties in learning pronunciation are inter-language transfer (phonological interference) and extra-lingual factors. Phonological interference is a factor associated with the similarities and differences of the sound system between two or more languages being studied.…”

Section: Constraints Cause Learning Difficulties Pronunciationmentioning

confidence: 99%

The Difficulties in Pronunciation of Fricatives [f] and [v] by Learners of English Whose First Language is Dayak Ngaju: Applied Linguistics

Ristati

2017

IJLLC

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This paper aims to describe (1) the difficulties in pronouncing [f] and [v] by the learners of English whose first language is Dayak Ngaju, (2) constraints that cause difficulty in learning English pronunciation, and (3) the application of drill method as an attempt to solve the problem of learning English pronunciation. This study is included in applied linguistics. Problem identification is done by using contrastive analysis. The approach used is qualitative and quantitative descriptive approach. The instruments used to collect data research are a test, observation, and interview. Location of the study is in SMA PGRI Palangka Raya. Based on the pre-test result, the learners' mastery level only 60% (under the minimum completeness criteria or KKM). The learners pronounce the sound fricativeWhile the factors that cause difficulty are the phonological interference (interlingual transfer). As for extra-lingual factors are (1) the teachers of English have a lack of knowledge in English pronunciation, (2) the strategy applied in teaching pronunciation is not right, and (3) facility and infrastructure are inadequate, as there are no video, LCD, and language laboratory. The effort done to solve the difficulties of English pronunciation are first, the teachers follow workshop on English phonetics and phonology along with the strategy used to teach pronunciation, that is drill method. Secondly, the teachers apply drill method in pronunciation class in the form of Classroom Action Research (CAR). After the treatment is given in the form of CAR, then the mastery level is increased, it has reached 75% (already reached KKM). The learners of English pronounce correctly English sounds [f] and [v].

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“…It shifted the role of error to a positive indicator of learners' mental processes that take place during the learning of the target language from a sinful act that cannot be tolerated as suggested by CA. Despite an advanced standpoint made by EA, it soon came under attack, because it failed to account for what occurs in the learner's mind and it was of ambiguity to distinguish whether the errors are derived from L1 influence or from a universal developmental process (Bitchener & Ferris, 2012;Saville-Troike, 2005).…”

Section: Early Perspectives On Error and Cf In Slamentioning

confidence: 99%

Corrective Feedback in SLA: Theoretical Relevance and Empirical Research

Chen¹,

Lin²,

Lin³

2016

ELT

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Corrective feedback (CF) refers to the responses or treatments from teachers to a learner's nontargetlike second language (L2) production. CF has been a crucial and controversial topic in the discipline of second language acquisition (SLA). Some SLA theorists believe that CF is harmful to L2 acquisition and should be ruled out completely while others regard CF as an essential catalyst for L2 development. The last two decades have witnessed a dramatic increase in empirical research on the effectiveness of CF. This article, with an aim to provide an informed knowledge of the potential role of CF, briefly traces the history of research on CF and proposes some recommendations for further studies. It starts by surveying a range of theoretical stances on the role of error and error correction (also known as CF) in SLA. It then moves into detailed discussion of three issues on CF heatedly debated either within a cognitive or a sociocultural framework. By examining the empirical findings, some possible topics for further studies are uncovered.

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Introducing Second Language Acquisition

Cited by 90 publications

References 0 publications

Exploring the Instruction’s Impacts on Students’ Grammatical Errors in Internet-Mediated Communication

Exploring the Instruction’s Impacts on Students’ Grammatical Errors in Internet-Mediated Communication

The Difficulties in Pronunciation of Fricatives [f] and [v] by Learners of English Whose First Language is Dayak Ngaju: Applied Linguistics

Corrective Feedback in SLA: Theoretical Relevance and Empirical Research

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