DOCSLIB.ORG

Abstracts Book

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Abstracts Book 45th Annual Meeting of the British Association for Applied Linguistics University of Southampton September 6–8, 2012 Book of Abstracts Studies in Second Language Learning and Teaching is a refereed journal published four times a year by the Depart- ment of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting pre- viously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign lan- guages. It deals with the learning and teaching of any lan- guage, not only English, and focuses on a variety of topics ranging from the processes underlying second language ac- quisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. Submissions are sub- jected to an anonymous review process conducted by at least two referees who may be members of the Editorial Board and other leading specialists in the field. Authors are notified of acceptance or rejection of their papers within three months of the submission date. One of the four issues per year is a special focus issue devot- ed to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic. The special focus issue in the year 2011 was devoted to teaching and learning grammar, and in the year 2012 it will deal with affective factors in second language acquisition. Vol. 1 No. 1 April 2011 (selected articles) Sarah Mercer – The self as a complex dynamic system Edit H. Kontra, Kata Csizér – “They can achieve their aims without native skills in the field of work or stud- ies”: Hungarian students’ views on English as a lingua franca Vol. 1 No. 2 August 2011 (selected articles) Ewa Waniek-Klimczak – Acculturation strategy and language experience in expert ESL speakers: An ex- ploratory study Christina Gkonou – Anxiety over EFL speaking and writing: A view from language classrooms Vol. 1 No. 3 October 2011 (selected articles) Hossein Nassaji – Correcting students’ written grammatical errors: The effects of negotiated versus non- negotiated feedback Terence Odlin – In ‘other’ words: Some thoughts on the transferability of collocations Vol. 1 No. 4 December 2011 (selected articles) Adriana Biedroń – Personality factors as predictors of foreign language aptitude Małgorzata Baran-Łucarz – The relationship between language anxiety and the actual and perceived lev- els of foreign language pronunciation EDITOR: Mirosław Pawlak PUBLISHER Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, ul. Nowy Świat 28-30, 62-800 Kalisz, Poland e-mail: [email protected] http://ssllt.amu.edu.pl/ Plenary Speakers Multilingual resourcefulness: case studies in educational linguistics Rosemarie Tracy University of Mannheim; [email protected] Whatever it is knowledge societies know, knowledge about the systematic properties of natural languages, about language acquisition and language use in a monolingual or bi- /multilingual setting does not figure prominently on this list. While Europe embraces visions of trilingual citizens (European Commission 2008), of the return on investment of even acquiring Europe’s less prominent languages, and of the contribution of linguistic diversity to tolerance and mutual understanding, the spectrum of linguistic resources coexisting already in the heads of those who attend schools and preschool institutions in Europe is often disregarded and even considered a problem rather than an asset. In the context of this presentation I will discuss results from research projects funded by the German Research Foundation (DFG), the German Federal Ministry of Education and Research (BMBF), and from transfer and practical cooperation projects with schools. I will highlight what I would consider a marked discrepancy between what we—as researchers– know about the linguistic and metalinguistic competence of bi-/multilingual individuals (children and adults) on the one hand, and the explicit knowledge of educators working in preschools and schools, on the other. I will focus on the question of what can be done to overcome these limitations and to encourage educators (and multilingual speakers themselves) to explore linguistic resources which are – at least in principle – readily available. 2 The bilingual mind Aneta Pavlenko Temple University; [email protected] Does learning a new language change the way we think? Do bilinguals think about the world in different ways? And what do we mean by ‘thinking’ in the context of bilingualism? To provide empirical answers to these questions, I will offer a state-of-the art review of recent neo-Whorfian explorations conducted with bilingual speakers in the domain of lexical and morphosyntactic categories and then expand this exploration into the domains of inner speech and autobiographical memory. I will also point to theoretical and methodological challenges facing this inquiry, outline a framework for interaction between languages and cognition in the bi-/multilingual mind and discuss productive directions for future inquiry. 3 Speaking English in a multilingual context: The case of ELF Anna Mauranen University of Helsinki; [email protected] A lingua franca is used in situations where speakers don’t share a first language. It follows that such contexts involve language contact and the presence of more than one language. Other languages may surface in lingua franca discourse via code-switching, metalingual comments, or less directly via discourse practices that reflect the complexity of the linguistic context. As English has achieved the widest global reach of any lingua franca ever, it is important to appreciate the complexity of the language contact involved: we can speak of ‘second-order language contact’ between different lects. This talk will focus on ELF as a particular kind of complex language contact, and look at some of the principal ways in which other languages make themselves felt in ELF communication. 