Bilingualism and cognition

Conversational implicatures, as a complicated aspect of pragmatic skill, transmit meanings beyond its literal articulation and pose significant interpretive challenges for second language learners. The objective of the present study was to examine how well Turkish and Pakistani learners understood conversational implicatures in English. The study employs a categorization of conversational implicature developed by Grice (1975), Arseneault (2014), Bouton (1994), and Roever (2011). The study involved 160 undergraduate students from Pakistan and Turkey. The findings reveal that Turkish learners comparatively showed a higher level of comprehension of the conversational implicatures as observed from their use of idiosyncratic implicatures (81%) in English than the Pakistani EFL learners (67.8%). Moreover, the formulaic implicatures were proved to be more problematic than the idiosyncratic implicatures for both Pakistani (59%) and Turkish learners (76.1%). Turkish students performed better on Idiomatic (93%) and Quantity (91%) categories. However Pakistani students scored higher on Quality (73%) and Manner (73%) categories. However, both of the groups struggled with POPE-Q, Sequential, and Relevance implicatures the most. The findings are beneficial for teaching and learning the English language by establishing areas that require improvement in learners.

How do the two languages of bilingual individuals interact in everyday communication? Numerous behavioral-and event-related brain potential studies have suggested that information from the non-target language is spontaneously accessed when bilinguals read, listen, or speak in a given language. While this finding is consistent with predictions of current models of bilingual processing, most paradigms used so far have mixed the two languages by using language ambiguous stimuli (e.g., cognates or interlingual homographs) or explicitly engaging the two languages because of experimental task requirements (e.g., word translation or language selection). These paradigms will have yielded different language processing contexts, the effect of which has seldom been taken into consideration. We propose that future studies should test the effect of language context on cross-language interactions in a systematic way, by controlling and manipulating the extent to which the experiment implicitly or explicitly prompts activation of the two languages.

This paper examines the benefit of nursery rhymes in literacy acquisition. It begins by discussing the history and attribution of various rhymes and the linkage of nursery rhymes with Mother Goose. It then suggests literacy advantages of children who know nursery rhymes over children who do not, which include the abilities to: (1) learn the intonation patterns of a language; (2) learn new words and concepts; (3) understand the basis of learning to read and write; and (4) appreciate poetry. The paper concludes that exploring rhymes in games, poetry and songs are enjoyable ways to provide knowledge and skills that can later help children become successful readers and writers. (Contains 16 references.) (EF) Reproductions supplied by EDRS are the best that can be made from the original document.

We assessed simultaneous bilinguals and monolinguals on inhibitory control and episodic memory, and assessed their grey matter volumes in brain regions known to be involved in language processing, executive control and memory. Bilinguals outperformed monolinguals on episodic memory, and performance on the memory and inhibition tasks were correlated, only in the bilingual group. This suggests that the bilingualism-related benefits on memory are related to individual differences in executive control. We found larger grey matter volumes in bilinguals in left pars opercularis and in bilateral SFG, caudate nuclei, and parasubiculum. Episodic memory performance was correlated with volumes of bilateral posterior hippocampi, again only in the bilinguals, again suggesting that bilingualism may be driving this effect. Finally, we found positive structural covariance between the volumes of the bilateral parasubiculum and that of important components of the executive control network. We provide a novel, mechanistic explanation accounting for observed behavioural advantage and brain structural differences: bilingualism may boost the prefrontal cortex-hippocampal neural circuitry commonly underlying both executive control and memory, via cascade and reverberant effects, leading to synergistic benefits in both cognitive domains. This new framework has important implications for protective effects on cognition and brain health in relation to second language learning.

The English Resultative Construction (ERC) is a satellite-framed structure with no identical equivalent in Spanish. In a series of studies, we analyzed and compared recognition (acceptability judgment task) and comprehension (sentence comprehension task) of three ERC subtypes with the English Depictive Construction (EDC) (which has a Spanish counterpart) by Spanish speaker learners of English as a Foreign Language (EFL). Results showed that: 1) EDCs were better recognized than ERCs by L2 learners, but highly proficient participants were closer to English native speakers' performance, 2) Less proficient EFLs comprehended EDCs better than those ERC subtypes that were further from Spanish (ERC Property and Fake reflexive). We interpret our findings in terms of an interlinguistic distance gradient, where those constructions present (EDC) or closer (ERC-Path) to L1 are more readily acquired. This effect seems more prominent at lower EFL proficiencies, and fades as proficiency increases, evolving towards a more native-like pattern.

This paper examines the role of bilingual education in enhancing academic performance and social skills among elementary school learners. A review of literature reveals significant correlations between bilingualism, academic achievement, and social development. By analyzing various studies, this paper highlights the benefits of dual language programs and their implications for educational policy.

Proper nouns and common nouns represent a specific and distinct linguistic category
within the French language. This study examines the lexicographical treatment of proper
and common nouns in French borrowed from Arabic, as presented in the Historical
Dictionary of the French Language. Using an analytical and comparative method applied
to a corpus of 32 lexemes, the study highlights four key findings : (1) proper and common
nouns borrowed from Arabic have equivalents in French ; (2) they retain the same
linguistic category as their original form in Arabic ; (3) they exhibit referential
concordance, either total or partial, with their Arabic origins ; (4) they serve
as derivational bases in the French language. This research sheds light on the
mechanisms of integration and adaptation of Arabic borrowings into the French lexicon,
while emphasizing the contribution of the Historical Dictionary to understanding these
linguistic phenomena.

