In recent years, there has been a surge of interest in the ways in which learners’ first language (L1) knowledge and experience affect the learning of a second or additional language (L2). Recent theories of L1 influence have focused particularly on the relationship between L1-specific patterns of cognition and the characteristics of language (e.g., linguistic salience and cue complexity) that affect attention, awareness, memory, and other types of cognition that are critical to L2 learning. Although these types of cross-linguistic phenomena have already been examined in a number of L1-L2 pairings, there is still a great deal to be discovered regarding (1) the cognitive mechanisms underlying L1 influence and (2) how these might best be addressed through language instruction in order to enhance the positive effects of cross-linguistic influence and reduce its negative effects on L2 learning.
This Research Topic aims to address these research gaps by examining the following questions:
(1) Which novel (under-reported) L1 factors may exert a significant influence on L2 learning?
(2) In the context of L1 influence, how may the roles of cognition, attention, and awareness be involved in instructional solutions?
(3) Which types of interventions (and related variables) utilizing cross-linguistic similarities and differences may contribute to improvements in L2 learning?
We invite theoretical and empirical contributions dealing with all aspects of language learning influenced by the L1. Submissions may cover (but not be limited to): lexis and vocabulary, grammar, deixis, and pragmatics and language norms. We also welcome manuscripts examining one or any of the four modalities (listening, speaking, reading, and writing) concerning any combination of languages that may influence one another.
In particular, we are interested in disseminating innovative studies that address pedagogical solutions through various forms of explicit instruction. Examples include: diagnostic measures that identify novel instances of language transfer, the role of awareness-raising in the input or output, manipulation of explicit information that may lead to specific learning outcomes, and types of task-essential practice most beneficial to a particular learning problem.
Remaining exclusively in the section of Language Sciences for Frontiers in Psychology and Frontiers in Communication, we encourage articles in the form of Original Research; Systematic Review; Hypothesis and Theory; Curriculum, Instruction, and Pedagogy; as well as other types of articles supported by this section.
In recent years, there has been a surge of interest in the ways in which learners’ first language (L1) knowledge and experience affect the learning of a second or additional language (L2). Recent theories of L1 influence have focused particularly on the relationship between L1-specific patterns of cognition and the characteristics of language (e.g., linguistic salience and cue complexity) that affect attention, awareness, memory, and other types of cognition that are critical to L2 learning. Although these types of cross-linguistic phenomena have already been examined in a number of L1-L2 pairings, there is still a great deal to be discovered regarding (1) the cognitive mechanisms underlying L1 influence and (2) how these might best be addressed through language instruction in order to enhance the positive effects of cross-linguistic influence and reduce its negative effects on L2 learning.
This Research Topic aims to address these research gaps by examining the following questions:
(1) Which novel (under-reported) L1 factors may exert a significant influence on L2 learning?
(2) In the context of L1 influence, how may the roles of cognition, attention, and awareness be involved in instructional solutions?
(3) Which types of interventions (and related variables) utilizing cross-linguistic similarities and differences may contribute to improvements in L2 learning?
We invite theoretical and empirical contributions dealing with all aspects of language learning influenced by the L1. Submissions may cover (but not be limited to): lexis and vocabulary, grammar, deixis, and pragmatics and language norms. We also welcome manuscripts examining one or any of the four modalities (listening, speaking, reading, and writing) concerning any combination of languages that may influence one another.
In particular, we are interested in disseminating innovative studies that address pedagogical solutions through various forms of explicit instruction. Examples include: diagnostic measures that identify novel instances of language transfer, the role of awareness-raising in the input or output, manipulation of explicit information that may lead to specific learning outcomes, and types of task-essential practice most beneficial to a particular learning problem.
Remaining exclusively in the section of Language Sciences for Frontiers in Psychology and Frontiers in Communication, we encourage articles in the form of Original Research; Systematic Review; Hypothesis and Theory; Curriculum, Instruction, and Pedagogy; as well as other types of articles supported by this section.
