Chapter 10 Multi-Competence and Syntax
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Second Language Acquisition: an Advanced Resource Book
September 20062006 Volume 10, Number 2 Top Second language acquisition: An advanced resource book Kees deBot, Wander Lowie & Marjolijn Verspoor Author: (2006) Publisher: New York: Routledge Pages ISBN Price Pp. xvi + 0-41-533870-0 $29.95 U.S. 303 Introduction DeBot, Lowie, and Verspoor have produced a well-written textbook/resource that covers important areas of second language acquisition (SLA). Although the title has the word "advanced" in it, this should not frighten any reader with an interest in how languages are learned and with questions such as whether form-focused instruction is beneficial to the learner. This text can profitably be read as a second book in the field, perhaps after starting with Bill VanPatten's excellent slim text From input to output: A teacher's guide to second language acquisition (2002) or Lightbrown and Spada's How languages are learned (2006). Second language acquisition: An advanced resource book is divided into three sections. Unit A covers the field of SLA research in a manner similar to other textbooks. The chapters in this unit are as follows: A1) Defining the field A2) Dynamic aspects of SLA A3) Historical perspectives A4) The multilingual mind A5) The developing system A6) Learners' characteristics A7) The role of instruction. Unit B extends all of these topics by providing hallmark SLA articles along with annotations, commentary, and follow-up and reflection questions. Unit C further TESL-EJ 10.2, Sept. 2006 deBot, Lowie & Verspoor / Kozel 1 explores the same topics and in the process encourages the reader to think about, reflect upon, and do their own research on such topics in SLA. -
Introduction: Reconciling Approaches to Intra-Individual Variation in Psycholinguistics and Variationist Sociolinguistics
Linguistics Vanguard 2021; 7(s2): 20200027 Lars Bülow* and Simone E. Pfenninger Introduction: Reconciling approaches to intra-individual variation in psycholinguistics and variationist sociolinguistics https://doi.org/10.1515/lingvan-2020-0027 Abstract: The overall theme of this special issue is intra-individual variation, that is, the observable variation within individuals’ behaviour, which plays an important role in the humanities area as well as in the social sciences. While various fields have recognised the complexity and dynamism of human thought and behav- iour, intra-individual variation has received less attention in regard to language acquisition, use and change. Linguistic research so far lacks both empirical and theoretical work that provides detailed information on the occurrence of intra-individual variation, the reasons for its occurrence and its consequences for language development as well as for language variation and change. The current issue brings together two sub- disciplines – psycholinguistics and variationist sociolinguistics – in juxtaposing systematic and non- systematic intra-individual variation, thereby attempting to build a cross-fertilisation relationship between two disciplines that have had surprisingly little connection so far. In so doing, we address critical stock-taking, meaningful theorizing and methodological innovation. Keywords: psycholinguistics, variationist sociolinguistics, intra-individual variation, intra-speaker variation, SLA, language variation and change, language development 1 Intra-individual variation in psycholinguistics and variationist sociolinguistics The overall theme of this special issue is intra-individual variation, that is, the observable variation within individuals’ behaviour, which plays an important role in the humanities area as well as in the social sciences. While various fields have acknowledged the complexity and dynamism of human behaviour, intra-individual variation has received less attention in regard to language use. -
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Salem State University From the SelectedWorks of Sovicheth Boun March 24, 2014 A Critical Examination Of Language Ideologies And Identities Of Cambodian Foreign-Trained University Lecturers Of English Sovicheth Boun Available at: https://works.bepress.com/sovicheth-boun/2/ Table of Contents General Conference Information ....................................................................................................................................................................... 3-‐13 Welcome Messages from the President and the Conference Chair ........................................................................................................................ 3 Conference Program Committee .......................................................................................................................................................................................... 4 Registration Information, Exhibit Hall Coffee Hours, Breaks, Internet Access, Conference Evaluation ................................................ 4 Strand Coordinators and Abstract Readers .................................................................................................................................................................. 5-‐6 Student Volunteers, Individual Sessions and Roundtable Sessions Instructions ............................................................................................ 7 Conference Sponsors ............................................................................................................................................................................................................. -