Although, a lot has been said about the good language learners, not much is known about the adult learners and the strategies they use in order to further improve and acquire their second language learning skills. Thus, this study aims to identify language learning strategies employed by successful language learner among adult learners of Teaching English as a Second Language (TESL) students for improving their five main skills which include writing, reading, listening, speaking, vocabulary and grammar. This study employed a mixed-method research design where survey and semistructured interview were conducted in collecting the data. Ten students were selected using purposive sampling technique. The questionnaire for the survey was adopted from Andrew D. Cohen and Julie C. Chi's Language Strategy Use Inventory Semi structured interview was also done for triangulation. Based on the findings, it has been identified that learners use language learning strategies in order to become good language learners. The respondents have pretty much the same preferences in using the language learning strategies. However, although different learners preferred different language learning strategies, there are some strategies that are leading among good language learners. All of the respondents tend to make use of all three categories of language learning strategies which are cognitive, meta-cognitive and socio affective. They tend to use different categories of language learning strategies for different skills that they would to acquire and enhance on.

In recent years, 21st century learning has been at the centre of Malaysian education system. Digitalise learning is the way forward for students in Malaysia. However, students have high language learning anxiety especially in speaking in the second language. This small scale case study through an online collaborative project has been adapted to explore students’ perception towards an awareness campaign as a part of an English lesson using Skype in the Classroom. Ten year 6 (12 years old) primary school students around Malaysia were selected. Students were interviewed on their learning experience, interaction and motivation with using Skype in the Classroom. A video recording analysis was used to further support the findings. Results showed that Skype in the Classroom reduced students’ anxiety and further develop their speaking skill. Keywords— Language anxiety, Skype in the Classroom, Speaking, Education

Was Hänschen nicht gelernt hat, lernt Hans nimmermehr, weiß der Volksmund. In der Tat nimmt die Geschwindigkeit von Lernprozessen bzw. von deren neuronalem Korrelat, der Neuroplastizität, mit zunehmendem Alter ab. Die Daten hierzu sind sogar beängstigender (um nicht zu sagen: für einen erwachsenen Menschen deprimierender), als man zunächst vermuten könnte: Wer meint, dass die Abnahme der Lerngeschwindigkeit ein Problem der Rentner sei, der irrt. Erstens ist es kein Problem allein der Rentner, und zweitens ist es nicht eigentlich ein Problem ...

В данной статье освещается формирование и развитие отдельных элементов языка через призму возрастного развития мозга. При рассмотрении результатов ряда ERP-исследований, особое внимание уделяется влиянию сенситивного периода на освоение первичной грамматики и синтаксической обработки языка.

This article highlights the formation and development of individual elements of language through the prism of age-related brain development. In reviewing the results of a number of ERP studies, special attention is paid to the influence of the sensitive period on the acquisition of primary grammar and syntactic processing of language.

No final dos anos 1980, o pesquisador Wilhelm Wundt (1900) constatou que a psicologia cognitiva está interligada à linguística e vice-versa. Esse posicionamento teórico promoveu, na prática, uma aproximação entre linguistas e psicólogos. Um marco dessa junção ocorreu em 1953, durante um seminário de verão na Universidade de Indiana, resultando no surgimento da psicolinguística. Entre as teorias e os métodos voltados à compreensão da linguagem humana, destaca-se o Programa Minimalista proposto por Noam Chomsky, a partir do qual se desenvolveu a Psicolinguística Experimental. Esta tem como objetivo investigar como se dá o processo de produção e compreensão da linguagem pelos seres humanos. A Psicolinguística Experimental expandiu-se para diversas áreas da Linguística, incluindo a Morfologia. Nesse contínuo esforço para compreender o processamento linguístico, surgiu a Morfologia Experimental, que, por meio de testes off-line e on-line, foram e vem sendo aplicada por morfólogos, como Alina Villalva e Rafael Minussi (2020), em seus objetos de pesquisa. Esses estudos visam verificar e contribuir para o avanço dos objetivos propostos pela Psicolinguística Experimental.

Speech learning model aims to explain the variables contributing to the differences in L2 phonetic productions. Most previous studies comparing L2 vowel production with L1 vowel production mostly attribute the differences to the mother tongue inference, which is also proposed by Speech learning model. However, the past transfer studies show a number of discrepant findings even regarding the same L2 vowel production. Therefore, this systematic review collected past studies compared L2 vowel production with L1 vowel production to understand the causes to the discrepant findings. Relevant articles published 2000 onward were searched with key words, such as "L2 accented English", "vowel space", "L2 Formants", "Chinese-accented English", "comparing Chinese English" in the online database. In the initial search with the key words, 120 articles were found. After two screenings on titles and abstracts, and based on inclusion and exclusion criteria, 14 articles were kept to be reviewed. Another search was conducted by referring to the reference lists of the selected articles. Another 2 articles were added, which is 16 articles totally reviewed in this paper. This review starts with a review on the speech learning model. Then synthesizing and analyzing the collected articles are followed. Pedagogical implications and recommendations for future studies regarding the language transfers studies are discussed.