4 Invited Colloquia Translation studies The papers in this colloquium seek to offer insights into the rapidly changing modes of (written) translation and (spoken) interpreting, which are dominating and revolutionizing the field. Jeremy Munday will discuss the relation of translation studies and applied linguistics, which dates back to James Holmes’ “The name and nature of translation studies” in the 1970s. He will discuss the development of linguistic translation theory and of more recent cultural translation studies, but the focus will be on the usefulness of models taken from applied linguistics for the text analysis of translation. Serge Sharoff will speak about the growing use of comparable corpora for the analysis of translated language and its role as an essential terminological tool for the practising translator who seeks translation equivalents of specific source-text segments. The other three contributions present very specific and new interpreting scenarios, illustrating the dynamic evolution of both practice and research in the sub-discipline of interpreting studies. Peter Llewellyn-Jones will look at interpreter positioning with specific reference to signed language. Sabine Braun will discuss remote video- conference interpreting in multilingual legal proceedings and Li Shuangyu will adopt a conversation analysis approach to the analysis of medical interpreting of GP consultations in Bradford. It is hoped that this colloquium will stimulate greater engagement and collaboration between the disciplines of translation studies and applied linguistics. Paper 1: Translation studies and applied linguistics Jeremy Munday University of Leeds; [email protected] This paper will discuss and question the relation of translation studies and applied linguistics. This relation dates back to 1972 when James Holmes presented his “The name and nature of translation studies” (now sometimes called the founding statement of the discipline of translation studies) to an applied linguistics conference in Denmark. Holmes divided translation studies into a “pure” branch (itself sub- divided into “theoretical” and “descriptive”) and “applied” (central to the practice of translation). The paper will give an overview of the development of linguistic translation theory (concepts such as equivalence, genre, text type, purpose, function) and of more recent cultural and sociological translation studies, identifying new trends and directions in the field. The focus will be on the relevance of models taken from applied linguistics for the analysis of translation, in particular whether it is justified to import such models, often based on English, for the analysis of multilingual texts sometimes produced under very different constraints. The paper will conclude with suggestions of where translation studies might contribute more centrally to the development of applied linguistics. Paper 2: Terminology, translation and comparable corpora Serge Sharoff University of Leeds; [email protected] Terminology often escapes attention of academic linguistics, while it is extremely important in translation practice. Computational methods for automatic extraction of terms from raw 6 texts are actively developed in the
Load more

Recommended publications
  • Contributors
    Contributors Takumi Aoyama is an Assistant Professor of English language education at Shinshu University, Japan. He received his MA in English Language Teaching from the University of Warwick in 2016, where he is currently pursuing his PhD in English Language Teaching and Applied Linguistics. His current research interests include Japanese EFL learners’ motivation, language learning experience and research methods for second language research. Also, he is presently co-organizing the Forum on Language Learning Motivation (FOLLM) with Sal Consoli. Sal Consoli is a lecturer in Applied Linguistics and TESOL at Newcastle University. Before joining Newcastle, he taught on the BA and MA in TESOL & Applied Linguistics at the University of Warwick. His research interests are concerned with EAP practice and policy, internationalization of higher education, motivational psychology for teaching and learning, and research ethics. His work sits within the epistemological and method- ological traditions of narrative inquiry and practitioner research (i.e. Action Research and Exploratory Practice). Sal is co-founder of the Forum on Language Learning Motivation (FOLLM) and serves on the Executive Committee of the British Association of Applied Linguistics (BAAL). Joseph Falout authored or co-authored over 50 papers and book chapters about language learning psychology. He received awards for publications and presentations from the Japan Association for Language Teaching (JALT). He edits for JALT’s OnCUE Journal and Asian EFL Journal. Collaborations include creating theoretical and applied foundations of critical participatory looping, present communities of imagining and ideal classmates. An associate professor at Nihon University (Japan), Joseph teaches EAP and ESP to graduate and undergraduate students, and he conducts workshops for teachers at all educational levels.
