Second Language Learning and Teaching
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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. -
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. -
Implicit and Explicit Knowledge About Language
Comp. by: TPrasath Date:27/12/06 Time:22:59:29 Stage:First Proof File Path:// spiina1001z/womat/production/PRODENV/0000000005/0000001817/0000000016/ 0000233189.3D Proof by: QC by: NICK ELLIS IMPLICIT AND EXPLICIT KNOWLEDGE ABOUT LANGUAGE INTRODUCTION Children acquire their first language (L1) by engaging with their caretakers in natural meaningful communication. From this “evidence” they automatically acquire complex knowledge of the structure of their language. Yet paradoxically they cannot describe this knowledge, the discovery of which forms the object of the disciplines of theoretical lin- guistics, psycholinguistics, and child language acquisition. This is a difference between explicit and implicit knowledge—ask a young child how to form a plural and she says she does not know; ask her “here is a wug, here is another wug, what have you got?” and she is able to reply, “two wugs.” The acquisition of L1 grammar is implicit and is extracted from experience of usage rather than from explicit rules—simple expo- sure o normal linguistic input suffices and no explicit instruction is needed. Adult acquisition of second language (L2) is a different matter in that what can be acquired implicitly from communicative contexts is typically quite limited in comparison to native speaker norms, and adult attainment of L2 accuracy usually requires additional resources of explicit learning. The various roles of consciousness in second language acquisi- tion (SLA) include: the learner noticing negative evidence; their attending to language form, their perception focused by social scaffolding or explicit instruction; their voluntary use of pedagogical grammatical descriptions and analogical reasoning; their reflective induction of metalinguistic insights about language; and their consciously guided practice which results, eventually, in unconscious, automatized skill. -
Implicit and Explicit Learning of Languages Patrick Rebuschat
Introduction: Implicit and explicit learning of languages Patrick Rebuschat (Lancaster University) Introduction to the forthcoming volume: Rebuschat, P. (Ed.) (in press, 2015). Implicit and explicit learning of languages. Amsterdam: John Benjamins. Implicit learning, essentially the process of acquiring unconscious (implicit) knowledge, is a fundamental feature of human cognition (Cleeremans, Destrebecqz, & Boyer, 1998; Dienes, 2012; Perruchet, 2008; Shanks, 2005; Reber, 1993). Many complex behaviors, including language comprehension and production (Berry & Dienes, 1993; Winter & Reber, 1994), music cognition (Rohrmeier & Rebuschat, 2012), intuitive decision making (Plessner, Betsch, & Betsch, 2008), and social interaction (Lewicki, 1986), are thought to be largely dependent on implicit knowledge. The term implicit learning was first used by Arthur Reber (1967) to describe a process during which subjects acquire knowledge about a complex, rule-governed stimulus environment without intending to and without becoming aware of the knowledge they have acquired. In contrast, the term explicit learning refers to a process during which participants acquire conscious (explicit) knowledge; this is generally associated with intentional learning conditions, e.g., when participants are instructed to look for rules or patterns. In his seminal study, Reber (1967) exposed subjects to letter sequences (e.g., TPTS, VXXVPS and TPTXXVS) by means of a memorization task. In experiment 1, subjects were presented with letter sequences and simply asked to commit them to memory. One group of subjects was given sequences that were generated by means of a finite-state grammar (Chomsky, 1956, 1957; Chomsky & Miller, 1958), while the other group received randomly 1 constructed sequences. The results showed that grammatical letter sequences were learned more rapidly than random letter sequences. -
Two Approaches to Second Language Acquisition: Universal Grammar and Emergentism
English Teaching, Vol. 75, Supplement 1, Summer 2020, pp. 3-8 DOI: https://doi.org/10.15858/engtea.75.s1.202006.3 http://journal.kate.or.kr Two Approaches to Second Language Acquisition: Universal Grammar and Emergentism William O’Grady and Kitaek Kim* 1. THE TWO APPROACHES TO SECOND LANGUAGE ACQUISITION Language presents us with many questions. Why does it have certain properties and features, but not others? Why does it vary and change in the ways that it does? How is it acquired with such ease by young children despite its evident complexity? And why do adults find it so difficult to acquire a second language (L2), despite their cognitive maturity and their access to well-designed pedagogical programs? An impressive feature of Universal Grammar (UG), as it was traditionally conceived, is that it offers an integrated explanatory narrative—an inborn system of grammatical principles stipulates the architecture of language, including limits on variation and change, while also shedding light on the apparent magic of first language acquisition. With the help of additional assumptions, such as the full-transfer/full-access proposal of Bonnie D. Schwartz and Rex Sprouse (1996), it is even possible to offer an explanation for why the mastery of a L2 proves so challenging, but is perhaps nonetheless attainable. Parts of the discussion in the first section of this paper appeared in O’Grady, Lee, and Kwak (2009). *Corresponding Author: William O’Grady, Professor, Department of Linguistics, University of Hawaii at Manoa, 1890 East-West Road, Moore 569, Honolulu, HI 96822 USA; E-mail: [email protected] Co-Author: Kitaek Kim, Professor, Department of English Language Education, Seoul National University Received 10 June 2020; Reviewed 17 June 2020; Accepted 25 June 2020 © 2020 The Korea Association of Teachers of English (KATE) This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits anyone to copy, redistribute, remix, transmit and adapt the work provided the original work and source is appropriately cited. -
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. -
