Second Language Acquisition-Instructed second language acquisition
Table of Contents
Positive influence of ISLA 1. 11
Motivation in Second Language Acquisition/Learning. 11
The second language acquisition is to some extent helpful for the development of cognitive learning. This will involve better understanding for the students to get accustomed to the improvement in the teaching. Use based and emergentist draws near to ISLA 1, as far as concerns them, likewise expect that students have broad (social) presentation to language exhibiting solid structure meaning mappings. At first, much of the time through oral communication with an attention on shared importance (Lightbown & Spada, 2013). Social–interactionist moves toward that were the sign of ISLA 1, and mainly task- based ISLA 1, for a very long while are likewise ‘social’ to the extent that the connections are arranged (in homerooms, in little gathering work, or research labs with questioners). Lead to different sorts of input, connection, yield, and rectifications related to second language (L2) improvement (Long & Doughty, 2009). More immense scope sociological and sociolinguistic research studies social structure, pecking order, and belief systems about language. Issues of consideration/prohibition, human organization, and various types of capital engaged with second language learning progressively discover its way into ISLA 1. Such concerns are particularly intense in globalization and transnational movement (Mackey & Gass, 2015). Typically, these social parts or scalar levels communicate or coproduce each other; besides, none of the factors (e.g., belief system, personality, cooperation) are contained inside one class alone.
One explanation behind this accentuation, aside from meeting hypothetical points of view portrayed in that paper, is that DFG or Douglas Fir Group (DFG) conceptualizes ISLA 1 worldwide, accurate multilingual instructive settings and not merely in singular students’ psyches/cerebrums. DFG is worried about what language realizing involves, from various disciplinary vantage focuses, and what instructors, educator teachers, and strategy producers should know and do in reactions to the issues and openings defying society in the 21st century (Meniado, 2019). These are firmly socio instructive concerns. Found this way, interfering with somebody or adjusting them openly can be (micro-interactional) acts exhibiting inconsistent force relations and a feeling of privilege or authority concerning one of the members cooperation opposite another. A similar guideline of multi-scalarity holds with personality (Mitchell, Myles & Marsden, 2012). Both force and character are arranged and ordered or performed in social connections at miniature interactional levels just as in more significant coursing talks and institutional structures. Office, as well, appeared in the outline at the meso level under the heading of “social characters,” might be shown in person acts at a miniature level through a specific even minded discourse act, for instance, for example, a grumbling or then again demand, or a sentence-last molecule or tone of voice that imprint (or file) a specific position (Ortega, 2014). Yet organization is likewise generally examined, as a build, corresponding to more significant (dynamic) frameworks or macrolevel additional limitations that intercede people’s activities and decisions.
The expanding number of low-pay bilingual understudies from racialized foundations is usually met with alert as opposed to festivity. A long way from being spoken to as bilingual kids who give practical columnists a feeling of inadequacy, similar to the case with Princess Charlotte, these understudies are outlined as an issue requiring an approach arrangement (Randall, 2007). This account has gotten so standardized in strategy discusses that it nearly appears to be silly to scrutinize its existence. However, there isn’t anything unavoidable about this strategy outlining. It mirrors a specific classification of distinction—one that outlines particular types of phonetic variety as an intrinsic and expanding issue that must be illuminated (Robinson, 2001). Abstracting semantic sort as a characteristic problem disregards how there are elective circling stories relating to etymological variety that exist in current social orders.
As Ortega (2019, this issue) implies in her editorial, tip top multilingualism settings, similar to the case for Princess Charlotte, become spaces in which phonetic variety is emphatically valorised. Studies agree with Ortega’s point that examination in Second Language Acquisition (ISLA 1) would extraordinarily profit by a more thorough zero in on minoritized multilingualism. At any rate in the English-talking world, will in general be outlined around conversations of ELs and EALs (Robinson & Ellis, 2008). Building on her contention, declaration is that drawing in with work that centres around race and racialization, specifically, can give bits of knowledge that call into question a considerable lot of the essential ideas in the field. In the remainder of this critique we inspect what focusing the encounters of racialized networks inside the ISLA 1 area may look like.