    [Show full text]
  • The Complexity of Learner Agency
    Apples – Journal of Applied Language Studies Vol. 6, 2 , 2012, 41–59 The Complexity of Learner Agency Sarah Mercer, University of Graz Successful language learning depends crucially on the activity and initiative of the learner (van Lier 2008: 163). However, before a learner engages their agentic resources and chooses to exercise their agency in a particular learning context, they have to hold a personal sense of agency – a belief that their behaviour can make a difference to their learning in that setting. In this article, I examine the construct of learner agency through the lens of complexity theory. I attempt to show how a learner’s sense of agency emerges from the complex dynamic interaction of a range of components in multiple levels of context. Considering longitudinal data from a single case study of a tertiary-level EFL learner, the first stage of analysis shows how learner agency needs to be understand as being situated contextually, interpersonally, temporally and intrapersonally. The findings highlight the importance of considering agency from a holistic perspective. The second stage of analysis focuses on one fragment of the agentic system, namely learners’ belief systems. It examines the complex and dynamic interaction of a learner’s self-beliefs, beliefs about language learning including their ‘mindsets’, and beliefs about contexts. Together both sets of findings suggest the potential merits of viewing agency as a complex dynamic system and raise important questions about its nature and development. The article concludes by discussing the challenges facing research employing a complexity perspective and the need to consider the practical benefits of such a view for pedagogy.
    [Show full text]
  • A Systematic Review of the Research Evidence
    This is a repository copy of Do New Technologies Facilitate the Acquisition of Reading Skills? : A Systematic Review of the Research Evidence. White Rose Research Online URL for this paper: https://eprints.whiterose.ac.uk/75113/ Version: Published Version Conference or Workshop Item: Handley, Zoe Louise orcid.org/0000-0002-4732-3443 and Walter, Catherine (2010) Do New Technologies Facilitate the Acquisition of Reading Skills? : A Systematic Review of the Research Evidence. In: British Association of Applied Linguistics, 09-11 Sep 2010. Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Applied Linguistics, Global and Local Proceedings of the 43rd Annual Meeting of the British Association for Applied Linguistics 9-11 September 2010 University of Aberdeen Edited by Robert McColl Millar & Mercedes Durham Applied Linguistics, Global and Local Proceedings of the 43rd Annual Meeting of the British Association for Applied Linguistics 9-11 September 2010 University of Aberdeen Edited by Robert McColl Millar & Mercedes Durham Applied Linguistics, Global and Local Proceedings of the 43rd Annual Meeting of the British Association for Applied Linguistics 9-11 September 2010 University of Aberdeen Published by Scitsiugnil Press 1 Maiden Road, London, UK And produced in the UK Copyright © 2011 Copyright subsists with the individual contributors severally in their own contributions.
    [Show full text]
  • Tesoltask.Pdf
    TESOLacademic.org Task: Digital Media for #CPD and developing a #PLN in #TESOL ___________________________________________________________ When teachers make choices about what to do in the language classroom it is good pedagogy to have a reason for such choices, be they explicit or implicit. Praxis is defined as “the mutually constitutive roles of theory grounded in practice and practice grounded in theory. It is way of thinking about critical work that does not dichotomise theory and practice but rather sees them as always dependent on each other” (Pennycook, 1999, p. 342). This task develops teacher, teacher trainer/trainee and researcher praxis. It encourages you to watch Keynote talks and to critically reflect, comment on and share ideas. Completing all of the tasks below will help to develop your own personal learning network (#PLN) and become a better informed globally connected practitioner. It will encourage and empower you to see and use social media as a professional space. INTRODUCTION: WWW.TESOLacademic.org hosts, via our YouTube channel, numerous academic talks from scholars, both teachers and researchers, in our field. The full database of all talks is available on our homepage. Once you download this Excel document you will see that entries listed in column F “Ref.” are classified into 3 types: “BB” - book- based talks, with sponsorship from publishers; “RP” - research paper talks from authors who have had their work published in some of the leading peer-reviewed language education journals in our field. A number of these contributors started this work as dissertation students on MA courses, or as PhD students – if you obtained a distinction for your dissertation you are encouraged to consider getting your work published in a journal, and in due course why not do a talk for this website? Our Keynotes (“KN” listings in column F “Ref.”) are delivered by highly regarded leaders in the field of TESOL and Applied Linguistics, many of whom you will have heard of or come across in your reading.