Preprint Ellis, NC (2013). Second Language Acquisition. in Oxford Handbook of Construction Grammar
Second Language Acquisition Nick C. Ellis University of Michigan [email protected] preprint Ellis, N. C. (2013). Second language acquisition. In Oxford Handbook of Construction Grammar (pp. 365-378), G. Trousdale & T. Hoffmann (Eds.). Oxford: Oxford University Press. 1. Introduction Usage-based approaches hold that we learn linguistic constructions while engaging in communication, the “interpersonal communicative and cognitive processes that everywhere and always shape language” (Slobin 1997). Constructions are form-meaning mappings, conventionalized in the speech community, and entrenched as language knowledge in the learner’s mind. They are the symbolic units of language relating the defining properties of their morphological, syntactic, and lexical form with particular semantic, pragmatic, and discourse functions (Bates and MacWhinney 1987; Lakoff 1987; Langacker 1987; Croft 2001; Croft and Cruse 2004; Goldberg 1995, 2003, 2006; Tomasello 2003; Robinson and Ellis 2008; Bybee 2008). Broadly, Construction Grammar argues that all grammatical phenomena can be understood as learned pairings of form (from morphemes, words, and idioms, to partially lexically filled and fully general phrasal patterns) and their associated semantic or discourse functions. Such beliefs, increasingly influential in the study of child language acquisition, have turned upside down generative assumptions of innate language acquisition devices, the continuity hypothesis, and top-down, rule-governed, processing, bringing back data-driven, emergent accounts of linguistic systematicities. Constructionist theories of child first language acquisition (L1A) use dense longitudinal corpora to chart the emergence of creative linguistic competence from children’s analyses of the utterances in their usage history and from their abstraction of regularities within them (Goldberg 1995, 2006, 2003; Diessel, this volume; Tomasello 1998; Tomasello 2003). -
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. -
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). -
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. -
Code-Switching and Predictability of Meaning In
CODE-SWITCHING AND PREDICTABILITY OF MEANING IN DISCOURSE Mark Myslín Roger Levy University of California, San Diego University of California, San Diego What motivates a fluent bilingual speaker to switch languages within a single utterance? We propose a novel discourse-functional motivation: less predictable, high information-content mean- ings are encoded in one language, and more predictable, lower information-content meanings are encoded in another language. Switches to a speaker’s less frequently used, and hence more salient, language offer a distinct encoding that highlights information-rich material that comprehenders should attend to especially carefully. Using a corpus of natural Czech-English bilingual discourse, we test this hypothesis against an extensive set of control factors from sociolinguistic, psycholin- guistic, and discourse-functional lines of research using mixed-effects logistic regression, in the first such quantitative multifactorial investigation of code-switching in discourse. We find, using a Shannon guessing game to quantify predictability of meanings in conversation, that words with difficult-to-guess meanings are indeed more likely to be code-switch sites, and that this is in fact one of the most highly explanatory factors in predicting the occurrence of code-switching in our data. We argue that choice of language thus serves as a formal marker of information content in discourse, along with familiar means such as prosody and syntax. We further argue for the utility of rigorous, multifactorial approaches to sociolinguistic speaker-choice phenomena in natural conversation.* Keywords: code-switching, bilingualism, discourse, predictability, audience design, statistical modeling 1. Introduction. In an early sketch of language contact, André Martinet (1953:vii) observed that in multilingual speech, choice of language is not dissimilar to the ‘choice[s] among lexical riches and expressive resources’available in monolingual speech. -
Constructing a Second Language Introduction to the Special Section*
John Benjamins Publishing Company This is a contribution from Annual Review of Cognitive Linguistics 7 © 2009. John Benjamins Publishing Company This electronic file may not be altered in any way. The author(s) of this article is/are permitted to use this PDF file to generate printed copies to be used by way of offprints, for their personal use only. Permission is granted by the publishers to post this file on a closed server which is accessible to members (students and staff) only of the author’s/s’ institute, it is not permitted to post this PDF on the open internet. For any other use of this material prior written permission should be obtained from the publishers or through the Copyright Clearance Center (for USA: www.copyright.com). Please contact [email protected] or consult our website: www.benjamins.com Tables of Contents, abstracts and guidelines are available at www.benjamins.com Special Section Constructing a Second Language Introduction to the Special Section* Nick C. Ellis and Teresa Cadierno University of Michigan / University of Southern Denmark This Special Section brings together researchers who adopt a constructional approach to Second Language Acquisition (SLA) as informed by Cognitive and Corpus Linguistics, approaches which fall under the general umbrella of Usage- based Linguistics. The articles present psycholinguistic and corpus linguistic evidence for L2 constructions and for the inseparability of lexis and grammar. They consider the psycholinguistics of language learning following general cognitive principles of category learning, with schematic constructions emerging from usage. They analyze how learning is driven by the frequency and frequency distribution of exemplars within construction, the salience of their form, the significance of their functional interpretation, the match of their meaning to the construction prototype, and the reliability of their mappings.