Interestingly, they moreover represent the ways that a chronotype of uneasiness that envisioned a future where the understudies would experience racial linguistic policing drove educators to participate in their own policing of the understudies’ language rehearses. Critically, neither the standardization of bilingualism nor the policing of understudies’ language rehearses rose up out of educators’ individual perspectives. They were the two results of a long history of political battle and mistreatment that made the development of specific language rehearses conceivable. They inferred that endeavors to insist racialized understudies’ language practices must be arranged inside more extensive political. Battles that can prompt new institutional listening positions for educators to possess that will bear the cost of more opportunities for normalizing bilingualism (Sato & Loewen, 2019).
More than 80 dialects are spoken among the 55 ethnic minority bunches formally perceived in China, with the lion’s share living in the monetarily immature districts of Xinjiang, Tibet, Inner Mongolia, Guangxi, and Ningxia, also, with Uyghurs shaping the second biggest gathering. That they established 45.8% of the Xinjiang populace in 2010 (National Bureau of Statistics of the PRC 2010) warrants closer assessment of Uyghur youth’s instructive difficulties.
Further, as a result of the ongoing ethnic and strict strains and due to Xinjiang’s essential part in the Belt and Road activity, the focal government has set incredible accentuation on public solidarity, solidness and monetary improvement in this district. This new activity and its effect on Uyghur youth is another convincing motivation to explore this network (VanPatten & Williams, 2014). Significantly, what ties the Uyghurs and other minority ethnic gatherings in Xinjiang and the remainder of the nation together is the public language, Putonghua, whose prevailing spot is dug in a 2001 Language Law. China’s language strategy scene is additionally muddled by China’s longing for monetary turn of events and modernization. Consequently, as globalization builds, English learning has gotten all the more exceptionally esteemed (Webb & Nation, 2017).
The study’s primary purpose will be to highlight the second language acquisition will mainly deal with learning abilities that will help the students mostly get their proper level of education. This ISLA 1 will deal with modern tools and technologies that will bring a better educational system so that students can learn more and more. More or less the Instructed Second Language Acquisition or IISLA 1 1 will help in the learning process as teachers will be able to stay connected with students.
RQ1: How the IISLA 1 1 is helping in the development of educational system?
RQ2: How IISLA 1 1 is effective in improving the educational system?
RQ3: How students are getting helpful through IISLA 1 1?
Evidence based ISLA 1
The general exploration plan of Instructed Second Language Acquisition (IISLA 1 1) is to see second language (L2) learning and showing issues in instructional settings and look at educational mediations that help students create L2 aptitudes all the more productively and successfully. With that in mind, IISLA 1 1 can be considered a subdiscipline of second language procurement (ISLA 1) in which a more extensive scope of issues identified with L2 learning is examined. Notwithstanding its examination scope, what likewise describes IISLA 1 1 is analysts’ push to sway educational practices. IISLA 1 1 specialists attempt to give instructors proof-based teaching method by leading observational examinations. Examinations can be hypothetical by looking at L2 learning measures comparable to educationally meaningful mediations in lab settings or reasonable by testing the effect of training methods and materials on L2 learning in homeroom settings. All things considered way; IISLA 1 1 research intends to move discoveries into homerooms (Duff, 2019).
Theories in IISLA 1 1
Input processing theory
This actually helps in identifying the fact and phenomena that even dealing with cross productivity learning. The hypothesis proposes preparing guidance that controls the saliency of contribution to different ways so that students’ consideration is redirected to formal parts of the formatively fit to be procured. Ability procurement hypothesis clarifies that obtaining an ability begins with revelatory information, knowing principles and techniques. After rehashed practice, auspicious criticism, people receive abilities (i.e., knowledge how) with which they execute a given undertaking with expanded precision and familiarity. The hypothesis is utilized to validate training and input kinds that are more powerful than others in the study hall (Flores and Rosa, 2019). The interactionist approach centres around association where students can be presented to input, get criticism, and produce yield. As every one of those segments can be streamlined for L2 learning by controlling students’ consideration regarding language structure, various scientists draw on this hypothesis in IISLA 1 1 research. Sociocultural theory also clarifies L2 knowledge coming from collaboration.