Previous research has found that bilingual speakers' first (L1) and second languages (L2) are differentially associated with their emotional experiences. Moreover, bilinguals appear to code-switch (alternate between two or more languages in a single conversation) during emotional episodes. However, prior evidence has been limited to clinical case studies and self-report studies, leaving open the specificity of the link between code-switching (CS) and emotion, and its underlying mechanisms. The present study examined the dynamic associations between CS and facial emotion behavior in a sample of 68 Chinese-American parents and children during a dyadic emotion-inducing puzzle box task. Specifically, bilingual parents' language use (L1 Chinese or L2 English), CS behavior (L1àL2 or L2àL1 switches), and facial emotion behavior (positive and negative valence) were coded at each 5-second interval. Multilevel modeling was used to analyze whether facial emotion behavior predicted later CS, and vice versa. We found that negative facial emotion predicted higher subsequent CS in both L1àL2 and L2àL1 directions, with stronger associations for the L2àL1 direction. On the other hand, positive facial emotion was associated with lower contemporaneous L2àL1 CS. CS did not predict later facial emotion behavior, suggesting language switching may not have an immediate effect on emotion. The present findings are consistent with the idea that emotional arousal, especially negative arousal, reduces cognitive control and may trigger spontaneous CS. Together, these findings provide insight into why bilingual speakers switch languages during emotional episodes, and hold implications for clinical interventions serving bilingual individuals and families.

Previous research has found that bilingual speakers' first (L1) and second languages (L2) are differentially associated with their emotional experiences. Moreover, bilinguals appear to code-switch (alternate between two or more languages in a single conversation) during emotional episodes. However, prior evidence has been limited to clinical case studies and self-report studies, leaving open the specificity of the link between code-switching (CS) and emotion, and its underlying mechanisms. The present study examined the dynamic associations between CS and facial emotion behavior in a sample of 68 Chinese-American parents and children during a dyadic emotion-inducing puzzle box task. Specifically, bilingual parents' language use (L1 Chinese or L2 English), CS behavior (L1àL2 or L2àL1 switches), and facial emotion behavior (positive and negative valence) were coded at each 5-second interval. Multilevel modeling was used to analyze whether facial emotion behavior predicted later CS, and vice versa. We found that negative facial emotion predicted higher subsequent CS in both L1àL2 and L2àL1 directions, with stronger associations for the L2àL1 direction. On the other hand, positive facial emotion was associated with lower contemporaneous L2àL1 CS. CS did not predict later facial emotion behavior, suggesting language switching may not have an immediate effect on emotion. The present findings are consistent with the idea that emotional arousal, especially negative arousal, reduces cognitive control and may trigger spontaneous CS. Together, these findings provide insight into why bilingual speakers switch languages during emotional episodes, and hold implications for clinical interventions serving bilingual individuals and families.

Previous research has found that bilingual speakers’ first (L1) and second languages (L2) are differentially associated with their emotional experiences. Moreover, bilinguals appear to code-switch (alternate between two or more languages in a single conversation) during emotional episodes. However, prior evidence has been limited to clinical case studies and self-report studies, leaving open the specificity of the link between code-switching (CS) and emotion, and its underlying mechanisms. The present study examined the dynamic associations between CS and facial emotion behavior in a sample of 68 Chinese-American parents and children during a dyadic emotion-inducing puzzle box task. Specifically, bilingual parents’ language use (L1 Chinese or L2 English), CS behavior (L1L2 or L2L1 switches), and facial emotion behavior (positive and negative valence) were coded at each 5-second interval. Multilevel modeling was used to analyze whether facial emotion behavior predicted later CS, and ...

Previous research has found that bilingual speakers' first (L1) and second languages (L2) are differentially associated with their emotional experiences. Moreover, bilinguals appear to code-switch (alternate between two or more languages in a single conversation) during emotional episodes. However, prior evidence has been limited to clinical case studies and self-report studies, leaving open the specificity of the link between code-switching (CS) and emotion, and its underlying mechanisms. The present study examined the dynamic associations between CS and facial emotion behavior in a sample of 68 Chinese-American parents and children during a dyadic emotion-inducing puzzle box task. Specifically, bilingual parents' language use (L1 Chinese or L2 English), CS behavior (L1àL2 or L2àL1 switches), and facial emotion behavior (positive and negative valence) were coded at each 5-second interval. Multilevel modeling was used to analyze whether facial emotion behavior predicted later CS, and vice versa. We found that negative facial emotion predicted higher subsequent CS in both L1àL2 and L2àL1 directions, with stronger associations for the L2àL1 direction. On the other hand, positive facial emotion was associated with lower contemporaneous L2àL1 CS. CS did not predict later facial emotion behavior, suggesting language switching may not have an immediate effect on emotion. The present findings are consistent with the idea that emotional arousal, especially negative arousal, reduces cognitive control and may trigger spontaneous CS. Together, these findings provide insight into why bilingual speakers switch languages during emotional episodes, and hold implications for clinical interventions serving bilingual individuals and families.

Both ageing and bilingualism can have positive as well as adverse cognitive effects. We investigated their combined impact on subcomponents of attention. We used the Attention Network Task to examine alerting, orienting, executive control and task-switching costs. Group comparisons revealed age-related declines for alerting alongside benefits for executive control, for mono-and bilinguals alike. For orienting, age-related decline was more pronounced for bilinguals than monolinguals. Task-switching was unaffected by age or language group. Within bilinguals, we found limited impact of individual differences in L2 proficiency, language switching or mixing: proficiency improves orienting and decreases switch costs, for young and older bilinguals alike; but no other individual differences effects were found. Thus, attention is a multi-faceted network, with clear adverse (alerting) and protective (executive control) ageing effects. We found these to be largely similar for mono-and bilinguals, with variability within bilinguals having only limited impact. This article has earned badges for transparent research practices: Open Data and Open Materials. For details see the Data Availability Statement.