Viewpoints W 113
International Journal of Applied Linguistics w Vol. 15 w No. 1 w 2005Viewpoints w 113 Viewpoints “Globalisation” and Applied Linguistics: post-imperial questions of identity and the construction of applied linguistics discourse Janina Brutt-Griffler University of York “Where are you from?” It’s a question we’ve all been asked at some point, in some place, in some language. It’s probably a question we’ve all put to someone else. When we ask it of others we attribute it to curiosity. When it is put to us, we attribute it to difference, since when posed by strangers, as it most often is, it is as a general rule based either on how we sound or how we look. And yet both our interrogator and we ourselves understand at some level that the question is meaningless, even impertinent. It is rooted in a mythical sense of space and place. Lurking just below the surface is an unasked, ultimately unanswerable question: “Where do you belong?” Like every other notion, that of belonging is not some natural idea with which all of us come into the world but one constructed socially, and therefore ultimately historically. It is rooted in a particular social order, one that seeks to assign persons to definite geographical and social spaces. When we invoke this notion of space and place – the attempt to assign, as if by natural dispensation, persons to particular ethnic, national or other origins or identities – we draw, consciously or unconsciously, on received notions inherited from the past. Linguistics has long established that any child born into this world can learn any language natively. -
Complex Dynamic Systems Theory (CDST) Approach in SLA
International Society of communication and Development among universities www.europeansp.org Modern Language Studies, ISSN: 0047-7729 Complex Dynamic Systems Theory (CDST) Approach in SLA Muhammad Makhdoumi, Hanye davatgari Asl, Masoud Zoghi Department of English Language Teaching, Ahar branch, Islamic Azad University, Ahar, Iran Abstract The essence of Complex, Dynamic Systems Theory is that there is no stasis, only change. The processes of change are the consequences of interactions of variables over time. At least forty theories of SLA have been proposed, but it seems none of them gives a complete explanation of this complex process. The purpose of the study to recognize CDS features, controlling parameters, and SLA theories to support the idea that SLA is complex and dynamic process. Considering the proposed theories in SLA, features of complex systems and controlling parameters in SLA, the researcher has proposed a model based on CDST approach to explain the complexity involved in learning a second language. The method was narrative review research. Results will be advantageous for methodologies, theoreticians, syllabus designers and teachers, to involve social, cultural, factors in SLA processes. It will be also helpful to solve some of the long-lasting problems and present the fascinating, promising approach of CDST. © 2016 The Authors. Published by European Science publishing Ltd. Selection and peer-review under responsibility of the Organizing Committee of European Science publishing Ltd. Keywords: CDS, CDST, SLA, language learning theories, CDS features. 1. Introduction This study maintains that previous endeavors to explain SLA and FLL should not be ignored. When different learning theories are combined, they provide a deeper and broader view of the learning process. -
Usage Based Perspectives on Second Language Learning University of Jyväskylä, Finland, June 17–19, 2019
The 4th international conference Thinking, doing, learning: Usage based perspectives on second language learning University of Jyväskylä, Finland, June 17–19, 2019 Abstract Book Table of Contents Monday, June 17th 2019 Plenary Tim Greer The ecology of explaining................................... 6 Papers Yumi Matsumoto ”Material actions” in ESL classroom interactions: How students use materials and spaces for negotiating interactional power with teachers.......................... 7 Jirajittra Higgins A development of teaching modules to enhance students’ interactional competence in Thai university EFL classroom....................................... 8 Yuan-Yuan Meng Complex system phenomena in dyadic communication: A case study........ 9 Annekatrin Kaivapalu, Maisa Martin Complexity, accuracy, fluency: empirical attempts of definition 10 Feng-Ming Chi Creating dialogic conversations via Author’s Chair for EFL learners . 11 Tamás Péter Szabó Developing language aware pedagogy in the transition phase between kindergarten and school education: insights from the research of metalanguage .................... 12 Beatriz López-Medina, José Luis Estrada-Chichón Developing plurilingual competence in CLIL set- tings: a case study in Latvian secondary education............................. 13 Taina Tammelin-Laine Digital decade and teaching L2 Finnish literacy skills to non-literate immigrants 14 Keiko Imura Emergence of utterance schemas in young learners’ foreign language development: a longitudinal study of Japanese learners of English............................ -
Challenging Learners in Their Individual Zone of Proximal Development Using Pedagogic Developmental Benchmarks of Syntactic Complexity