    [Show full text]
  • Journal for the Psychology of Language Learning Introduction to Volume 1
    International Association for the Psychology of Language Learning (IAPLL) Journal for the Psychology of Language Learning ISSN: 2642-7001. https://www.jpll.org Volume 1, June 2019, pp. 1–5 Journal for the Psychology of Language Learning Volume 1, June 2019 Contents Introduction to Volume 1 1–5 Jo Mynard, Imelda K. Brady, and Sarah Mercer Regular Papers George Herbert Mead and the Psychology of Language Learning 6–26 Phil Benson Psychology and Language Learning: The Past, the Present and the Future 27–41 Zoltán Dörnyei Willingness to Communicate in L2: Persons’ Emerging Capacity to 42–66 Participate in Acts of Meaning Making with One Another Magdalena Kubanyiova and Zhen Yue Thoughts on the Launching of a New Journal: A Complex Dynamic 67–82 Systems Perspective Diane Larsen-Freeman Methodological Diversity in Emotions Research: Reflexivity and 83–105 Identities Masuko Miyahara Motivation and the Support of Significant Others across Language 106–141 Learning Contexts Kimberly A. Noels, Shelley Adrian-Taylor, Kristie Saumure, and Joshua W. Katz Reviews Book Review: Positive Psychology Perspectives on Foreign Language 142–147 Learning and Teaching. Edited Collection by Danuta Gabryś-Barker and Dagmara Galajda. Reviewed by Sonja Babic Introduction to Volume 1 Journal for the Psychology of Language Learning, Volume 1, June 2019, pp. 1-5. ISSN: 2642-7001. https://www.jpll.org Jo Mynard, Kanda University of International Studies, Chiba, Japan Imelda K. Brady, University Centre for the Ministry of Defence, Murcia, Spain Sarah Mercer, University of Graz, Austria About the Journal for the Psychology of Language Learning (JPLL) Welcome to the first volume of the Journal for the Psychology of Language Learning (JPLL), which is published by the International Association for the Psychology of Language Learning (IAPLL).
    [Show full text]
  • Multilingualism and Third Language Acquisition
    Multilingualism and third language acquisition Learning and teaching trends Edited by Jorge Pinto Nélia Alexandre language Contact and Multilingualism 2 science press Contact and Multilingualism Editors: Isabelle Léglise (CNRS SeDyL), Stefano Manfredi (CNRS SeDyL) In this series: 1. Lucas, Christopher & Stefano Manfredi (eds.). Arabic and contact­induced change. 2. Pinto, Jorge & Nélia Alexandre. Multilingualism and third language acquisition: Learning and teaching trends. ISSN (print): 2700­8541 ISSN (electronic): 2700­855X Multilingualism and third language acquisition Learning and teaching trends Edited by Jorge Pinto Nélia Alexandre language science press Pinto, Jorge & Nélia Alexandre (eds.). 2021. Multilingualism and third language acquisition: Learning and teaching trends (Contact and Multilingualism 2). Berlin: Language Science Press. This title can be downloaded at: http://langsci-press.org/catalog/book/290 © 2021, the authors Published under the Creative Commons Attribution 4.0 Licence (CC BY 4.0): http://creativecommons.org/licenses/by/4.0/ ISBN: 978-3-96110-296-9 (Digital) 978-3-96110-297-6 (Hardcover) ISSN (print): 2700-8541 ISSN (electronic): 2700-855X DOI: 10.5281/zenodo.4449726 Source code available from www.github.com/langsci/290 Collaborative reading: paperhive.org/documents/remote?type=langsci&id=290 Cover and concept of design: Ulrike Harbort Typesetting: Marten Stelling, Sebastian Nordhoff Proofreading: Amir Ghorbanpour, Bojana Bašaragin, Dora Uštulica, Eliane Lorenz, Emma Vanden Wyngaerd, Havenol Schrenk, Jean Nitzke,
    [Show full text]
  • 01-Sarah Mercer.P65
    Towards a Complexity-Informed Pedagogy for Language Learning Uma proposta de pedagogia para aprendizagem de línguas na perspectiva da complexidade Sarah Mercer* University of Graz Graz - Áustria ABSTRACT: Focusing on the language classroom, this article attempts to formulate potential principles which could guide, but not prescribe, a complexity-informed pedagogy. To do so, it draws on both existent literature and a consideration of the theoretical framework of complexity for pedagogy. Firstly, the article begins by consolidating key findings from appropriate methodology, postmethod pedagogy, exploratory practice, and ecological perspectives on learning relevant to a complexity perspective. It then continues by explicitly focusing on three sets of key characteristics of complex dynamic systems and suggests potential implications of these for pedagogy: multidimensionality and interrelations, non-linearity and decentralized causality, and dynamism and emergence. KEYWORDS: context-sensitivity; complexity; postmethod; exploratory practice; ecological; group dynamics; relationships. RESUMO: Com o foco na aula de língua, este artigo tenta formular os princípios potenciais que poderiam orientar, mas não prescrever, uma pedagogia com base na complexidadxe. Para isso, baseia-se tanto na literatura existente quanto na consideração do quadro teórico da complexidade para a pedagogia. O artigo começa com a consolidação das principais conclusões da metodologia adequada, da pedagogia pós-método, da prática exploratória, e das perspectivas ecológicas na aprendizagem relevantes para a perspectiva da complexidade. Em seguida, discute três conjuntos de características-chave dos sistemas dinâmicos complexos e sugere suas possíveis implicações para a pedagogia: multidimensionalidade e inter-relações, não-linearidade e causalidade descentralizada, e dinamismo e emergência. PALAVRAS-CHAVE: sensibilidade ao contexto; complexidade; postmétodo; prática exploratória; dinâmica de grupo; relações.
