Utente:Cicognac/Sandbox/5

L'acquisizione della lingua inglese è un percorso di apprendimento da parte di discenti nativi o stranieri della lingua inglese e, come dimostrato dalla ricerca scientifica, segue un pattern abbastanza preciso. Tali pattern sono stati investigati e interpretati dalla linguistica acquisizionale e possono servire a interpretare gli errori dei discenti, a individuare la loro posizione nel percorso di apprendimento e a impostare meglio la didattica delle lingue attraverso la didattica acquisizionale. L'inglese appreso come lingua straniera/seconda (L2) viene solitamente indicato negli studi internazionali come "English as a Foreign Language" (EFL) o "English as a Second Language" (ESL).

La lingua trattata nell'articolo è l'inglese standard, per cui non sono trattati dialetti e varietà locali anche prestigiose. Alcuni studi si basano sull'acquisizione dell'inglese come lingua nativa o "lingua prima" (L1), mentre altri lo intendono come L2, per cui i parlanti hanno come lingua nativa un'altra lingua che in taluni casi può provocare un'interferenza con L2.

Contestualmente, la didattica acquisizionale della lingua inglese è un insieme di conoscenze glottodidattiche e implicazioni pedagogiche che derivano dagli studi sull'acquisizione della lingua inglese e che sono discusse dagli stessi autori degli studi. Queste implicazioni pedagogiche sono mirate a migliorare l'insegnamento della lingua inglese come L2.

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• Glottodidattica
• Acquisizione linguistica
• Acquisizione della lingua cinese

In a study involving 20 French children (average age 5.5) learning English, Tellier (Reference Tellier2008) asked them to learn eight common words (house, swim, cry, snake, book, rabbit, scissors, and finger). Four of the items were associated with a picture while the other four items were illustrated by a gesture that the children saw in a video and then enacted themselves. The results showed that the enacted items were memorized better than items enriched visually by means of pictures.

They trained university students to learn 36 words (nine nouns, nine adjectives, nine verbs, and nine prepositions) in an artificial language corpus. For 18 items, participants only listened to the word and read it. For the other 18 items, participants were additionally instructed to perform the gestures proposed by the experimenter. Memory performance was assessed through cued native-to-foreign translation tests at five time points. The results showed that enacting iconic gestures significantly enhanced vocabulary learning in the long run. Goldin-Meadow, Nusbaum, Kelly, and Wagner (Reference Goldin-Meadow, Nusbaum, Kelly and Wagner2001) suggested that “gesturing may prime a speaker’s access to a temporarily inaccessible lexical item and thus facilitate the processing of speech” (p. 521)—an idea consistent with the Lexical Retrieval Hypothesis proposed by Krauss, Chen, Gottesmen, and McNeill.

However, gestures need not be semantically related to words to boost word learning and recall. Studies investigating beat gestures (rhythmic hand gestures that are associated with prosodic prominence) have demonstrated that watching these gestures also favors information recall in adults.

Furthermore, recent neurophysiological evidence seems to show that self-performing a gesture when learning verbal information leads to the formation of sensorimotor networks that represent and store the words.

He found that participants remembered actions better when they were performed either by themselves or by the instructor than when the actions were simply described verbally.

All in all, the results reported by this line of work have shown that hand gestures do not make a difference when learning phonological contrasts like length contrasts in Japanese (but lips do).

https://www.cambridge.org/core/journals/studies-in-second-language-acquisition/article/observing-and-producing-pitch-gestures-facilitates-the-learning-of-mandarin-chinese-tones-and-words/6BF1D83445A4C9E136CE01F7C53CE193

Nevertheless, in general a brusque diffusion is still expected by the geyser effect, i.e. “when a new construction enters the child’s grammatical repertoire, we first see only a few examples, but these are followed soon after by regular use and within a few months by an explosion of examples” (Snyder, 2007:70).

https://hal.science/hal-03018225/file/2017_tang_acquistion-of-classifiers-and-measure-words.pdf

In the generative framework, ba is widely regarded as a light verb that assigns an Accusative Case to its object (Bender, 2000; Tian, 2003; Huang et al., 2009).