This experiment focused on the interaction between suggestive language and delayed recall of an event. Two independent variables were the verb used to describe a vehicular accident and the lapse of time before questioning the viewers. The dependent variable was the viewers' speed estimate of the vehicle before the accident. 270 undergraduates were randomly divided into three verb conditions (Contacted, Bumped, and Smashed) cross-classified by three time intervals (Immediately, 2 Weeks, and 1 Month). An analysis of variance gave a significant interaction for speed estimates, indicating that, if questioning about an event is delayed several weeks, then the report of an eyewitness might be influenced significantly by choice of suggestive language.

A child's academic path is greatly influenced by the linguistic skills they acquire in early childhood education. This study compares and analyses the linguistic skills of West Bengal primary school children attending private and government-aided institutions. Utilising a descriptive survey method that takes into account the two kinds of institutions' linguistic proficiency. For analysis, the researcher considers 111 students from private schools and 58 students from government schools. The researcher found that government-aided schools and private schools are significantly different in their language proficiency. The private schools frequently outperform government-aided schools in terms of English proficiency. On the other hand, Bengali proficiency is higher in government-aided schools.

This mini research explores expressive aphasia-an acquired language disorder caused by stroke-through the lens of psycholinguistics, focusing on how brain injury affects language production while sparing comprehension. The study aims to analyze the speech impairments and recovery mechanisms of stroke survivors using a psycholinguistic framework. The primary data is drawn from the documentary When The Words Away Went (2023), which presents real-life cases of individuals with expressive aphasia. Theoretical foundations include Willem Levelt's Model of Speech Production, which explains disruptions in the speech formulation stage, and Lev Vygotsky's Sociocultural Theory, which highlights the role of social interaction in language recovery. A qualitative descriptive method with a case study approach was used to observe and analyze speech patterns such as telegraphic speech, word retrieval difficulties, and emotional responses. Data were obtained from transcriptions and behavioral observations of the subjects. Results show that while patients exhibit impaired grammar and fluency, their comprehension and awareness remain largely intact. The findings emphasize that language recovery is possible through therapy and guided interaction, supporting both cognitive and sociocultural models of language rehabilitation.

Capovilla, F. C. (2011). Políticas de educação regular e especial no Brasil: Sobre os perigos de tratar as crianças ouvintes como se fossem surdas, e as surdas, como se fossem ouvintes. In: A. Araújo (Org). Aprendizagem Infantil: uma abordagem da neurociência, economia e psicologia cognitiva (pp. 190–211). Rio de Janeiro, RJ: Academia Brasileira de Ciências. (ISBN: 978–85–85761–33–2). Disponível em: http: //epge.fgv.br/conferencias/ece2011/files/Aprendizagem-Infantil.pdf

Dutch is perhaps not the first language one would mention when discussing pluricentric languages, but it functions as a language in several countries and it has three recognized standard varieties which are officially considered to be equal. In this article, we point out that the pluricentric nature of Dutch is a recent phenomenon and, despite the official equality of the varieties, the dominance of Dutch Dutch is still undeniable. This dominance is noticeable when Dutch is taught as a foreign language: Textbooks still focus on Dutch Dutch. As such, it is of importance that future teachers are made aware of the pluricentric status of Dutch (see also De Wilde, 2019). To achieve this goal, we suggest that university departments of Dutch engage in a self-evaluation to test whether they prepare their students to take up this role. In this chapter, we present background information on Dutch as a pluricentric language in Sections 9.2 and 9.3, and the dominance of Dutch Dutch in general and its dominance in textbooks for teaching Dutch in Section 9.4. Section 9.5 presents criteria for self-evaluation and Section 9.6 illustrates these criteria on the basis of the Department of Dutch Studies at the University of Oldenburg, Germany, as an example. Section 9.7 concludes our chapter. Dutch coexists in Europe with some of the world's largest languages, which may create the false impression that Dutch is a 'small' language. However, it is a language of medium importance. It has approximately 24 million L1 speakers worldwide, it is number 61 in the worldwide Ethnologue 200 ranking 1 , counted by the number of native speakers, and it is the 12th most commonly used language on the internet (Taalunie, n.d.). 2 It currently functions as a language in several countries, both as an official language and as an unofficial regional minority language. It is an official language in six countries, in Europe and South America. It is of course an official language in the Netherlands where it is spoken by approximately 17 million people.

Many statistics lecturers and statistics education researchers are interested to know the perception of their students' attitudes toward statistics during the statistics course. In statistics course, positive attitude toward statistics is a vital because it will be encourage students to get interested in the statistics course and in order to master the core content of the subject matters under study. Although, students who have negative attitudes toward statistics they will feel depressed especially in the given group assignment, at risk for failure, are often highly emotional, and could not move forward. Therefore, this study investigates the students' attitude towards learning statistics. Six latent constructs have been the measurement of students' attitudes toward learning statistic such as affect, cognitive competence, value, difficulty, interest, and effort. The questionnaire was adopted and adapted from the reliable and validate instrument of Survey of Attitudes towards Statistics (SATS). This study is conducted among engineering undergraduate engineering students in the university Malaysia Pahang (UMP). The respondents consist of students who were taking the applied statistics course from different faculties. From the analysis, it is found that the questionnaire is acceptable and the relationships among the constructs has been proposed and investigated. In this case, students show full effort to master the statistics course, feel statistics course enjoyable, have confidence that they have intellectual capacity, and they have more positive attitudes then negative attitudes towards statistics learning. In conclusion in terms of affect, cognitive competence, value, interest and effort construct the positive attitude towards statistics was mostly exhibited. While negative attitudes mostly exhibited by difficulty construct.

