I guess that's possible. In preparing for tests, students generally change what they study and how, based on their guesses about what will be questioned in the tests.

glad to hear that!

glad to hear that!

@@shiroojima1810 Do you have any articles or papers of your ID research? Or the link

@@ArnunnitManorom My own research focuses on the so-called “age effects” on SLA. The age factor is one of the most important kinds of individual differences in SLA, but because it is so important, researchers treat it apart from other individual differences such as aptitude. There is a separate video on this topic on my KZbin channel, titled “The Critical Period Hypothesis in SLA”. It introduces one of my own papers on the age effects, Ojima et al. (2011) Age and amount of exposure to a foreign language during childhood: Behavioral and ERP data on the semantic comprehension of spoken English by Japanese children. Neuroscience research 70 (2), 197-205.

ご質問ありがとうございます．私のラボではこの点について非常に関心がありまして，データを収集している途中です．まだ進行中の研究であり確定的なことは言えませんが，おうち英語をかなりの長時間経験した小学生を対象に，既に国語テストを実施しています．そのデータについては，日本言語学会の特別公開シンポジウムで発表しており，下記のリンクからKZbin動画が見られるようになっています．現時点では比較的クリアなデータとなっていますので，ご自身でご確認いただけると幸いです． インターナショナルスクールと「おうち英語」の学習環境・国語力　(44分〜） kzbin.info/www/bejne/qnikcmeubcqjgJY

Glad to hear that!

Glad to hear the video helped

Glad to know the video helped

The theory of principles and parameters has a long history. I cannot explain it in a reply like this, and do not have a plan to make a video about it either. I’m sorry I cannot be of much help.

Foreign Service Institute, which is an American organization where diplomats are trained on their language skills (among other things), published a survey on how many hours American diplomats (adult foreign language learners) need to acquire speaking proficiency in a variety of foreign languages. According to this survey, they can acquire speaking proficiency in languages such as Swedish and Dutch, which are closely related to English, in less than 1000 hours. In contrast, they need more than 2000 hours to become able to speak linguistically distant languages like Japanese and Korean. So, as long as adult foreign language learners are concerned, the learner’s mother tongue (L1) has a great influence on how long it will take them to acquire speaking proficiency in their L2/FL. However, I’m not sure about young children whose L1 has not fully developed. Implicit learning is typically employed by young children. Usually, the effects of L1 transfer are weaker for young children. It may be that even young Swedish and Dutch children need thousands of hours to be able to speak English (children receive more than 30000 (not 3000) hours of exposure before their L1 gets firmly established), or of course it is also possible that they need much less because their L1 helps their English learning.

Thanks for your comment. In the SLA literature, there are a few famous cases of fossilization, where the ability to use some grammatical morphemes seems to have stopped developing event though the learners have spent years (or even decades) interacting with local people in the target-language community. In English (and perhaps other languages as well), grammatical morphemes are everywhere, so it is not the case that the leaners are not exposed to them in their input. They have a lot of input but their ability to use grammatical morphemes does not become native-like. This can be evidence against the assertion you raised. Or is it not enough?

​@@shiroojima1810 That is an excellent argument, thank you. I am convinced it is sufficient. However, in language learning communities some people would ask, "Well, are they reading novels? Are they actively engaging in compelling, language dense content?" It is true, that in my own personal experiences I have never heard of or met an immigrant who engages in deliberate extensive reading and listening who exhibits fossilization. However, I would assume that socioeconomic background is a better and more relevant predictor of whether and when a person's language starts to fossilize...

@@Gabu_Dono Thank you for your insight. I want to add two things. First, fossilization does not occur to native English speakers. Only some of them engage in deliberate extensive reading. If adult L2 leaners need some sort of special input or experience like deliberate extensive reading to avoid fossilization, one may say this itself is evidence that adult L2 learning is different from child L1 acquisition. Second, as you say, socioeconomic status may be a factor here. At least in the classic SLA literature on fossilization, it did not receive much attention, but I’ve got the impression that L2 speakers who were studied by researchers had not had high-level education. The relation between fossilization and socioeconomic status (or education level) might be a good topic for future research.

Glad to know that the video was useful. Thank you also for sharing your thoughts, which I found are very insightful for teachers and learners.

It seems that "i" in "i + 1" stands for the learner's interlanguage, although I don't know the original reference.

I believe the “i” and “i+ 1” come from programming/math and stands for “iteration”. If you have a sequence of numbers (1,3 ,6… etc), “i” is a symbol that represents the position of a number in that sequence. So i=1 would be 1, i=2 would be 3 , i=3 would be 6 and so on (assuming we start counting at 1 and not at 0) As a metaphor i then represents any language learning level, while i+1 is the next iteration in language learning. Basically “i” is your current level and i +1 is the very next step. I presume the importance of this is that if input is perfectly at your level (100% comprehensible, 100% repetition) there is nothing new to learn? While i+1 is input that is slightly above your level, but is still comprehensible enough to understand?

@@Gabu_Dono That also makes sense. Thank you. As I wrote, I couldn’t find the original reference where Dr. Krashen himself explains where it came from. If I come across the reference, I’ll share it here or somewhere else.

I would say circumlocution.

Thank you for the message. I'm glad to know that the hare and the tortoise story was useful.

@@shiroojima1810 yes, I like when concepts are made more accessible through fables (in this case it's Aesop), metaphors or sayings.

Thank you for the warm message. Your videos are also informative. コメントありがとうございます。

My videos may be useful for an SLA class at the university level because I made them for my SLA class, but I don't refer to Dr. Ortega's work as far as I can remember.

Thanks for the comment. My guess is that if adults get massive exposure and do nothing else, their L2 knowledge will surely increase and they will achieve a certain level of fluency, but in the long run, it is likely that their L2 knowledge will be fossilized and certain types of grammatical errors will persist.

​@@shiroojima1810I agree

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