Skill learning theory
Through the skill learning theory, the learning level will be mainly looking to bring in quality for the overall level of development of ISLA 1. information is socially Toward Evidence-Based L2 Pedagogy 3 co-built among members and social conditions, and later possessed by singular students. Instructively, it can be utilized to advance social connections between students that are more favourable to L2 learning or to encourage disguise of language ideas utilizing idea-based guidance. Notwithstanding the previously mentioned hypotheses, study add various brain research hypotheses as a significant IISLA 1 1 feature (Han et al. 2019). As can be seen from the way that did exclude brain research hypotheses in her far-reaching survey of ISLA 1 hypotheses, brain science research in the field of ISLA 1 has taken a to some degree extraordinary way. Maybe because of its psychometric nature (i.e., an assessment of connections among mental attributes and learning results) separated from language utilization (i.e., information, yield, and association). Be that as it may, later examination addresses L2 guidance, by, for example, looking at how students’ brain science decides their practices during informative undertakings.
Types of instructions
Types of instruction are critical and innovative ways to reach the students more with ISLA 1. To some extent, the overall quality of learning assistance will mainly bring in best quality of aid to the students.
Content-Based Language Teaching (CBLT)
CBLT is an instructional system intended to show a L2 utilizing curricular substance, for example, math and science. CBLT has been actualized globally under substance-based guidance or importance and language incorporated learning (CLIL). The level of spotlight on language and importance changes generally contingent upon programs. In such manner, numerous creators sorted various projects on a continuum going from language-headed to content-driven. At the language-driven end are unknown dialect homerooms where subject based substance is utilized to show a L2 (Han et al. 2019). Interestingly, inundation programs where most of topic guidance is conveyed in the objective language are put at the content-driven end. CLIL and English medium advice, which have been progressively received internationally, are placed in the continuum and generally offer substance educating in the objective language not precisely 50% of the whole educational program.
Instructional impacts of CBLT have been accounted for around the world. If the way to fruitful language learning is the critical utilization of the objective language, both for cognizance and creation, CBLT gives an ideal setting. For example, Oliver, Sato, Ballinger, and Pan (this volume) directed a two-year perception of math and science CLIL classes at a primary school in Australia. Notwithstanding the way that the objective language was a minority language for the understudies and their capability was restricted. The outcomes demonstrated that the educators utilized different framework strategies to help understudies’ appreciation of the substance and spotlight on-structure procedures (e.g., restorative criticism) to move understudies’ consideration to language structure (Han et al. 2019).
The ISLA 1’s overall structure is mainly dealing with assistance in learning that will be mostly helpful for the teachers to help students identify learning abilities that will be colossal in learning and will be able to learn quickly second language. They are mainly involving modern tools and technologies that can be prolonged into rural and urban mode of schooling. This will make the alarming process more comfortable and bring out more forms of examples and modern tools and training to help get desired knowledge. ISLA 1 is helpful for the overall outcome and the students will efficiently be useful to bring down the knowledge gap that endorses them in long run (Cook, 2008).
Task-Based Language Teaching (TBLT)
TBLT interfaces with CBLT as in both instructional methodologies stress the significance of important language use. As characterized, TBLT is a way to draw in students “in common language use and advance securing by having them play out a progression of open assignments”. Notwithstanding, TBLT research generally draws on the interactionist approach furthermore, centres around how input, restorative criticism, and yield during informative connection can be controlled by assignments (DeKeyser, 2007). All together for an appointment to be compelling for L2 advancement, contended that it needs to meet four measures: (1) students’ essential spotlight ought to be on importance during task execution; (2) there should be a type of hole in the errand; (3) students ought to depend on their own semantic assets rather than unequivocal etymological data given by the instructor; and (4) the assignment needs to have a good result that is non-linguistic. Extensive examination has zeroed in on task configuration highlights (e.g., task unpredictability) and undertaking usage (e.g., arranging time) that impact students’ errand execution.