This study aims to investigate the acoustic properties of the native Pashto and English vowels spoken in District Mianwali. The main purpose of the study is to pin down the similarities and dis similarities in acoustic properties of both the languages vowels. The study adopts a quantitative approach. The participants of the study are selected by convenient based sampling and then categorized into two groups (Group A and Group B). The data was collected through two stimuli, lists of words (Pashto and English). The analysis is carried by applying the speech learning model (SLM). The present study shows that Pashto and English have different number of vowels and these are in dissimilar position on their respective inventories. The comparison of acoustic properties of English vowels with Pashto speakers" acoustic properties proves that these are significantly dissimilar from each other. An analysis of vowels produced by the native speakers of English shows that out of eleven vowels of English, /i:/, /e/ and /ɒː/ are like Pashto vowels and F1 for /ɪ/ and /ɑ:/ of English are like L1 Pashto vowels. F1, F2 for /u:/ and duration values of the vowel /ae/ are also like the native English speakers" corresponding vowels. In addition, F1 for vowel /ae/, F2 for vowel /ʊ/, /ae/ and /ɑ:/ of Pashto learners are neither like L1 Pashto nor like native speakers of English. This work will initiate further linguistic investigations on Pashtoon learners of English. The study concludes that the SLM is valid for the context of English L2 speakers in acquisition of some of the vowels but the model does not account for some dimensions of acquisition of some other vowels of English by Pakistani learners who speak Pashto as L1.

Abstract (English)
This paper explores the evolving role of the English language teacher in early childhood education (ages 4–6), focusing on Thai-speaking learners acquiring English as a Foreign Language (EFL). Grounded in constructivist, experiential, and culturally responsive pedagogy, the study emphasizes the importance of open-ended questioning, hands-on learning, and integrated language methodologies to enable epistemological access—learners' ability to construct and engage with knowledge meaningfully through English. Drawing on the theories of Vygotsky, Montessori, Cummins, and Dewey, and supported by research on Thai-English language acquisition, the paper provides a comprehensive framework for early years EFL instruction in Thailand. It addresses linguistic challenges unique to Thai learners and underscores the importance of teacher training, translanguaging, and play-based strategies. The recommendations aim to shift teaching from rote memorization to child-centered, inquiry-driven language learning, promoting lifelong bilingual competence.

บทคัดย่อ (Thai)
บทความนี้ศึกษาบทบาทที่เปลี่ยนแปลงไปของครูสอนภาษาอังกฤษในระดับปฐมวัย (อายุ 4–6 ปี) โดยเน้นผู้เรียนที่ใช้ภาษาไทยเป็นภาษาแม่ในการเรียนภาษาอังกฤษเป็นภาษาต่างประเทศ (EFL) บทความนี้ใช้แนวคิดการสอนแบบสร้างองค์ความรู้ การเรียนรู้ผ่านประสบการณ์ และการเรียนรู้ที่ตอบสนองต่อบริบททางวัฒนธรรม เพื่อส่งเสริม “การเข้าถึงองค์ความรู้” หรือความสามารถของผู้เรียนในการสร้างความหมายผ่านภาษาอังกฤษอย่างมีความเข้าใจ โดยอ้างอิงทฤษฎีของไวก็อตสกี มอนเตสซอรี่ คัมมินส์ และดิวอี้ พร้อมกับผลการวิจัยเกี่ยวกับการเรียนภาษาอังกฤษของผู้เรียนชาวไทย บทความนำเสนอกรอบแนวทางการสอนภาษาอังกฤษในระดับปฐมวัยที่สอดคล้องกับบริบทของประเทศไทย โดยเน้นความสำคัญของการอบรมครู การใช้สองภาษา  และการเรียนรู้ผ่านการเล่น ข้อเสนอแนะของบทความมุ่งเน้นการเปลี่ยนแปลงรูปแบบการสอนจากการท่องจำเป็นการเรียนรู้ที่เน้นผู้เรียนเป็นศูนย์กลาง เพื่อสร้างรากฐานในการใช้สองภาษาอย่างยั่งยืนตลอดชีวิต

The present study investigates the interaction between syntax and semantics, and its effects on acceptability. The study compares ratings from two experimentsa syntactic rating task and a semantic one-the latter asking for meaningfulness/ plausibility. The focus is on two phenomena: semantic restriction violations and aspectual mismatches with for-PPs. For comparison, the experiments also include two reference phenomena: resumptive pronouns, which are ungrammatical but in principle meaningful/plausible, and semantic contradictions, which are not meaningful/plausible but grammatical. Further, we include anchor items of various degrees of grammaticality and meaningfulness/plausibility, in order to calibrate the scale and probe the rating space. The results for the resumptive pronouns and the semantic contradictions, as well as the anchor items, indicate that our participants struggled to distinguish between the two tasks to some degree. Semantic deviations seem to drag down syntactic acceptability, and syntactic anomalies drag down perceived meaningfulness/plausibility. Importantly, however, the results remain interpretable. We observe that the impact of semantic anomaly on syntactic acceptability differs across phenomena, as did the impact of syntactic deviations on semantic acceptability. Furthermore, the semantic restriction violations seem to affect semantic acceptability more than syntactic acceptability. By contrast, the for-PPs received reduced ratings in both tasks. Our findings further substantiate the notion that the border between syntax and semantics is not clear-cut and that the interface between the two is complex.

