To most native English speakers, using \u201cthe,\u201d \u201can,\u201d and \u201ca\u201d in sentences is instinctual, like breathing or blinking.<\/p>\n
But many languages don\u2019t contain such equivalent articles, making it challenging for people learning English as a second language (ESL).<\/p>\n
\u201cThese articles can be incredibly difficult to truly acquire,\u201d says Brock graduate student Jackie Lloyd. \u201cThe accurate use of these articles can indicate whether you\u2019re a native English speaker or an advanced non-native English speaker.\u201d<\/p>\n
The master\u2019s student in Applied Linguistics is passionate about coming up with a method that will help ESL students learn about and apply articles in their speech.<\/p>\n
To that end, Lloyd has started a study with a group of ESL students. She is giving them a series of six instructional sessions on the use of English articles and comparing which instructions are most beneficial.<\/p>\n
\u201cWe\u2019re looking at different teaching techniques that activate certain kinds of cognitive processes that are very important in second language acquisition,\u201d says Lloyd.<\/p>\n
When learning a new language, the brain\u2019s first task is to break down what initially sounds like gibberish into distinct units recognized as \u201ca salient piece of information,\u201d she said. \u201cThis aspect of \u2018noticing\u2019 is a big part of second language acquisition.\u201d<\/p>\n
Once someone consciously recognizes this particular unit of information, the brain connects it to how it is conceptualized and expressed in the first language \u201cto be able to anchor it to what you already know,\u201d says Lloyd.<\/p>\n
Then, the brain goes through a process in which this information is made automatic, so that recalling this information is less conscious \u201cand more implicit and natural,\u201d she says.<\/p>\n
The experimental lessons that Lloyd\u2019s research participants are completing online draw upon these various cognitive processes.<\/p>\n
Though not being directly measured in the study, she also notes that the brain\u2019s working memory and attention control are very important in the process of learning a new language.<\/p>\n
The original research was supposed to be conducted with ESL classes at Brock University, but then COVID hit, making in-person testing and instruction impossible.<\/p>\n
Lloyd notes that in-person interaction is \u201ccrucial\u201d when learning a second language, but online instruction is still beneficial. She says the online experience has inadvertently become part of her study and may shed light on methods to conduct effective online learning.<\/p>\n
Lloyd aims to make her research findings move beyond the theoretical.<\/p>\n
\u201cI hope to see some empirical, measurable data to see if there are any particular teaching techniques that are more effective than others so that teachers can use their time effectively in the classroom,\u201d she says.<\/p>\n
Her thesis advisor, Assistant Professor Andrew Lee in the Department of Applied Linguistics, values her research initiative.<\/p>\n
\u201cWhat is truly remarkable is the fact that her research attempts to bridge the gap between theoretical and applied research and to reveal teaching practices that could help make language learning more efficient for learners and perhaps more enjoyable too,\u201d he says.<\/p>\n
\u201cThis connection aligns exactly with what Brock\u2019s core mission sets out to do, which is to nurture academic knowledge and expertise that make a real-life difference to the community in a positive way.\u201d<\/p>\n
Lee says Lloyd\u2019s research has been \u201crecognized as impactful to our discipline, and she has already been invited to present her study at top-ranked, reputable conferences such as the annual meetings of the Second Language Research Forum and the American Association for Applied Linguistics.\u201d<\/p>\n