For example, controlled the unpredictability of a listening task. While the investigation didn’t discover an effect of undertaking control on students’ cognizance, it underscores TBLT research take-off from lab-based to homeroom based where instructionally valid errands are researched as a component of the current educational program. Even though restricted in number, a few investigations have demonstrated the predominance of TBLT over other instructional methodologies (Dewaele et al. 2019).
For example, explored accidental learning of English morphosyntactic highlights, by contrasting a gathering taking part in assignments and another group getting present-practice-produce (PPP) guidance. The outcomes demonstrated that the undertaking bunch outflanked the PPP bunch on the advancement of plural—s because the students were needed to utilize the element to finish the assignment. what’s more, Ellis (2018) additionally analyzed the effect of cantered information-based undertakings with a semi exploratory plan. The students who got the errand treatment appeared improvement in available information on French majority fundamentally more than those in the benchmark group (Dörnyei. & Ryan, 2015).
Focused form instruction (FFI)
The focused form instruction will undoubtedly help in dealing with better form of investment that cannot be segregated in the long run that will mitigate the prolonged development in the learning and knowledge provision to the students. This will literally end up prolonged use of traditional method of learning and teaching. Reason of FFI is that receptive language instructing is deficient to assist students with creating information on formal parts of language (jargon, morphosyntax, and phonology). And instructional help is essential to raise students’ familiarity with highlights that in any case could go unnoticed during coincidental learning. The guidance can be proactive by, for instance, featuring certain parts of info, giving metalinguistic clarifications of language highlights before informative cooperation, or executing highlights in an action that advances the rehashed practice of explicit highlights (Doughty & J. Williams, 1998).
Proactive FFI can be conveyed either detached from or incorporated into free exercises Critically, FFI varies from conventional syntax educating in the manners in which the guidance is prepared by students, albeit both targets creating formal parts of a L2. Move proper handling clarifies that information procured in one setting is best moved to a comparable location. For instance, if L2 students create information on English passives employing a decontextualized punctuation exercise, they would be better ready to utilize that information in a comparative setting, for example, a fill-in-the-hole test yet not in another location such as unconstrained discourse. In like manner, FFI is conveyed during significant language utilization (Doughty & Long, 2003).
Students are furnished with applied information utilizing visual or material portrayals, for example, pictures or video cuts. Understudies at that point utilize the info in commonsense exercises that involve open objectives. This way, they obviously or secretly express the information to make meaning (i.e., language). The last phase of disguise is stamped by internal discourse, where students utilize the L2 information efficiently in various settings. As exploration dependent on sociocultural hypothesis has essentially cantered around learning measures where members co-develop information during association, experimental examination of the viability of idea-based guidance is scant in the field of ISLA 1 (Ellis, 2015). As it may, analysed a program where idea-based direction was executed as a general instructional structure. Zeroing in on the educators who were prepared to utilize idea-based guidance throughout two years, the study found that the educators came to acknowledge how L2 information can be co-built and how to encourage this cycle by being a middle person for understudies’ L2 learning.
Computer-Assisted Language Learning (CALL)
CALL isn’t a sort of guidance; instead, it is a setting for conveying L2 direction. For example, TBLT can be given on the web. Or then again, FFI strategies can be utilized during on the web correspondence. Additionally, PCs themselves can be an instructional device, for example, computerized criticism programming. Likewise, CALL can bring L2 guidance outside of the conventional homeroom since students can learn through cell phones, such as PDAs and tablets (Flores & Rosa, 2019). At the curricular level, CALL is a system for separation learning and flipped homerooms. While CALL incorporates a assortment of devices, for example, PC interceded correspondence (CMC) and versatile helped language learning, meta-scientific surveys propose its general adequacy on L2 education.