The relationship between study habits (SHs), test anxiety (TA), and academic achievement (AA) is a crucial concern in English as a Foreign/Second Language (EFL/ESL) education, particularly due to the cognitive and psychological challenges language learners face. Effective study habits enhance learning outcomes, while high test anxiety impairs performance, making it essential to explore teacher perspectives on these factors. Despite existing research on academic performance in language learning, limited studies focus on how teachers perceive the interplay between SHs, TA, and AA, especially concerning gender and socioeconomic disparities. This study aims to bridge this research gap by investigating EFL/ESL teachers' insights into these challenges and their implications for linguistic competence and student success. A qualitative approach was employed, utilizing online surveys with 15 experienced EFL/ESL teachers. Thematic analysis revealed that structured study habits, such as time management, goal setting, and active learning, significantly improve academic performance. However, high test anxiety, particularly among female and socioeconomically disadvantaged students, hinders learning outcomes. The findings underscore the need for educational interventions, including study skills training, stress management programs, and equitable policies. Addressing these challenges can enhance language learning outcomes, align with sustainable education goals, and support national strategies like Saudi Vision 2030. Future research should explore longitudinal strategies and policy-driven solutions to further improve EFL/ESL academic success.

This study was conducted to determine whether (1) native English-speaking
teachers can increase students' learning motivation in speaking skills, (2) Englishspeaking
teachers can improve students’ achievement in spoken English, (3) there
is a significant difference in learning achievement between students who are taught
by English-speaking teachers and those who are taught by non-native-speaking
teachers. This study used a mix of quantitative and qualitative research techniques.
Quantitative data was obtained from speaking skill tests with predetermined
criteria, while qualitative data was obtained from a questionnaire that is adopted
from [1]. A total of 80 students from class XI of a public high school in Sukabumi
Regency Indonesia participated in this study. The results show that native Englishspeaking
teachers can increase students' learning motivation in speaking skills.
They can also improve the students’ achievement in spoken English, and there is a
significant difference in learning achievement between students who are taught by
English-speaking teachers and those who are taught by non-native-speaking
teachers. This implies that English-speaking teachers play a very important role in
improving students’ motivation and in developing students’ achivement.
Keywords: Native Speaker; English Teacher; Students’ achievement; Speaking Skills.

Existing studies suggest that English speakers conceptualize time on both the sagittal and transverse axes (Casasanto & Jasmin, 2012), whereas Mandarin speakers conceptualize time on both the sagittal and vertical axes (Boroditsky 2001; Scott, 1989). It has been suggested that the different temporal directions on the sagittal dimension between the two languages are likely to be caused by the different emphases of temporal sequences: deictic time vs. sequential time. While a large amount of literature has focused on differences across the two languages in terms of using different axes, very little has looked at differences that exist within axes. I report findings from English monolinguals, Mandarin monolinguals and Mandarin-English (ME) bilinguals on an explicit task that involves pointing directions for temporal words. It showed that English monolinguals associated the future with front and up; the overt encoding of metaphor has a significant effect in Mandarin but not in English. ...

This study investigates the beliefs and attitudes of Libyan EFL (English as a Foreign Language) teachers toward error correction
in language learning. A descriptive quantitative design was used to determine teachers' perceptions of errors, the necessity of
error correction, preferred correction methods, responsibility for correction, and the impact of error correction on students. A
questionnaire consisting of 21 Likert-scale statements was administered to 81 EFL teachers in public and private schools in eastern
Libya. The result of the study reveals that teachers mostly view errors as a natural part of the learning process and strongly prefer
constructive feedback and context-sensitive correction methods. Teachers also stressed the importance of student participation
in error correction, encouraging self-correction and peer feedback. Additionally, the study highlighted the need for sensitive
correction practices that regarded the students' feelings and confidence. The findings have significant recommendations and
pedagogical implications for EFL teaching practices, emphasizing the importance of prompting a positive learning atmosphere
where errors are seen as opportunities for development rather than learning deficiencies and recommending that effective error
correction approaches should be flexible, helpful, and balancing accuracy with fluency.

Dyslexia is a language/learning disability, and with its neurological origin, it is hard to determine if a specific person or a child is affected by it in an early stage. The teachers should use different strategies when teaching these students and have the ability to distinguish between the differences, although, in Sri Lanka, the perspectives and strategies used by teachers differ and lack in many aspects due to various loopholes prevailing in the education system. Accordingly, this qualitative research is carried out to explore the teacher’s perspectives and instructional strategies for teaching dyslexic students in an ESL context in Sri Lanka, and understand the challenges faced by ESL teachers in accommodating the unique learning needs of dyslexic students and identifying effective instructional approaches to support their language development. An interview with a teacher from a private school in Colombo District, Sri Lanka and classroom observations of dyslexic pupils were used in the study. The data from the interviews were analyzed using thematic analysis, which helped to uncover recurrent themes about the perspectives, challenges, and teaching strategies. The study's findings shed light on the difficulties ESL teachers face when educating dyslexic pupils, as well as the techniques they employ to improve their teaching and learning experience. According to the case study, it was evident that if a teacher is properly educated on Dyslexia, it would be easier to mitigate challenges when teaching dyslexic students. It was also evident that most ESL teachers have trouble recognizing dyslexic pupils, differentiating teaching, and addressing the linguistic and cognitive elements of Dyslexia in an ESL context. The study also points out various efficient methods that teachers may use to meet the special requirements of dyslexic students, including multimodal approaches, personalized education, visual aids, and scaffolded assistance. This research contributes to the existing literature by offering valuable insights into the specific context of ESL teaching and Dyslexia and facilitates the inclusion and academic success of dyslexic students in ESL classrooms.