Challenging Learners in Their Individual Zone of Proximal Development Using Pedagogic Developmental Benchmarks of Syntactic Complexity Xiaobin Chen and Detmar Meurers LEAD Graduate School and Research Network Department of Linguistics Eberhard Karls Universitat¨ Tubingen,¨ Germany {xiaobin.chen,detmar.meurers}@uni-tuebingen.de Abstract and identify reading material individually chal- lenging learners, essentially instantiating the next This paper introduces an Intelligent Com- stage of acquisition as captured by Krashen’s con- puter Assisted Language Learning system cept of i+1 (Krashen, 1981) or relatedly, but em- designed to provide reading input for lan- phasizing the social perspective, Vygotsky’s Zone guage learners based on the syntactic com- of Proximal Development (ZPD; Vygotsky, 1976). plexity of their language production. The In terms of structure of the paper, we first locate system analyzes the linguistic complexity our approach in terms of the Complexity, Accu- of texts produced by the user and of texts racy, and Fluency (CAF) framework in SLA re- in a pedagogic target language corpus to search. Then we review approaches adopted by identify texts that are well-suited to foster earlier studies in developmental complexity re- acquisition. These texts provide develop- search, including problems they pose for a peda- mental benchmarks offering an individu- gogical approach aimed at offering developmental ally tailored language challenge, making benchmarks. We propose and justify a solution, ideas such as Krashen’s i+1 or Vygotsky’s before presenting the architecture and functional- Zone of Proximal Development concrete ity of the SyB system. and empirically explorable in terms of a broad range of complexity measures in all 2 Development of Syntactic Complexity dimensions of linguistic modeling. -
Language Testing and Assessment: an Advanced Resource Book Glenn Fulcher and Fred Davidson Language Testing and Assessment an Advanced Resource Book
LANGUAGE TESTING AND ASSESSMENT Routledge Applied Linguistics is a series of comprehensive resource books, pro- viding students and researchers with the support they need for advanced study in the core areas of English language and Applied Linguistics. Each book in the series guides readers through three main sections, enabling them to explore and develop major themes within the discipline. • Section A, Introduction, establishes the key terms and concepts and extends readers’ techniques of analysis through practical application. • Section B, Extension, brings together influential articles, sets them in context and discusses their contribution to the field. • Section C, Exploration, builds on knowledge gained in the first two sections, setting thoughtful tasks around further illustrative material. This enables readers to engage more actively with the subject matter and encourages them to develop their own research responses. Throughout the book, topics are revisited, extended, interwoven and deconstructed, with the reader’s understanding strengthened by tasks and follow-up questions. Language Testing and Assessment: • provides an innovative and thorough review of a wide variety of issues from prac- tical details of test development to matters of controversy and ethical practice • investigates the importance of the philosophy of pragmatism in assessment, and coins the term ‘effect-driven testing’ • explores test development, data analysis, validity and their relation to test effects • illustrates its thematic breadth in a series of exercises and tasks, such as analysis of test results, study of test revision and change, design of arguments for test validation and exploration of influences on test creation • presents influential and seminal readings in testing and assessment by names such as Michael Canale and Merrill Swain, Michael Kane, Alan Davies, Lee Cronbach and Paul Meehl and Pamela Moss. -
Audrey Rousse Malpat and Marjolijn Verspoor
3.2. Case Study 2. Accelerative Integrated Method of foreign language teaching in Canada and the Netherlands Case study authors: Audrey Rousse Malpat and Marjolijn Verspoor Dr. Audrey Rousse-Malpat, assistant professor of Language Learning at the University of Groningen, the Netherlands, holds a PhD in Applied Linguistics (University of Groningen). Her PhD project focused on the effectiveness of different types of instruction (implicit vs. explicit) on the development of oral and written skills for L2 French. She is now working on several projects dealing with the implementation of innovative language curricula in universities, vocational education studies and junior high school in the Netherlands and in Germany. She specialises in L2 acquisition in poor-input environment settings and in dynamic usage-based inspired pedagogy. She is also the co-owner of Projectfrans.nl, a platform aimed at informing, training and supporting foreign language high school teachers in changing their practices according to a dynamic usage-based view of language learning. Marjolijn Verspoor is Professor of English Language and English as a Second Language at the University of Groningen, the Netherlands, and at the University of Pannonia, Hungary. Her main research interests are second language development from a dynamic usage-based perspective, and instructional approaches in foreign language teaching. Description of the teaching method and its context The accelerated integrated method (AIM), devised by Maxwell (2001), is intended to teach a foreign language38 (also referred in this case study as ‘L2’ or ‘target language’) authentically and playfully through scaffolding techniques, which use story-telling, gestures, active collaboration and repetition. So far it has been used to teach French, English, Spanish and Mandarin to young beginners from around 7 to 15 years old. -