Positive influence of ISLA 1
Educators can impact understudies’ feelings by engaging their creative minds and assisting them with seeing the hole between their current and future selves. Instructors additionally need to establish a protected climate where the impact of negative feelings is decreased. They proposed the procedure to urge understudies to utilize their creative mind to adjust negative enthusiastic diagram. “To diminish the force of molded negative-narrowing passionate reactions that people partner with language learning by supplanting it with an unwinding reaction when faced with the contrarily adapted improvement”(Gass, 1997). The point isn’t so much the total nonappearance of negative feelings, yet instead the outfitting of good feelings’ intensity to make an equilibrium. To be sure, satisfaction, premium, happiness, pride, and love permit understudies to learn better as they upgrade their capacity to see things in the homeroom climate and fortify their attention to language input. Being in a positive enthusiastic state permits understudies to assimilate the FL better and delete negative feelings’ delayed consequences. At last, positive emotions help fabricate understudies’ more drawn out term flexibility and strength to conquer future adverse functions.
Motivation in Second Language Acquisition/Learning
In L2 setting, integrative inspiration alludes to the needing to become familiar with the objective language to relate to the network that communicates in the language. In contrast, instrumental motivation alludes to the longing to become familiar with another dialect to address issues and objectives. For example, business, compensation increment, rank advancement, products at better value, utilization of public transportation, and so on notwithstanding knowledge, learning (intellectual) style is likewise accepted to have impact in ISLA 1. It by and large alludes to a student’s particular method of picking up something, formed by hereditary foundation, culture, and past learning experience (Gass, 2013).
There are four kinds of learning modalities: visual, hear-able, sensation, and materials. Graphic students learn best when they see pictures or recordings, messages, or diagrams, while hear-able ones like to learn with the guide of things or exercises including sounds. Sensation students, then again, learn by being dynamic, while material students learn through contacting. Although learning styles don’t generally result in effective L2 learning as found in the investigation of Newton and Miah (2017), they can be productive intends to accomplish wanted outcomes. Character, the emotional space of learning, is additionally a substantial component that can thwart or improve pace of language securing/education. It covers such factors as confidence, hindrances, compassion, extroversion, hatred, and inspiration.
Confidence alludes to the assessment which the individual makes and usually keeps up concerning himself. The higher the spirit is, the surer and open a student will be with regards to second language learning. While confidence is by all accounts facilitative, restraints then again can be impediment. Guiorra has discovered that bonds likewise called guards forestall an individual in conveying in an unknown dialect. Compassion is also a social and open instrument which can improve language securing. On the off chance that the student feels sympathy from the TL gathering, he doesn’t feel unreliable. Subsequently, he will be optimistic about utilizing the language (Gass & Mackey, 2012).
Extroversion and introspection are likewise possibly significant factors in ISLA 1. Even though they are not yet unmistakably settled, it very well may be construed that they can by one way or another be instrumental to social dynamism and amicability which are favorable states for language learning. Like extroversion and contemplation, hostility could encourage L2 learning since it adds to a significant level of inspiration.
ISLA 1 mainly helps identify the learning abilities found within the student and helps in the overall development of language learning. It helps in the general learning abilities of the students to learn from their childhood signals. Most of the teachers have been seeing ISLA 1 as one of the essential tools involving a better form of education in the overall level of teaching abilities (Han et al. 2019).
Three orders have impacted ISLA 1, linguistics (how to portray and clarify the L2 framework delivered by students), psychology (how to depict and describe the cycle by which students make their L2 framework, or interlanguage) and socio-linguistics (how to portray and clarify the impact social elements have in transit students shift their utilization of their L2 framework). Section 6 ganders at how students coordinate and utilize their creating information on L2 and how learning new material affects their interlanguage
At that point, the creators talk about how ISLA 1 information are gathered, how the information is inspired, and the impact of one’s hypothetical situation on one’s exploration plan. The last part of the section takes a gander at different issues in the investigation of ISLA 1 information. This cycle of working through the elicitation, assortment, and examination of data, Gass and Selinker state, will enable the peruser to do the issues and assess the exploration in the rest of the book (Gass, 2013).