The present study concerns 39 samples out of 150 in total produced by one bilingual student of a primary school in Germany and including both simple and short sentences as well as more complex or in some cases complete paragraphs. The language of writing is German, while the mother tongue is Greek. The purpose of the research is to highlight the ease or difficulties that a bilingual student faces in producing written language and which factors (e.g. vocabulary, grammar, syntax, level of text difficulty) influence the final result. Tableau Public was used for the statistical analysis, while all 39 samples were first digitized manually in Word format. They were then analyzed with the Flesch-Kincaid and Gunning Fog Readability formulas, the results of which were carefully transferred to an Excel spreadsheet. The final results showed that there is a relative comfort in the use of more advanced vocabulary as well as the use of subordinate clauses compared to the age of 8-11. The creation of a database would perhaps contribute even more to the academic and educational community in terms of a more fair evaluation of texts produced by bilingual primary school students.

Introduction. A modern child often finds himself in a multilinguistic environment, and even within the family, parents can speak different languages, and therefore it is necessary to understand the consequences for the child's cognitive development of early learning of two languages. At the moment, there is no common view on the problem and there is significant inconsistency in published scientific works. The purpose of this review is to analyze studies that aimed to compare the cognitive development of children acquiring one or two languages in early childhood. Materials and methods. The research methodology was based on general scientific methods and methods of special sciences: psychology and pedagogy. To search for articles, the databases "PubMed", "Google Scholar", "ResearchGate" and Russian libraries "Elibrary.ru", "CyberLeninka" were used. The materials for the analysis were articles from the listed databases, describing the most significant results in the study of bilingualism Research results. The acquisition of any language has the same biological foundation, which is the basis for the interaction of languages. With the sequential acquisition of different languages, the mother language becomes a matrix that facilitates the acquisition of other languages, especially the most complex grammatical forms. In this case, some slowdown in the development of complex grammatical forms at the first stages of language acquisition will later be replaced by a significant advantage of bilinguals over monolinguals in cognitive development. Conclusion. An analysis of the literature led to the conclusion that bilinguals have an advantage in analyzing complex speech streams, although the processing of this information is somewhat slower. In children learning one language at 10-12 months, a perceptual reorganization occurs, according to which a decrease in the ability to perceive elements of a non-native language is detected. In bilinguals, this process does not occur at an early age, which allows them to distinguish the subtle features of unfamiliar languages. In general, in the early stages of exposure to two languages, bilinguals are slower to master many aspects of the two languages, but in later life, bilinguals are found to have an advantage in terms of level of psychological development.

The English Teaching Course of the University of San Sebastian has stated general statements about the levels of proficiency in English that the students need to attain each semester.
However, I feel there is the need to discuss, clarify and define consensually and accurately what general linguistic and communicative standards the students can realistically attain at the end of each year of the English Teaching Course. Furthermore, we need to specify the goals and outcomes of the English Teaching Course. These definitions and statements must take into account the purpose of our students’ L2 learning; i.e. teaching English as a foreign language.
There is also the need to standardise the language we use to define these levels, designating parameters for the description of language use, and to identify clearly the stages in their process of acquiring the L2.

The study investigated the creativity of the learners of English as a second language at a state university in Sri Lanka. The sample consisted of 20 intermediate level second year undergraduates who were following the Core English Language (CEL) Level 4 course. CEL is part of the BA Degree Programme and it contains 11 credits. Their creativity was measured by employing a standardized creativity test. This investigation compared the descriptive statistics of the creativity test of the present study and the descriptive statistics of the standardized creativity test conducted in Hungary for a representative sample of high school graduates by Barkóczi and Zétényi (1981) to examine the statistical variations. The findings of the study showed that the respondents were sufficiently competent to create a higher number of responses and a considerable number of novel solutions on all the sub-tasks of the creativity test. However, according to the descriptive statistics, the subjects were unable to select their answers from multiple domains. The results of the present investigation deviate from the findings of the previous studies (Barkóczi and Zétényi, 1981; Albert & Kormos, 2004) which revealed respondents' were less competent in producing rare solutions and asserted their capability of selecting answers from multiple domains. Since the results of this study are different in comparison with the results of the previous research, further investigations are necessary to determine the creativity of learners of English as a second language prior to arriving at far-reaching conclusions. Apparently to promote creativity in these learners both 'teaching with creativity' and 'teaching for creativity' should be improved (Higgins, 2000). For a prosperous future, a country requires creative and innovative people. However, the education system in Sri Lanka seems to be working against this. At a national level government has a responsibility to promote higher levels of teacher autonomy and creativity in both teaching and learning

This qualitative study explores the impact of bilingualism on personal identity construction by analyzing the experiences of five bilingual individuals aged 18 to 27 who acquired or learned a second language in various contexts. Drawing from interviews and open-ended questionnaires, the research identifies key factors that lead to bilingualism, including educational environments, family backgrounds, and migration. The findings reveal that bilingualism influences cognitive development, social interaction, and cultural sensitivity. Participants reported both advantages—such as academic and professional opportunities, enhanced communication skills, and greater empathy—and challenges, particularly regarding identity and a sense of belonging. The study concludes that bilingualism is a multifaceted phenomenon that shapes individuals' worldviews and personal development, highlighting the need for more nuanced classifications of bilingual experience.