    [Show full text]
  • Reflections on Complexity: TESOL Researchers Reflect on Their Experiences
    Theory and Practice of Second Language Acquisition vol. 4 (2), 2018, pp. 109–127 Achilleas I. Kostoulas, Sarah Mercer University of Graz, Austria Reflections on Complexity: TESOL Researchers Reflect on Their Experiences Abstract Complex Dynamic Systems Theory (CDST), or complexity, is increasingly being used as a theoretical framework in Applied Linguistics. In this article, we present the reflections of researchers in Teaching English to Speakers of Other Languages (TESOL) about how they have made use of complexity in their work. The aim of this article is to take stock of how it is being used in the field, the challenges and benefits it provides, as well as inspiration for future work from this theoretical perspective. In the first part of the article, we present a concise overview of CDST, focusing specifically on three salient features: its holistic lens, its non-linear perspective on causality, and its focus on emergence and self-organization. We also outline how complexity perspectives have been used to inform research in a variety of applied linguistics topics. We then move on to present narratives provided by nine academ- ics who have employed CDST in their work, which we synthesize with a view to showing how the theory has gradually developed in TESOL. Early encounters of the field with CDST were usually serendipitous, but the theory has so far proved to be useful, both on account of its descriptive power and because of its phenomenological validity. A common theme in the narratives of these experiences of complexity researchers is that complexity is associated with a steep learning curve, compounded by terminological opacity, and conceptual chal- lenges.
    [Show full text]
  • Motivation, Imagination, and the Future Self in Second Language Acquisition
    MOTIVATION, IMAGINATION, AND THE FUTURE SELF IN SECOND LANGUAGE ACQUISITION By Jason Stibi A Project Presented to The Faculty of Humboldt State University In Partial Fulfillment of the Requirements for the Degree Master of Arts in English Committee Membership Dr. Suzanne Scott, Committee Chair Dr. Michael Bruner, Committee Member Dr. Janet Winston, Graduate Coordinator May 2017 ABSTRACT MOTIVATION, IMAGINATION, AND THE FUTURE SELF IN SECOND LANGUAGE ACQUISITION Jason Stibi This M.A. project explores the theoretical role and classroom implications that imagination has on motivating human behavior, specifically as it relates to second language development. The focus of this project is to examine the current research regarding how imagination and visions of a future self may contribute to motivating language learners. I begin by examining the complex and dynamic nature of human motivation and how a Complex Dynamic Systems Theory approach to second language acquisition prevents over-simplifying the concept of motivation as simple cause-and- effect relationships. Then, I examine the influence possible language learning selves have on motivating individuals, specifically imagining the effects target language knowledge may have on achieving an ideal future self. Finally, I will discuss how guided-imagery exercises may be applied in the classroom to enhance language learners’ visions of their ideal self in the future. ii ACKNOWLEDGEMENTS I would like to share my sincere gratitude to those instructors who have supported me over the past few years at Humboldt State University. First, I am forever indebted to Dr. Suzanne Scott and Dr. Michael Bruner for without their support and guidance this project would not have become a reality.
