He divided English idiomatic expression into three types such as: phrasal verb, prepositional verb, and partial verb. Then the meaning of the idioms were analyzed semantically based on theory of Semantic Triangle who proposed by Ogden and Richards in Palmer (1976) and they stated that, we need to divide an idiom into its main aspects such as symbol, thought or reference, and referent to get the intended
On the other hand, where context support is not accessible, as an account of displaced reference, the language user needs to ensure that all the vital presuppositions are coded inside of the message. This extra functional interest of overseeing displaced reference is one reason that the language user needs to create or exploit a noteworthy scope of syntactic assets. Therefore, Immediacy has likewise been documented to influence L2 performance in predictable ways. To be particular, it is affirmed that performing the task in the there and then condition improves L2 learners' complexity
3.2. Contrastive analysis hypothesis The habit formation theory as we saw in section 3.1 had a big influence on a pedagogic area. It was thought that L2 learner would have a trouble in acquiring linguistic items that have different features from their L1 and could acquire relatively easily linguistic items that have similar features to their L1 to the contrary. Then, on the basis of those thought, a new theory on a L2 acquisition and teaching theory appeared. The theory is called “contrastive analysis hypothesis (CAH)”.
In essence, chunking is established as one of the mechanisms for human cognition process. It is crucial in explaining the relationship between the external environment and the internal cognitive processes (Reed, 2010). Empirical evidence in support of the relevance of chunking theory exists, especially in relation to the way that humans perceive words, paragraphs and words as single units, overshadowing their representation as comprising of collections of phonemes or letters. For example, the chunking theory explains how skilled readers have a tendency to be insensitive to deleted or repeated words. Studies that use information concerning timing of responses to ascertain the presence of chunks exemplifies evidence on the relevance of the chunking theory are particularly useful in understanding effectiveness.
This article mainly focuses on the language transfer and fossilization, while also discussing the way in which error analysis and error correction can be improved through understanding of the concept of interlanguage. Moreover, native speaker norms, as well as international varieties of English are also discussed in this research. I believe that the research conducted by Nickel is a great addition to this bibliography because it allows some insight into the significance of the interlanguage phenomenon and helps to gain better understanding of the way in which it affects L2 learning and how it is perceived by others. Moreover, it helps to speculate about where it stands in regard to other varieties of English language and mentions a few instances in which interlanguages became institutionalized by people in certain countries. Rose, H., & Galloway, N. (2017).
In support of his findings, Skinner eventually realized that human beings could not only respond also manage their environment to induce results. However, Skinner and Watson both repudiated that thinking or emotion plays a significant role in determining behavior. Instead, humans appear to learn many behaviors -including languages- through repetitions and positive or negative reinforcement. Scientifically speaking, behaviorism explains how learning takes place. When it is taken into account in the field of language teaching, it shows how languages are learned.
Even if genetically we are designed to acquire a language, the communication with people sharing the same language’s characteristics is essential. This interaction’s crucial role would explain the obvious nurture importance in the process of acquiring a language. Many linguists have defended the importance of the environment and experiences in the acquisition of a language. Piaget argued that language is not the direct result of an innate characteristic but a capacity related to cognitive development. There are many social and linguistic factors which determine the development of this process.