Running head: LEARNING RESOURCES IN ACQUISITION OF ENGLISH NOUNS 1
Learning Resources in Acquisition of English Nouns
Lennis Y Ortega
Course Name: TESL 403
Professor’s Name: Dr. Modupe Alimi
Date: 8/14/20
LEARNING RESOURCES IN ACQUISITION OF ENGLISH NOUNS 2
Abstract
Background
Generally, the acquisition of the English nouns by Spanish adult L1 speakers has been a
vital strategy (Ionin, Choi, & Liu, 2020). Different learning resources are made available to
ensure that viable information is presented to the adult L1 learners, which has contributed to the
learning of English by Spanish speakers (Ramírez, 2020). Following up on previous research,
this study proposes to will test the viability of two different resources which have been used
which are currently in use on the acquisition of English nouns among the L1 Spanish speakers.
Statement of purpose
Making learning resources available is an important aspect, especially in the scholarship
institution (Goebel-Mahrle, & Shin, 2020). Therefore, this research aims to determine how
successful learning resources which include text books and radio programs have been provided
to enhance the acquisition of the English language by the L1 Spanish speakers (Ynoa, 2020).
“The research question is determination of how radio programs and text books learning resources
have been facilitating L1 Spanish speakers’ acquisition of English nouns (Brady, 2019).”
Method of data collection
The method to be used in the data collection comprises the use of questionnaires and
interviews (Rossi, & Prystauka, 2020). Specifically, the information to be collected will be
aimed at determining the competence between the adult L1 who have sufficiently been supplied
with the learning resources (Jiang, Jong, Tse, & Chai, 2020). Besides data shall comprise of the
adult L1 who have been taught without the availability of learning resources considered as the
control group. According to Turnbull, 2019, “this will be effective in making a comparison
between the results of the two groups in consideration to the attainment of the English nouns”.
LEARNING RESOURCES IN ACQUISITION OF ENGLISH NOUNS 3
Findings
It is expected that the adult L1 from the experiment will portray a better chance of
acquiring English nouns than the control group (Shi, & Pongpairoj, 2020). These learning
resources will become an important tool for L1 adult Spanish speakers aiming to successfully
acquire English (de los Santos, Boland, & Lewis, 2020). Besides, the distribution of the learning
resources will enhance the provision of better direction leading to a considerate outcome
(Hermas, 2020).
Conclusion
The findings from the study should demonstrate that adult L1 Spanish speakers who
have been provided had been provided with resources have been in a position of pursuing their
leaning in a better way compared to the control group (Chappell, 2019). Therefore in situations
when any language is being introduced, the availability of the learning resources should be given
priority.
LEARNING RESOURCES IN ACQUISITION OF ENGLISH NOUNS 4
BIBLIOGRAPHY
Brady, A. G. (2019). Examining How an Online Chemistry Simulation Supports Native (L1)
Spanish Speakers at the Secondary-Level (Doctoral dissertation, New York University).
Retrieved from: https://link.springer.com/content/pdf/10.1007%2F978-3-030-02245-7.pdf
The study provides an overview on how the implementation of the online chemistry simulation
has been used in the support of the Spanish speakers in acquisition of the English nouns. This
will be important in determination of the further learning resources which can be enhance for
acquisition of the English nouns
Chappell, W. (2019). Phonological (in) visibility: The perception of reduced Spanish vowels
among L1-Spanish speakers, L2-Spanish learners, and English monolinguals. Journal of Second
Language Pronunciation, 5(3), 435-463. Retrieved from:
https://benjamins.com/catalog/jslp.17034.cha
The study has found that the reduction of some vowels I n Spanish speakers will enhance better
learning of the English language. This will comprise of pronunciation along with spellings.
de los Santos, G., Boland, J. E., & Lewis, R. L. (2020). Grammatical predictions in Spanish–
English bilinguals and Spanish-language learners. Journal of Experimental Psychology:
Learning, Memory, and Cognition, 46(5), 907. https://doi.org/10.1037/xlm0000764
The journal makes prediction concerning the grammatical issues associated with Spanish–
English bilinguals and Spanish-language learners.