The CA-ISLA 1 antitoxin for the shortfall approach is the perspective on “doing” correspondence as a social achievement. The sharp instruments that have made a difference hold up the counter shortfall focal point in the exact domain are CA’s revolutionary emic viewpoint what’s more, the build of intersubjectivity. Like this, the conflict that shortfall isn’t a critical piece of extra language learning need not stay at a hypothetical level also, instead can be brought into the observational field. In this book, two other elective points of view are more current and have quite recently started to blossom in ISLA 1 considers: CT and the socio-cognitive methodology (Jordan, 2004). In any case, each offer some novel and helpful experiences that can’t be found in cognitivism or then again different other options. CT scientists help tackle a dependable ISLA 1-changeability subject—in a genuinely novel way (Larsen-Freeman, this volume). They educate us that singular inconstancy and change are the two focal marvels to be clarified in ISLA 1.
The whole study concludes that ISLA 1 mainly helps in identifying educational attainment has increased the students’ educational attainment. The primary group mirrors the pattern in looking at preparing examples and conventional language uses in L1 and L2 speakers. The subsequent bunch reflects how to examine the use and portrayal of predictable articulations in talk and discussion. It discusses the critical limit and intellectual cycle, for example, point of view taking processes. The third bunch mirrors the emphasis on syntactic handling and Broca’s territory, sentence cognizance, the equivocalness and obstruction during language creation and their connection with liquid knowledge, impedance, and viewpoint taking. The fourth group mirrors the pattern of utilizing neurocognitive records (mind possibilities and eye-developments) and displaying an approach in lexical choice and acknowledging ideal models. The fifth bunch proposes the design of zeroing in on inflection and discourse, featuring backhanded dialects, for example, mockery and verbal incongruity and the relevant effect during appreciation.
Understudies ought be told about similarity or absence of it between their L1 and L2 by methods for contrastive investigation. It ought to be joined into instructing/learning measure as they ought to know about the likenesses and dissimilarities between dialects as factors that can add to either their right learning of L2 or their probability of committing errors in L2 because of L1 contrasts from L2. Subsequently, instructors ought to underscore the attributes appropriate to every single language and raise understudies’ attention to language-explicit highlights that may make troubles while interpreting of from L1 into L2. Additionally, educators ought to get understudies engaged with recognizing move circumstances by conceiving settings where understudies need to realize between the right/wrong decision which may result from either sure or negative exchange. Or then again, educators could request that understudies make settings where to utilize either certain or adverse exchange circumstances because, along these lines, understudies show perception of the wonder and can see precisely how move capacities.
Language-space direct proportion of character will give a more exact evaluation of understudies’ character attributes and conduct includes in L2 settings than out-of-context, space general character measures. The contention here equals hypothetical models also, observational undertakings in other individual contrasts concentrated in ISLA 1. In L2 inspiration research, for example, researchers investigate understudies’ inspirational directions concerning language learning; L2 uneasiness research centers less around general nervousness among students be that as it may, instead, second/unknown dialect nervousness. Additionally, we accept character research in ISLA 1 to likewise investigate character attributes of students corresponding to L2 advancement and settings for L2 learning. Language-space exact proportions of character will again fortify research discoveries in ISLA 1 since the character qualities and language accomplishments of the understudies are both estimated at a similar language-area explicit level.
All in all, we will have a nearby neighborhood consistency of measures in opposition to the worldwide nearby irregularities of past character research in ISLA 1. Language tension exploration gives a genuine model in such manner. While the utilization of available instruments from brain science in early nervousness research in ISLA 1 produced conflicting discoveries, the turn of events and utilization of language-explicit uneasiness polls—for example, Foreign Language Classroom Anxiety Scale (FLCAS).
In ISLA 1 demonstrating task, low-asset is a typical wonder which influences the preparation cycle essentially. In particular, this wonder is caused by two reasons. (1) For some detailed language-learning datasets, for example Czech, the size of information might be little since it can not gather enough language learning works out. (2) He/she will experience cold beginning situation when beginning to become familiar with another dialect for a client. Notwithstanding, practically all current techniques for ISLA 1 displaying task train a model independently for every language-learning dataset. Suppose that we have two languages: English and Czech, existing techniques will train two separate models for these two dialects: model En and model Cz.