    [Show full text]
  • Second Language Learning and Teaching
    Second Language Learning and Teaching Series Editor Mirosław Pawlak For further volumes: http://www.springer.com/series/10129 About the Series The series brings together volumes dealing with different aspects of learning and teaching second and foreign languages. The titles included are both monographs and edited collections focusing on a variety of topics ranging from the processes underlying second language acquisition, through various aspects of language learning in instructed and non-instructed settings, to different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. The publications reflect state-of-the-art developments in those areas, they adopt a wide range of theoretical perspectives and follow diverse research paradigms. The intended audience are all those who are interested in naturalistic and classroom second language acquisition, including researchers, methodologists, curriculum and materials designers, teachers and undergraduate and graduate students undertaking empirical investigations of how second languages are learnt and taught. Mirosław Pawlak Editor New Perspectives on Individual Differences in Language Learning and Teaching 123 Mirosław Pawlak Department of English Studies Faculty of Pedagogy and Fine Arts Adam Mickiewicz University Nowy Swiat 28–30 62-800 Kalisz Poland ISBN 978-3-642-20849-2 e-ISBN 978-3-642-20850-8 DOI 10.1007/978-3-642-20850-8 Springer Heidelberg New York Dordrecht London Library of Congress Control Number: 2011943321 Ó Springer-Verlag Berlin Heidelberg 2012 This work is subject to copyright. All rights are reserved, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcast- ing, reproduction on microfilm or in any other way, and storage in data banks.
    [Show full text]
  • The Influence of Emotions on Learning Another Language in Informal Virtual Environments
    ABSTRACT LANGUAGE LEARNING IN THE VIRTUAL WILD: THE INFLUENCE OF EMOTIONS ON LEARNING ANOTHER LANGUAGE IN INFORMAL VIRTUAL ENVIRONMENTS Iwona Barbara Lech, PhD Department of Leadership, Educational Psychology, and Foundations Northern Illinois University, 2018 Lindsay N. Harris, Ph.D., Director This study investigates learning a foreign language in informal virtual environments (the “virtual wild”) and learners’ emotions connected to the process. Evidence suggests that incidental foreign language contact in unstructured, virtual environments can enhance second language (L2) learning, and that the use of online informal learning of language activities with students learning English as an L2 results in higher fluency, lower error rates, and greater engagement compared to learning that occurs in a traditional classroom setting. The research on online informal learning of English (OILE) aligns with the newest research in linguistics asserting that language is learned through experience with it and an exposure to usage-events. Nevertheless, such incidental informal learning is generally untrusted, believed to cause more harm than good, and not commonly encouraged in the classroom. In the U.S., where English is the dominant language, not a lot of emphasis is put on learning other tongues. Learners who, despite that, chose to engage in this endeavor are mostly unsuccessful and quickly give up. The enrollments are consistently decreasing, programs are eliminating, and only a fraction of students achieve expected results. The abysmal retention rates clearly indicate that even highly interested students are disappointed with how languages are being taught and eventually quit. Among the reasons behind these statistics are the “grammar+vocabulary lists” approach used in the majority of foreign language (FL) classes and FL anxiety that negatively influences learners’ achievement.
    [Show full text]
  • Redalyc.Towards a Complexity-Informed Pedagogy for Language Learning
    Revista Brasileira de Linguística Aplicada ISSN: 1676-0786 [email protected] Universidade Federal de Minas Gerais Brasil Mercer, Sarah Towards a complexity-informed pedagogy for language learning Revista Brasileira de Linguística Aplicada, vol. 13, núm. 2, abril-junio, 2013, pp. 375-398 Universidade Federal de Minas Gerais Belo Horizonte, Brasil Available in: http://www.redalyc.org/articulo.oa?id=339829651003 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Towards a Complexity-Informed Pedagogy for Language Learning Uma proposta de pedagogia para aprendizagem de línguas na perspectiva da complexidade Sarah Mercer* University of Graz Graz - Áustria ABSTRACT: Focusing on the language classroom, this article attempts to formulate potential principles which could guide, but not prescribe, a complexity-informed pedagogy. To do so, it draws on both existent literature and a consideration of the theoretical framework of complexity for pedagogy. Firstly, the article begins by consolidating key findings from appropriate methodology, postmethod pedagogy, exploratory practice, and ecological perspectives on learning relevant to a complexity perspective. It then continues by explicitly focusing on three sets of key characteristics of complex dynamic systems and suggests potential implications of these for pedagogy: multidimensionality and interrelations, non-linearity and decentralized causality, and dynamism and emergence. KEYWORDS: context-sensitivity; complexity; postmethod; exploratory practice; ecological; group dynamics; relationships. RESUMO: Com o foco na aula de língua, este artigo tenta formular os princípios potenciais que poderiam orientar, mas não prescrever, uma pedagogia com base na complexidadxe.
    [Show full text]