Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology Edited by Robert M
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Matthew H. Ciscel
MATTHEW H. CISCEL CURRICULUM VITÆ (last revised 9/14/2017) Professor and TESOL Coordinator 214 Beacon Street Department of English Hartford, CT 06105, U.S.A. Central Connecticut State University (1-860) 232-5223 1615 Stanley Street personal e-mail: [email protected] New Britain, CT 06050-4010 U.S.A. university e-mail: [email protected] (1-860) 832-2749 URL: http://www2.ccsu.edu/faculty/CiscelM EDUCATION 2002 Ph.D. in Linguistics, Areas: sociolinguistics and second language acquisition theory, University of South Carolina, Columbia (August 1998-December 2002) Dissertation Title: Language and Identity: L2 acquisition in post-Soviet Moldova 1996 M.A. in German, Areas: Germanic linguistics and 20th Century German culture, University of Iowa, Iowa City (August 1993-May 1996) 1991 B.A. cum laude in German, Areas: German and psychology, University of Tennessee, Knoxville (Sept 1987-Aug 1991) 1989-1990 Academic exchange to Philipps-Universität, Marburg, Germany (course work in German language and literature, and psychology) ACADEMIC POSITIONS 2012-present Full Professor, Department of English, Central Connecticut State University, New Britain, CT 2007-2012 Associate Professor, Department of English, Central Connecticut State University, New Britain, CT (tenure granted 2008) Spring 2010 Senior Fulbright Scholar, Faculty of Letters and Arts, Lucian Blaga University, Sibiu, România 2002-2007 Assistant Professor, Department of English, Central Connecticut State University, New Britain, CT Fall 2001 Visiting Instructor, Faculty of Modern Languages, -
The Cultural Politics of English As an International Language Alastair Pennycook
The Cultural Politics of English as an International Language A much-cited and highly influential text by Alastair Pennycook, one of the world authorities in sociolinguistics and English language education, The Cultural Politics of English as an International Language explores the globalization of English by examining its colonial ori- gins, its connections to linguistics and applied linguistics, and its relationships to the global spread of teaching practices. Nine chap- ters cover a wide range of key topics including: • international politics • colonial history • critical pedagogy • postcolonialliterature. The book provides a critical understanding of the concept of the 'worldliness of English', or the idea that English can never be removed from the social, cultural, economic or political contexts in which it is used. Reissued with a substantial preface, this Routledge Linguistics Classic remains a landmark text, which led a much-needed critical and ideologically informed investigation into the burgeoning topic of World Englishes. Key reading for all those working in the areas of Applied Linguistics, Sociolinguistics and World Englishes. Alastair Pennycook is Distinguished Professor of Language in Edu- cation at the University of Technology Sydney, Australia. He is the author of many titles, including BAAL book prize winner 2008: Global Englishes and Transcultural Flows (Routledge, 2007), Language as a Local Practice (Routledge, 2010), and Metrolingualism: Language in the City (co- authored with Emi Otsuji, Routledge, 2015). ROUTLEDGE LINGUISTICS CLASSICS Authority in Language Investigating Standard English James Milroy and Lesley Milroy Local Literacies Reading and Writing in One Community David Barton and Mary Hamilton Verbal Hygiene Deborah Cameron Vocabulary Applied Linguistic Perspectives Previously published as part of the Ronald Carter Language in Social Life Series, Power and Politeness in the Workplace edited by Professor Christopher N. -
Downloaded for Free
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 ............................................................................................................................................................................................................. -
Input, Interaction, and Second Language Development
CORE Metadata, citation and similar papers at core.ac.uk Provided by Lancaster E-Prints SSLA, 21, 557±587. Printed in the United States of America. INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT An Empirical Study of Question Formation in ESL Alison Mackey Georgetown University This study examines the relationship between different types of con- versational interaction and SLA. Long's (1996) updated version of the interactionist hypothesis claims that implicit negative feedback, which can be obtained through negotiated interaction, facilitates SLA. Similar claims for the benefits of negotiation have been made by Pica (1994) and Gass (1997). Some support for the interaction hypothesis has been provided by studies that have explored the effects of interaction on production (Gass & Varonis, 1994), on lexical acquisition (Ellis, Tanaka, & Yamazaki, 1994), on the