Researching Creativity in Second Language Acquisition:Book Review

In the realm of psychology and language acquisition,the exploration of“individual differences”-encompassing attributes such as personality traits,motivation,and language aptitude-has long been a focal point of scholarly investigation.Within this sphere,the book“Researching Creativity in Second Language Acquisition”by Ashleigh Pipes offers a fresh perspective on the role of creativity as a significant individual difference in Second Language Acquisition(SLA).Positioned against the backdrop of extensive empirical research on individual differences,this book stands out by focusing on the often overlooked aspect of creativity,which Pipes argues,holds paramount importance in SLA.

A Review of Research on Second Language Acquisition from a Positive Psychology Perspective

This paper reviews the research on second language acquisition from the perspective of positive psychology.First,it introduces the background and purpose of the study and discusses the significance of the application of positive psychology in the field of language acquisition.Then,the basic theories of positive psychology,including the core concepts and principles of positive psychology,are summarized.Subsequently,the theory of second language acquisition is defined and outlined,including the definition,characteristics,and related developmental theories of second language acquisition.On this basis,the study of second language acquisition from the perspective of positive psychology is discussed in detail.By combing and synthesizing the literature,this paper summarizes the current situation and trend of second language acquisition research under the perspective of positive psychology and puts forward some future research directions and suggestions.

Analysis of an Output-Oriented Teaching Method in College English under the Second Language Acquisition Theory

In the context of economic globalization,English has become increasingly essential for students’communication and professional activities,necessitating higher proficiency in speaking and listening.The theory of second language acquisition posits that college English teaching can purposefully guide students’learning and facilitate unconscious language acquisition.By integrating an output-oriented teaching method,students are provided with opportunities to practice and apply English,thereby addressing the traditional issue of“separation of learning and use.”This paper examines the application value of the output-oriented teaching method in college English under the second language acquisition theory and proposes several strategies to enhance college English classroom teaching.The goal is to develop students’linguistic competence and improve their practical English skills.

Research on the Application of Second Language Acquisition Theory in College English Speech Teaching

The teaching of English speeches in universities aims to enhance oral communication ability,improve English communication skills,and expand English knowledge,occupying a core position in English teaching in universities.This article takes the theory of second language acquisition as the background,analyzes the important role and value of this theory in English speech teaching in universities,and explores how to apply the theory of second language acquisition in English speech teaching in universities.It aims to strengthen the cultivation of English skilled talents and provide a brief reference for improving English speech teaching in universities.

Idioms,Collocations,Formulaic Phrases and Second Language Acquisition

Idioms,collocations,and formulaic phrases are three factors playing the important role in the second language acquisition(SLA).This essay firstly deals with the definitions of these concepts,then it illustrates the importance of them to SLA on two perspectives—idioms,collocations,and formulaic phrases respectively and they regarded as a whole.Therefore,in this way,the essay may lead to the answer the question“How are idioms,collocations,and formulaic phrases important to SLA?”

A Comparison study of First and Second Language Acquisition

More focuses of foreign language teaching theory and practice are on the study of first language and second language acquisition. The article deals with the concept of first and second language acquisition, the relationship between them and the factors influencing on them. The characteristics of the children acquisition and adult acquisition are also studied.

FIRST LANGUAGE ACQUISITION AS A MODEL FOR SECOND LANGUAGE ACQUISITION: THE TOTAL PHYSICAL RESPONSE APPROACH IN SECOND LANGUAGE LEARNING AND TEACHING

L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and not only by imitation. There seems to be some "innate capacities" that make children start to speak at the same time they do and in the way they do it. Adults learning a second language usually are controlled more by their motivation. But language input is important for both L1 and L2 acquisition. Though there are differences between CL1 and between CL2 and AL2, the way in which these learners acquire some of the grammatical morphemes is similar. This, together with some other evidence, shows that it is not only children who can acquire language. Adults can also acquire a language. But when adults acquire a language, they should also learn it. Some of the ways in which children acquire their language can be used as a model for L2 acquisition, even for Chinese students whose language is unrelated to English and whose culture is different. Learning the culture of the English-speaking countries will benefit the learning of the language. Like children, listening should also be well in advance of speaking in L2 acquisition. To train listening comprehension skills, Asher’s TPR approach proves more effective. TPR approach is at the moment limited to the beginning stage only. In order for students to gain all the five skills in a second language learning, namely, listening, speaking, reading, writing, and interpreting/translating, other methods should be used at the same time, or at later stages.

Importance of Input and Interaction in Second Language Acquisition

Nowadays,SLA(Second Language Acquisition) is a hot topic and is attached great importance at both home and abroad.Input and interaction are taken as two very important factors have great impact on the learners' L2 acquisition level and quality.The former research on the above two factors is productive and a lot of research on the importance of input and interaction in SLA is being conducted.Krashen's Input Hypoth-esis and Long's Interaction Hypothesis are the two most influ-ential ones.This thesis first giv...

On General Principles of Second Language Acquisition

It is hard to set a precise date on when second language acquisition research first established itself as a field of enquiry. The paper is to stress the principles of second language acquisition. There are many to discuss but in my point of view are mainly the following eight： Language acquisition is changeable and language acquisition is cultural acquisition and long-term process, and at the same time social factors, individual learners＇ differences, native language proficiency and multi-language dictionary should all be considered while in research of the language acquisition. What＇s more, much attention should be paid to second language acquisition since it is not only useful in acauisition of language but also in the field of natural science.