This suggests that bei-construction is extremely rare in the input. Apart from syntactic complexity, bei-construction has the semantic connotation that the patient argument has undergone some adverse influence from the action of the agent argument (e.g., Shi, 2005)

In Mandarin, the difference between simplex activity verbs and resultative verb compounds has to do with telicity. A telic event has a natural endpoint, after which the event cannot conceivably continue

https://www.lingref.com/cpp/gasla/9/paper1637.pdf

Li and Xu (2009) conducted a survey on two Australian international students (native English speakers), collected negative structures as corpus through free conversation, and analyzed deviations of learners' use of ‘bù’ and ‘méi’ negative structures from three learning stages. Research shows that the mixed use of ‘bù’ and ‘méi’ is extremely complex, and this bias does not diminish as the learning stage progresses, tending to use ‘bù’ when they deny the present or the future; Learners often use a mixture of " bù" and ‘méi’ when referring to past behaviors or situations.

D. Create a Good Learning Environment

Yaoundé secondary schools can consider establishing a Chinese exchange meeting to encourage students of all grades to communicate. They can also invite Chinese native speakers to exchange their knowledge and experiences with students on how Chinese people use the negative adverbs ‘bù’ and ‘méi’. This would help them to improve their understanding of these negative adverbs.

A classroom is an essential place for students to learn Chinese, and most of the language-knowledge they gain comes from school. Cognitive psychology reveals that when a person receives new information, it is difficult for the brain to absorb a large amount of data, so the data is reduced to a portion. Therefore, teachers must consider whether the amount of knowledge and information taught is reasonable for teaching in the classroom. Too much information will overload students’ memories, resulting in ‘generalization’. Generalization occurs when there is confusion between different pieces of knowledge and the student’s nervous system stagnates, resulting in students using their knowledge in a disorganized way. Therefore, teachers should not ignore the limitations on the amount of information a student can intake in class. Information should be effectively controlled and disseminated to suit the needs of the students. For example, in teaching ‘bù’ or ‘méi’, teaching tasks should be set separately to ensure that the time is sufficient for students to learn the material, and the difficulty level is not too high. In this way, teaching activities will become more efficient.

DOI: https://doi.org/10.17507/tpls.1210.17

The term ‘transfer’ in general refers to “the extent to which knowledge and skills acquired in one situation affect a person’s learning or performance in a subsequent situation” (Ormrod 2014, 206). Transfer affects all areas of language; it is a narrower term than ‘crosslinguistic influence’, although the two are often used interchangeably (Ringbom 2012). While in SLA this notion is used across different theoretical frameworks, views about linguistic transfer have undergone considerable change. Initially, it was assumed that the ‘habits’ of the L1 would be automatically carried over into the L2; now, scholars agree that L1 transfer works in complex ways and constitutes only one of the many factors and processes involved in L2 acquisition (Gass 1996). Research has shown that transfer-related differences apply mainly to early stages of learning: as learning progresses, all learners apply strategies and processes that are closer and closer to the TL (Ringbom 2012, 399). Traditionally, two types of transfer were distinguished: ‘positive transfer’ takes place when the influence of previous knowledge leads to flawless or rapid acquisition/use of new knowledge; ‘negative transfer’, on the other hand, occurs when such influence leads to errors or acquisitional issues.

TL words and structures without L1 parallels provide the learner with no concrete item transfer and are therefore often avoided as they are perceived as redundant. At one stage children learning L1 frequently produce forms like runned, goed for ran, went, thus avoiding what they apparently perceive as unnecessary redundancy for expressing past tense. Similarly, L2 learners initially also avoid what is perceived as redundant in the TL. (Ringbom 2012, 399; emphasis added).

Moreover, studies show that, with respect to other L2 linguistic features, L2 word order is comparatively more influenced by L1 word order (James 1998).

https://iris.unive.it/handle/10278/3728025