short-term outcomes of pushed output (see Swain, 1995), and for specific interactional features such as recasts (Long, Inagaki, & Ortega, 1998; Mackey & Philp, 1998). However, other studies have not found effects for interaction on gram- matical development (Loschky, 1994). The central question ad- dressed by the current study was: Can conversational interaction facilitate second language development? The study employed a pre- test-posttest design. Adult ESL learners (N = 34) of varying L1 back- grounds were divided into four experimental groups and one control I am grateful to Susan M. Gass and Charlene Polio for insightful suggestions and help with this paper. I also want to thank Patsy Lightbown, Michael H. Long, Teresa Pica, and Merrill Swain for many helpful comments on the doctoral dissertation from which this paper arose. I am much indebted to Ian Thornton for assistance with the statistical analysis and discussions of many of the issues in- volved in this study. -
The Routledge Handbook of Second Language Acquisition Variationist
This article was downloaded by: 10.3.98.104 On: 30 Sep 2021 Access details: subscription number Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: 5 Howick Place, London SW1P 1WG, UK The Routledge Handbook of Second Language Acquisition Susan M. Gass, Alison Mackey Variationist perspectives Publication details https://www.routledgehandbooks.com/doi/10.4324/9780203808184.ch3 Robert Bayley, Elaine Tarone Published online on: 14 Nov 2011 How to cite :- Robert Bayley, Elaine Tarone. 14 Nov 2011, Variationist perspectives from: The Routledge Handbook of Second Language Acquisition Routledge Accessed on: 30 Sep 2021 https://www.routledgehandbooks.com/doi/10.4324/9780203808184.ch3 PLEASE SCROLL DOWN FOR DOCUMENT Full terms and conditions of use: https://www.routledgehandbooks.com/legal-notices/terms This Document PDF may be used for research, teaching and private study purposes. Any substantial or systematic reproductions, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The publisher shall not be liable for an loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. 3 Variationist perspectives Robert Bayley and Elaine Tarone1 -
Learner Differences in Metalinguistic Awareness: Exploring the Influence of Cognitive Abilities and Language Experience
Learner Differences in Metalinguistic Awareness: Exploring the Influence of Cognitive Abilities and Language Experience Daniel O. Jackson University of Hawai‘i at M ānoa 1. Introduction Recent emergentist views of language propose that its structure is “fundamentally molded by preexisting cognitive abilities, processing idiosyncrasies, and limitations” (Beckner et al., 2009, p. 17). Thus, the psychological characteristics that distinguish us as human contribute to language change at the collective and individual levels. With regard to the latter, it is particularly important for second language professionals to understand the nature of learners’ individual differences (IDs), so that we may appreciate these abilities, adapt instruction to idiosyncrasies, and circumvent limitations to the greatest extent possible. The outlook for research on IDs extends this perspective. For example, Dörnyei (2009) views IDs in second language (L2) research as multi-componential, integrated, dynamic, interacting, and complex. These themes are touched on throughout the following paper, which examines the role of L2 aptitude, working memory, and language experience in metalinguistic awareness stemming from exposure to an artificial language. * 2. Demystifying awareness for L2 research Following Schmidt (1990 and elsewhere), awareness is a form of consciousness implicated in mental processes that are crucial to L2 learning, including perception, noticing, and understanding. Regarding the distinction between noticing and understanding, he wrote: Noticing is related to rehearsal within working memory and the transfer of information to long- term memory, to intake, and to item learning. Understanding is related to the organization of material in long-term memory, to restructuring, and to system learning. (Schmidt, 1993, p. 213) Second language acquisition relies on both item and system learning. -
MIXED CODES, BILINGUALISM, and LANGUAGE MAINTENANCE DISSERTATION Presented in Partial Fulfillment of the Requi