The Influence of Learning Style on Second Language Acquisition

Different theorists hold their own idea of learning style and thus lead to various models of learning style. Numerous studies in the field of second language acquisition has been done to prove whether there is a correlation between learning style and second language achievement. The bulk of research indicates that there is a strong relationship between learning styles and language learning outcomes. Learning style is of great importance in second language learning.

Exploration on Learning Strategy in Second Language Acquisition

Learning strategies can be seen as particular techniques used by learners to have a good mastery of a second language.This articles aims to summarize the different opinions about learning strategies from different scholars in the hope of inspiring peo⁃ple to seek for more efficient strategies to be successful learners.

Activity theory and second language acquisition

As recently as 1999, activity theory, one of the sub-theories of sociocultural theory, was described as ＂a well kept secret＂, now is one of the most popular theories in second language acquisition. In this article, the author will present a few research projects that adopt activity theory to investigate language learning, to show how activity theory brings new insights into language acquisition.

Construction Grammar and Its Implications for Second Language Acquisition

Construction grammar attempts to reveal the nature, structure, and functions of language. As a theoretical system of language based on cognitive linguistics, construction grammar is a reaction and thus a contrast to the traditional generative grammar. This paper tries to outline the major propositions of construction grammar and construction theory, analyses the significance of constructions and their relations to second language acquisition （SLA） and the routes of construction acquisition in SLA, plus the orientations in research on the relations between construction acquisition and SLA.

Literature Views on Second Language Acquisition The Ways of Incorporating Interaction and Participation

Most current theories of second language acquisition and current views on methods and approaches to teaching English as a second language place a high value on student participation and interaction in the language classroom. This interaction may be between teacher and student and/or student and student. Despite this, in many English classrooms around the world, students have very few opportunities to interact in the second language. In this paper, using the literature on second language acquisition research and methodology to prepare a case which highlights why teachers and course designers should find ways to incorporate second language interaction and student participation in their language classes despite the practical difficulties they may face.

Probes Into Application of Multi-media Technology in Teaching Chinese as the Second Language Acquisition Class

The multi-media teaching method refers to using computer as a teaching assistant in the teaching Chinese as the second language （TCSL） class. The purpose of employing multi-media technology is to encourage students＇ class participation, giving them explicit and specific impression of abstract contents and cultivating their intuitive grasp of linguistic points. Based on the current study of usage of multi-media technology in class teaching, this paper attempts to investigate mainly on its positive influence of multi-media technology in teaching.

A Study on the Second Language Acquisition for Chinese Simple Directional Complement

Complement is a typical feature of Chinese grammar, and it seldom appears in other languages. Because of its complexity, it is very difficult for Chinese learners all over the world. The paper takes seven groups of simple directional complement （SDC）, ＂V-Shang＂, ＂V-Xia＂, ＂V-Jin＂, ＂V-Chu＂, ＂V-Kai＂, ＂V-Qi＂, and ＂V-Hui＂, as research goals. The investigation on second language acquisition （SLA） is carried out in terms of different native languages. The conclusion can be drawn that native language has a close relationship with SLA, because of their difference in Semantic Incorporation. In addition, the category of SDC is also an important factor influencing SLA.

The Influence of Affective Factors on Second Language Acquisition

Language learning is a complicated process which is influenced by many factors,including cognitive factors,environmental factors and affective factors.The importance of affective factors in language learning has gained increasing attention in recent years.Based on the affective filter hypothesis(Krashen,1985),this study mainly investigates four important affective factors,namely,attitude,character,inhibition,and teacher-student empathy.Through a questionnaire survey,this study analyzes the current situation of learning affections of high school and college students,and compares their influence on second language acquisition.The results show that attitude,inhibition,and teacher-student empathy affected high school students more than college students,and character affected neither high school students nor college students.The results provide some implications for English teaching.

On L1 Negative Transfer in Second Language Acquisition Based on Chinese Students’Writing Composition

There is negative transfer of first language(L1)in second language acquisition,which generally introduces language errors,hindering learners’second language acquisition.Taking EFL learners’English composition as an example,this thesis analyzes the language errors caused by the negative transfer of L1.This thesis is conducted as the following four stages:The first part is an analysis of the relationship between language and thinking patterns,drawing forth the concept of language transfer;the second part is the literature review on second language acquisition and language transfer;the third part is the statistical analysis of the collected 110 samples;and the fourth part is the practical and innovative suggestion.This thesis aims to assist English acquirers in understanding the negative transfer of L1 and provide effective and practical measures in the future English teaching.

The Second Language Acquisition of English in China: The Case Study of Chinese ESL Learners in Australia

English has been learned as the second language in China for decades.However,the study about English teaching and learning is mainly linked with development in instruction methods,while few views of English learners have been involved.This case study interviewed five Chinese overseas students in Australia,asking about their prior English learning experience in China to investigate English study in an anglophone context.The analysis of the interview reveals deficiencies of input,interaction and out-put in English classrooms in China,which contributes to the potential methods of improvements in the future.

Is Input Sufficient in Second Language Acquisition?

Through a review of the literature,it appears that input is key factor in Second Language Acquisition(SLA).However,a great number of evidence indicates that input alone is not sufficient for SLA.Output and interaction are both have a great influence on L2 acquisition.Therefore,input,output and interaction should be linked together in order that second language learners can maximize their potential to acquire the target language.