LEARNING RESOURCES IN ACQUISITION OF ENGLISH NOUNS 5
Goebel-Mahrle, T., & Shin, N. L. (2020). A corpus study of child heritage speakers’ Spanish
gender agreement. International Journal of Bilingualism. (Vol. 3, 23(4), pp. 4843–4914).
https://doi.org/10.1177/1367006920935510
The study has presented in consideration of the gender in teaching English language. In this case,
consideration of gender of an individual has been leading to poor learning.
Hermas, A. (2020). Genericity in third language English: Acquisition pattern and transfer in
ultimate attainment. International Journal of Bilingualism, 24(2), 266-288.
https://doi.org/10.1177/1367006919826865
The study indicates that teaching English is an additional language in consideration to Spanish
ethnicity. Therefore learning resources needs to be presented in plenty.
Ionin, T., Choi, S. H., & Liu, Q. (2020). What transfers (or doesn’t) in the second language
acquisition of English articles by learners from article-less native languages?. Linguistic
Approaches to Bilingualism. Vol. 3, 12: 3–69. https://doi.org/10.1177/0267658320934523
Making transfer for second language acquisition of English has been critically highlighted in this
study as being an important aspect. The findings have shown that some of the translation needs
to be done to ensure effective understanding
Jiang, M. Y. C., Jong, M. S. Y., Tse, C. S., & Chai, C. S. (2020). Examining the Effect of
Semantic Relatedness on the Acquisition of English Collocations. Journal of psycholinguistic
research, 49(2), 199-222. Retrieved from:
https://www.tandfonline.com/doi/abs/10.1080/00038628.2020.1748562
LEARNING RESOURCES IN ACQUISITION OF ENGLISH NOUNS 6
The article examines the effect associated with the semantic in acquisition of English language.
The findings indicate that there is a high chance of Relatedness hence needs to be avoided.
Ramírez Urbaneja, D. (2020). “¿ Tú tienes una little pumpkin?” Mixed noun phrases in Spanish-
English bilingual children and adults. International Journal of Bilingualism, 24(4), 824-
https://journals.sagepub.com/doi/abs/10.1177/1367006919888580
The article concerns how teaching of English should be enhanced both between the adults and
the children. A conclusion has been made that there should be better learning resources for
improved learning environment.
Rossi, E., & Prystauka, Y. (2020). Oscillatory brain dynamics of pronoun processing in native
Spanish speakers and in late second language learners of Spanish. Bilingualism: Language and
Cognition, 5 (106)1-14. https://doi.org/10.1017/S1366728919000798
This article presents information concerning Oscillatory brain dynamics of pronoun processing
in native Spanish speakers and in late second language learners of Spanish. Therefore conclusion
in learning should be made based on the pronoun processing.
Shi, C., & Pongpairoj, N. (2020). Third Language Acquisition of English Word Order in Written
Production by L1 Yi and L2 Mandarin Learners. LEARN Journal: Language Education and
Acquisition Research Network, 13(1), 20-38. Retrieved from:
https://files.eric.ed.gov/fulltext/EJ1242954.pdf
The study indicates that the learning resources like textbook are important components that need
to be presented in teaching the Spanish speakers the English nouns.
LEARNING RESOURCES IN ACQUISITION OF ENGLISH NOUNS 7
Turnbull, J. (2019). Beyond a Language Boundary: Encounters with Silence and L1 Spanish-
Speakers' Willingness to Communicate in English. Northern Illinois University, 26(1):135 –
143. Retrieved from: https://l1attrition.files.wordpress.com/2019/06/susan-dostert-2009-phd-
thesis.pdf
The article has researched on the importance of communicating in the English language. The
recommendation has been made that we need to practice speaking English and not just being
silent.
Ynoa, M. R. (2020). Analysis of PRO-drop Errors in L2 English by L1 Spanish Speakers.
[Master’s thesis, CUNY]. CUNY Academic Works. Retrieved from:
https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=4666&context=gc_etds
The study has indicated that there are various errors which may be incurred when moving from
L1 to L2. Therefore we need to make decision concerning what factors to be considered when
the Spanish speakers are moving from one level to the other.