BILINGUAL NAVAJO: MIXED CODES, BILINGUALISM, AND LANGUAGE MAINTENANCE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Charlotte C. Schaengold, M.A. ***** The Ohio State University 2004 Dissertation Committee: Approved by Professor Brian Joseph, Advisor Professor Donald Winford ________________________ Professor Keith Johnson Advisor Linguistics Graduate Program ABSTRACT Many American Indian Languages today are spoken by fewer than one hundred people, yet Navajo is still spoken by over 100,000 people and has maintained regional as well as formal and informal dialects. However, the language is changing. While the Navajo population is gradually shifting from Navajo toward English, the “tip” in the shift has not yet occurred, and enormous efforts are being made in Navajoland to slow the language’s decline. One symptom in this process of shift is the fact that many young people on the Reservation now speak a non-standard variety of Navajo called “Bilingual Navajo.” This non-standard variety of Navajo is the linguistic result of the contact between speakers of English and speakers of Navajo. Similar to Michif, as described by Bakker and Papen (1988, 1994, 1997) and Media Lengua, as described by Muysken (1994, 1997, 2000), Bilingual Navajo has the structure of an American Indian language with parts of its lexicon from a European language. “Bilingual mixed languages” are defined by Winford (2003) as languages created in a bilingual speech community with the grammar of one language and the lexicon of another. My intention is to place Bilingual Navajo into the historical and theoretical framework of the bilingual mixed language, and to explain how ii this language can be used in the Navajo speech community to help maintain the Navajo language. -
Marketing Fragment 6 X 10.T65
Cambridge University Press 978-0-521-53430-7 - Second Language Writing Ken Hyland Frontmatter More information Second Language Writing © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-53430-7 - Second Language Writing Ken Hyland Frontmatter More information CAMBRIDGE LANGUAGE EDUCATION Series Editor: Jack C. Richards This series draws on the best available research, theory, and educational practice to help clarify issues and resolve problems in language teaching, language teacher education, and related areas. Books in the series focus on a wide range of issues and are written in a style that is accessible to classroom teachers, teachers-in-training, and teacher educators. In this series: Agendas for Second Language Literacy by Sandra Lee McKay Reflective Teaching in Second Language Classrooms by Jack C. Richards and Charles Lockhart Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community edited by Fred Genesee Understanding Communication in Second Language Classrooms by Karen E. Johnson The Self-Directed Teacher: Managing the Learning Process by David Nunan and Clarice Lamb Functional English Grammar: An Introduction for Second Language Teachers by Graham Lock Teachers as Course Developers edited by Kathleen Graves Classroom-Based Evaluation in Second Language Education by Fred Genesee and John A. Upshur From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms by Jo Ann Aebersold and Mary Lee Field Extensive Reading in the Second Language Classroom by Richard R. Day and Julian Bamford Language Teaching Awareness: A Guide to Exploring Beliefs and Practices by Jerry G. Gebhard and Robert Oprandy Vocabulary in Second Language Teaching by Norbert Schmitt Curriculum Development in Language Teaching by Jack C. -
The Routledge Handbook of Second Language Acquisition
ROUTLEDGE HANDBOOKS The Routledge Handbook of Second Language Acquisition Edited by Susan M. Gass and Alison Mackey The Routledge Handbook of Second Language Acquisition ‘The editors, Susan M. Gass and Alison Mackey, have done a sterling job with this Handbook. The biggest names and rising stars in the fields of second language teaching and language learning have contributed to this “magnum opus”.’ Jean-Marc Dewaele, Birkbeck, University of London, UK The Routledge Handbook of Second Language Acquisition brings together fifty leading international figures in the field to produce a state-of-the-art overview of second language acquisition. The Handbook covers a wide range of topics related to Second Language Acquisition: language in context, linguistic, psycholinguistic, and neurolinguistic theories and perspectives, skill learning, individual differences, L2 learning settings, and language assessment. All chapters introduce the reader to the topic, outline the core issues, then explore the pedagogical application of research in the area and possible future development. The Routledge Handbook of Second Language Acquisition is an essential resource for all those studying and researching second language acquisition. Susan M. Gass is University Distinguished Professor in the Department of Linguistics and Languages at Michigan State University. She is the author of many titles and co-author of Second Language Acquisition: An Introductory Course, Third Edition (Routledge, 2008), with Larry Selinker. She co-edits the series, Second Language Acquisition Research (with Alison Mackey, for Routledge). Alison Mackey is Professor in the Department of Linguistics at Georgetown University. She is the author of many titles, and co-author of Data Elicitation for Second and Foreign Language Research (Routledge 2007), with Susan M. -
2 Research Methods