These two models will perform ineffectively in two low-asset situations: (1) If the English dataset has a lot of information, the model Eng will perform well, however the little size of Czech dataset may fundamentally impedes the exhibition of model Cz ; (2) Assume that a client has an enormous number of activities for learning Czech, yet when he/she starts to learn English, the quantity of English activities for him/her will be little, even zero. Consequently, model En can barely foresee the appropriate responses of his/her English activities reasonably. Naturally, there are heaps of basic examples among various language-learning assignments, for example, the learning propensities for clients and sentence structure learning abilities. If the idle basic models over these language-learning errands can be well remembered, they can be utilized to understand the low-asset ISLA 1 displaying issue. Enlivened by this thought, in this paper, we propose a novel perform various tasks learning technique for ISLA 1 demonstrating, which is a bound together model to handle a few language learning datasets all the while.
In particular, the proposed model learns shared highlights over all language-learning datasets mutually, which is the inward idea of the language-learning action, and can be taken as significant earlier information to manage small language-learning datasets. ISLA 1 endorses in the improvement of learning abilities that will be making better activities. Educators will be able to deal with strong educational attainment that most teachers will be looking to sell with better opportunities. Long run quality and growth will help the ISLA 1 to give better improvement in the educational formation. Most of the students will learn many new things that will be closely monitored by the activities done by teachers and all.
Cook, V. (2008). Second language learning and second language teaching. (2nd ed.) London: Hodder Arnold.
DeKeyser, R. (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge University Press, 2007.
Dewaele, J.M., Chen, X., Padilla, A.M. & Lake, J., 2019. The flowering of positive psychology in foreign/second language teaching & acquisition research. Frontiers in psychology, 10, p.2128.
Dörnyei. Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge.
Doughty, C. & J. Williams (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
Doughty, C., & Long, M. (Eds.) (2003). The handbook of second language acquisition. Malden, MA: Blackwell.
Duff, P.A., 2019. Social dimensions & processes in second language acquisition: Multilingual socialization in transnational contexts. The Modern Language Journal, 103, pp.6-22.
Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.
Ellis, R. (2015). Understanding second language acquisition. Oxford: Oxford University Press.
Flores, N. & Rosa, J., 2019. Bringing race into second language acquisition. The Modern Language Journal, 103, pp.145-151.
Gass, S. (1997). Input, interaction, and the second language learner. Cambridge: Cambridge University Press.
Gass, S. M. (2013). Second language acquisition: An introductory course. Routledge.
Gass, S., & Mackey, A. (Eds.) (2012). The handbook of second language acquisition. London: Routledge.
Han, Y., De Costa, P.I. & Cui, Y., 2019. Exploring the language policy & planning/second language acquisition interface: ecological insights from an Uyghur youth in China. Language Policy, 18(1), pp.65-86.
Jordan, G. (2004). Theory construction in second language acquisition. Amsterdam: John Benjamins.
Lightbown, P. M., & Spada, N. (2013). How languages are learned 4th edition-Oxford Handbooks for Language Teachers. Oxford university press.
Long, M., & Doughty, C. (eds.) (2009). The handbook of language teaching. Malden, MA: Blackwell.
Mackey, A, & Gass, S. (2015) (2nd Ed.). Second language research methodology and design. Lawrence Erlbaum.
Meniado, J.C., 2019. Second Language Acquisition: The Case of Filipino Migrant Workers. Advances in Language & Literary Studies, 10(1), pp.47-57.
Mitchell, R., Myles, F, & Marsden, E.. (2012). Second language learning theories (3rd ed.). London: Arnold.
Ortega, L. (2014). Underst&ing second language acquisition. Routledge.
Randall, M. (2007). Memory, psychology and second language learning. John Benjamins.
Robinson, P. (Ed.) (2001). Cognition and second language instruction. Cambridge: Cambridge University Press.
Robinson, P., & Ellis, N. (2008). Handbook of cognitive linguistics and second language acquisition. New York and London: Routledge.
Sato, M. & Loewen, S. eds., 2019. Evidence-based second language pedagogy: A collection of instructed second language acquisition studies. Routledge.
VanPatten, B., & Williams, J. (2014). Introduction: The nature of theories. In Theories in second language acquisition (pp. 13-28). Routledge.
Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford: Oxford University Press.