This chapter focuses on the simultaneous acquisition of two languages from birth, or what is generally referred to as bilingual first language acquisition (BFLA). A major question in studies of BFLA, and a focus of our review, is whether the developmental path and time course of language development in BFL learners is the same as that of children learning only one language. Underlying this question is the theoretical issue of whether children's ability to learn language is challenged in any way by the acquisition of two languages at the same time. Evidence that the rate of language development is slowed down in BFL learners in comparison to monolingual learners would argue that the ability that all children have to learn language is compromised by the challenge of learning more than one language at the same time. An additional issue is whether exposure to two languages simultaneously influences the pattern of development so that it differs from that observed in monolingual learners. Evidence that the patterns are different could give us insights as to how the processes that underlie language acquisition cope with dual language input. The study of bilingual first language acquisition (BFLA) has had a remarkably long history. In 1913, Ronjat published a detailed description of his son Louis' simultaneous acquisition of French and German. Louis showed remarkable progress in both his languages and little sign of confusion. Ronjat attributed Louis's lack of confusion to both parents' use of only one language with him. This conclusion was brought into doubt in 1949 when Leopold published the last volume of a detailed diary of his daughter's (Hildegard) simultaneous acquisition of

The TESOL (Teaching English to Speakers Of Languages) Journal is a new, refereed, and abstracted publication which aims at providing free on-line access to all those involved in the research, teaching and learning of English as an International Language. The TESOL Journal is a unique journal for Language educators that are devoted to discussions on English as an International Language and its growth and development especially as it relates to the global spread of English language teaching and learning. Our global readership will include TESOL, ESL, and EFL teachers, linguists, students of language acquisition, language researchers, and others with a professional interest in English second language acquisition. Our goal is to bring information and articles to our readership on advances and research into Teaching English to Speakers of Other Languages. The Journal is the sister journal to the long established Asian EFL Journal, Linguistics Journal, and Asian ESP Journal. We look forwa...

Language is often said to shape the very fabric of our thoughts and experiences by acting as a lens through which we see and understand the world. The present research explores the field of Linguistic Relativity in an effort to better comprehend the intricate relationship between language and worldview. The central question that drives this investigation is: To what extent is our worldview influenced or conditioned by language?

While the focus of bilingual research is frequently on simultaneous or early bilingualism, the interactions between late bilinguals' first language (L1) and second language (L2) have rarely been studied previously. To fill this research gap, the aim of the current study was to investigate the production of vowels in the L1 Mandarin and L2 Cantonese of Mandarin-Cantonese late bilinguals in Hong Kong. A production experiment was conducted with 22 Mandarin-Cantonese bilinguals, as well as with 20 native Mandarin speakers and 21 native Cantonese speakers. Acoustic analyses, including formants of and Euclidean distances between the vowels, were performed. Both vowel category assimilation and dissimilation were noted in the Mandarin-Cantonese bilinguals' L1 and L2 vowel systems, suggesting interactions between the bilinguals' L1 and L2 vowel categories. In general, the findings are in line with the hypotheses of the Speech Learning Model and its revised version, which state that L1-L2 phonetic interactions are inevitable, as there is a common phonetic space for storing the L1 and L2 phonetic categories, and that learners always have the ability to adapt their phonetic space. Future studies should refine the data elicitation method, increase the sample size and include more language pairs to better understand L1 and L2 phonetic interactions.

In an era of interconnected communication and interaction, people need to embrace language learning for interpersonal, professional and personal development. This article indicates the importance of language maintance throughout life and how it affects language development. It analyzes the range of difficulties language learners experience with regards to skills maintenance after they conclude their formal studies and suggests some ways to address these difficulties. In doing so, the article outlines resources and support systems that can promote ongoing language growth, including technology-enhanced learning, community involvement, and cultural immersion. By underscoring the significance of lifelong language acquisition and offering accessible resources, individuals can foster a profound comprehension of diverse cultures, augment their cognitive faculties, and promote a more inclusive and integrated global community.

In an era of interconnected communication and interaction, people need to embrace language learning for interpersonal, professional and personal development. This article indicates the importance of language maintance throughout life and how it affects language development. It analyzes the range of difficulties language learners experience with regards to skills maintenance after they conclude their formal studies and suggests some way to address these difficulties. In doing so, the article outlines resources and support systems that can promote ongoing language growth, including technology-enhanced learning, community involvement, and cultural immersion. By underscoring the significance of lifelong language acquisition and offering accessible resources, individuals can foster a profound comprehension of diverse cultures, augment their cognitive faculties, and promote a more inclusive and integrated global community.

The paper presents the results of the research into the acquisition of quantitative and qualitative features of English vowels by advanced ESL learners whose native language is Serbian, by investigating the level of attainment of the process of length reduction, known as vowel clipping. Based on the empirical study, the authors compare the property of clipping in English and Serbian, analyze the level of the learners' achievement in acquiring the degree of clipping in their L2 and examine the relation between the acquisition of vocalic quality and quantity in their L2. The results of the study indicate that acquiring quality and quantity are two independent processes, which points to a more complex process of the acquisition of vowels than is traditionally recognized in the literature.

Bilingual speakers are prompted to remain in a single language, switch between languages, or codeswitch by regulating the concurrent activation of their language systems and adapting to the demands of the communicative context. Unlike studies that compare language switching in bilinguals in distinct interactional and geographical contexts, this study investigates heritage bilinguals who may be required to manage their home and societal languages differently within the course of a day. We examined how this variation affects linguistic and cognitive factors in spoken production. Critically, picture naming in Spanish and English appeared to rely on different mechanisms of cognitive control: greater reliance on proactive control led to decreased performance in Spanish picture naming but increased performance in English. Although convergent with findings that L2-immersed bilinguals prefer proactive control strategies, the findings with heritage bilinguals suggest that recruitment of cognitive control during speech planning is more dynamic than has been previously reported. Highlights • Daily interactional contexts shape bilinguals' cognitive strategies. • Heritage speakers demonstrate dynamic bilingual language control. • Proactive control enhances English naming but may hinder Spanish naming. • Language dominance modulates cognitive control during language switching. • Heritage bilinguals' switching frequency predicts naming accuracy differences.