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by UCL Discovery Luke Plonsky and Laura Gurzynski-Weiss 2 Research Methods Abstract: This paper begins with the assumption that there is no perfect study. Rather, the process of conducting language acquisition research involves numerous deci- sions, each of which is accompanied by a set of strengths and weaknesses and which must be justified as appropriate to the substantive domain and the research questions being addressed. The chapter describes many of these choices and their correspond- ing benefits and drawbacks, illustrating key concepts and techniques with examples while making frequent reference to methodological issues and trends currently taking place in the field. In particular, we focus on major decisions related to (a) research designs, both descriptive/observational and (quasi-)experimental; (b) elicitation tech- niques and instruments for collecting data both linguistic (e.g., grammaticality judg- ment tasks) and non-linguistic (e.g., questionnaires) in nature; and (c) quantitative (e.g., analysis of variance) and qualitative (e.g., grounded theory) techniques for analyzing data. Keywords: research design, quantitative research methods, qualitative research meth- ods, language acquisition, statistics 1 Introduction 1.1 The Value of Methodological Knowledge It is difficult to overstate the importance of methods in language acquisition research. Simply put, they are the means by which empirical evidence is gathered to advance knowledge. Our understanding of language acquisition is only as strong as the methods we employ. This path toward knowledge construction is contrasted with theoretical developments which complement, instruct, and are informed by empirical work (↗6 Language Acquisition Theories). -
Books Research Methods
Research methods in linguistics – A bibliography Introductory/overview textbooks, edited volumes and papers (including volumes/papers focusing on linguistic subfields) Blom, Elma & Sharon Unsworth, eds. (2010), Experimental Methods in Language Acquisition Research. Amsterdam: Benjamins. Brown, James Dean & Theodore S. Rodgers (2002), Doing Second Language Research. Oxford: OUP. Dörnyei, Zoltan (2007), Research Methods in Applied Linguistics. Quantitative, qualitative, and mixed methodologies. Oxford: OUP. Harrington, Kate, Lia Litosseliti, Helen Sauntson & Jane Sunderland, eds. (2008), Gender and Language Research Methodologies. Basingstoke: Palgrave Macmillan. Hoff, Erika, ed. (2012), Research Methods in Child Language. A practical guide. Malden/ MA: Wiley-Blackwell. Holmes, Janet & Kirk Hazen (2014), Research Methods in Sociolinguistics. A practical guide. Malden/MA: Wiley-Blackwell. Kasper, Gabriele (2008), Data collection in pragmatics research, in Spencer-Oatey, Helen (ed.), Culturally Speaking. Managing Rapport through Talk across Cultures. 2nd edition. London & New York: Continuum, 279-303. Kortmann, Bernd, ed. (2015), Theories and Methods in Linguistics (Wörterbücher zur Sprach- und Kommunikationswissenschaft [WSK] Online, Band 11). Berlin: de Gruyter Mouton. http://www.degruyter.com/view/db/wsk Krug, Manfred & Julia Schlüter, eds. (2013), Research Methods in Language Variation and Change. Cambridge: CUP. Litosseliti, Lia, ed. (2010), Research Methods in Linguistics. London: Continuum. Mackey, Alison & Susan M. Gass, eds. (2012), -
Ken Hyland Frontmatter More Information
Cambridge University Press 978-0-521-82705-8 - Second Language Writing Ken Hyland Frontmatter More information Second Language Writing © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-82705-8 - Second Language Writing Ken Hyland Frontmatter More information CAMBRIDGE LANGUAGE EDUCATION Series Editor: Jack C. Richards This series draws on the best available research, theory, and educational practice to help clarify issues and resolve problems in language teaching, language teacher education, and related areas. Books in the series focus on a wide range of issues and are written in a style that is accessible to classroom teachers, teachers-in-training, and teacher educators. In this series: Agendas for Second Language Literacy by Sandra Lee McKay Reflective Teaching in Second Language Classrooms by Jack C. Richards and Charles Lockhart Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community edited by Fred Genesee Understanding Communication in Second Language Classrooms by Karen E. Johnson The Self-Directed Teacher: Managing the Learning Process by David Nunan and Clarice Lamb Functional English Grammar: An Introduction for Second Language Teachers by Graham Lock Teachers as Course Developers edited by Kathleen Graves Classroom-Based Evaluation in Second Language Education by Fred Genesee and John A. Upshur From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms by Jo Ann Aebersold and Mary Lee Field Extensive Reading in the Second Language Classroom by Richard R. Day and Julian Bamford Language Teaching Awareness: A Guide to Exploring Beliefs and Practices by Jerry G. Gebhard and Robert Oprandy Vocabulary in Second Language Teaching by Norbert Schmitt Curriculum Development in Language Teaching by Jack C.