Lourdes Ortega Curriculum Vitae
Lourdes Ortega Curriculum Vitae Updated: August 2019 Department of Linguistics 1437 37th Street NW Box 571051 Poulton Hall 250 Georgetown University Washington, DC 20057-1051 Department of Linguistics Fax (202) 687-6174 E-mail: [email protected] Webpage: https://sites.google.com/a/georgetown.edu/lourdes-ortega/ EDUCATION 2000 Ph.D. in Second Language Acquisition. University of Hawai‘i at Mānoa, Department of Second Language Studies, USA. 1995 M.A. in English as a Second Language. University of Hawai‘i at Mānoa, Department of Second Language Studies, USA. 1993 R.S.A. Dip., Diploma for Overseas Teachers of English. Cambridge University/UCLES, UK. 1987 Licenciatura in Spanish Philology. University of Cádiz, Spain. EMPLOYMENT since 2012 Professor, Georgetown University, Department of Linguistics. 2004-2012 Professor (2010-2012), Associate Professor (2006-2010), Assistant Professor (2004-2006), University of Hawai‘i at Mānoa, Department of Second Language Studies. 2002-2004 Assistant Professor (tenure-track), Northern Arizona University, Department of English. 2000-2002 Assistant Professor (tenure-track). Georgia State University, Department of Applied Linguistics and ESL. 1999-2000 Visiting Instructor of Applied Linguistics, Georgetown University, Department of Linguistics. 1994-1998 Research and Teaching Graduate Assistant, University of Hawai‘i at Mānoa, College of Languages, Linguistics, and Literature. 1987-1993 Instructor of Spanish, Instituto Cervantes of Athens, Greece. FELLOWSHIPS 2018: Distinguished Visiting Fellow at the Graduate Center, City University of New York, Advanced Research Collaborative (ARC). August through December, 2018. 2010: External Senior Research Fellow at the Freiburg Institute of Advanced Studies (FRIAS), University of Freiburg. One-semester residential fellowship at FRIAS to carry out project titled Pathways to multicompetence: Applying usage-based and constructionist theories to the study of interlanguage development. -
Gestures and Some Key Issues in the Study of Language Development Gullberg, Marianne; De Bot, Kees; Volterra, Virginia
Gestures and some key issues in the study of language development Gullberg, Marianne; de Bot, Kees; Volterra, Virginia Published in: Gesture DOI: 10.1075/gest.8.2.03gul 2008 Link to publication Citation for published version (APA): Gullberg, M., de Bot, K., & Volterra, V. (2008). Gestures and some key issues in the study of language development. Gesture, 8(2), 149-179. https://doi.org/10.1075/gest.8.2.03gul Total number of authors: 3 General rights Unless other specific re-use rights are stated the following general rights apply: Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Read more about Creative commons licenses: https://creativecommons.org/licenses/ Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. LUND UNIVERSITY PO Box 117 221 00 Lund +46 46-222 00 00 Running title: Key issues in language development Gestures and some key issues in the study of language development Marianne Gullberg1, Kees de Bot2, & Virginia Volterra3 1 Max Planck Institute for Psycholinguistics, 2 Rijksuniversiteit Groningen, 3 Istituto di Scienze e Tecnologie della Cognizione, CNR In Gesture, 8(2), Special issue Gestures in language development, eds. -
The Cambridge Handbook of Bilingual Processing the Cambridge Handbook of Bilingual Processing
Cambridge Help Home > Catalogue > The Cambridge Handbook of Bilingual Processing The Cambridge Handbook of Bilingual Processing Series: Cambridge Handbooks in Language and Linguistics Edited by John W. Schwieter Wilfrid Laurier University, Ontario and University of Greenwich View list of contributors... Hardback (ISBN13: 9781107060586) Also available in Adobe eBook For price and ordering options, inspection copy requests, and reading lists please select: Europe, Middle East and Africa | Americas | Asia | Australia and New Zealand Please note local prices may apply How does a human acquire, comprehend, produce and control multiple languages with just the power of one mind? What are the cognitive consequences of being a bilingual? These are just a few of the intriguing questions at the core of studying bilingualism from psycholinguistic and neurocognitive perspectives. Bringing together some of the world's leading experts in bilingualism, cognitive psychology and language acquisition, The Cambridge Handbook of Bilingual Processing explores these questions by presenting a clear overview of current theories and findings in bilingual processing. This comprehensive handbook is organized around overarching thematic areas including theories and methodologies, acquisition and development, comprehension and representation, production, control, and the cognitive consequences of bilingualism. The handbook serves as an informative overview for researchers interested in cognitive bilingualism and the logic of theoretical and experimental approaches to language science. It also functions as an instrumental source of readings for anyone interested in bilingual processing. • First book to provide a comprehensive overview of the field of bilingual processing • Contains contributions from leading experts in the field • Includes a section dedicated to bilingual language control, an emerging research area within bilingual processing Contents Part I.