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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, -
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. -
LANCASTER UNIVERSITY Popular Music, the Christian Story, and The
LANCASTER UNIVERSITY Popular Music, the Christian Story, and the Quest for Ontological Security David John Gillard MA (Distinction) A Thesis Submitted to the Faculty of Graduate Studies In Fulfilment of the Requirements for The Degree of Doctor of Philosophy (PhD) DEPARTMENT OF POLITICS, PHILOSOPHY AND RELIGION OCTOBER 2019 Abstract Popular Music, the Christian Story, and the Quest for Ontological Security David John Gillard MA A Thesis Submitted to the Faculty of Graduate Studies In Fulfilment of the Requirements for The Degree of Doctor of Philosophy (PhD) October 2019 The crisis of socialisation into Christian belief is, in part, evidence of Western secularisation. Added to this, there is evidence of significant existential restlessness. Moreover, many individuals feel alienated from the Church, which has been the historic Western provider of a discourse offering ontological security. Such restlessness finds emotional expression within a popular music culture that frequently interrogates Christian belief. It is argued here that not only is there a hegemonic resistance to Christian discourse, but that the Church inadvertently colludes with these forces, favouring its historic, rationalistic methods of evangelism, the effectiveness of which is now limited. This thesis offers a model to redress aspects of this disconnect, arguing for the significance of affective spaces within which spiritual reflection is encouraged. Using Zygmunt Bauman’s sociology of liquid modernity the thesis considers the fluid nature of Western society. In particular, it explores the ways in which popular music articulates core themes in a society in which individuals are effectively bricoleurs, drawing from popular culture in order to tactically resist hegemony. Central to the discussion is the idea that humans are ‘hard wired’ to develop a sense of self in a proto-musical manner. -
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. -
Contemporary French Farmers Unions at the Age of Uncertainty Eric Doidy, François Purseigle
Troubled rootedness : contemporary French farmers unions at the age of uncertainty Eric Doidy, François Purseigle To cite this version: Eric Doidy, François Purseigle. Troubled rootedness : contemporary French farmers unions at the age of uncertainty. 8. Annual Conference of the European Sociological Association. Conflict, Citizenship and Civil Society, Sep 2007, Glasgow, United Kingdom. hal-02753714 HAL Id: hal-02753714 https://hal.inrae.fr/hal-02753714 Submitted on 3 Jun 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Conflict, Citizenship and Civil Society Theme of the Conference Europe is experiencing extensive transformations that disturb traditional political institutions and explode periodically into deep conflict. Political interpretation of these events is contested and reasons 'traditional' and 'new' vie for explanatory efficacy. Conflicts associated with migration, generation, gender, precarious labour, urban tension and cultural and religious intolerance are spliced by inequality, discrimination, poverty and exclusion thus complicating -
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), -
SUNDAY 12Th SEPTEMBER 2021
THIRTY-EIGHTH INTERNATIONAL SYMPOSIUM ON ECONOMIC CRIME SUNDAY 5th SEPTEMBER - SUNDAY 12th SEPTEMBER 2021 JESUS COLLEGE, UNIVERSITY OF CAMBRIDGE Economic crime – who pays and who should pay? The 38th Cambridge International Symposium on Economic Crime Economic Crime - who pays and who should pay? The thirty-eighth international symposium on economic crime brings together, from across the globe a unique level and depth of expertise to address one of the biggest threats facing the stability and development of all our economies. The overarching theme for this year’s symposium focuses on who is actually harmed and pays for economically motivated crime and who should be held more accountable. The direct and especially the indirect costs, to us all, of economic and enterprise crime are considerable and impact profoundly on the more vulnerable. Our legal systems are not in the main successful in holding those who engage in or benefit by economic crime accountable. Indeed, crime does pay and often the measures we adopt to discourage it raise more issues than they answer. Possibly we need to place much more responsibility on those who are in a position, by virtue of what they do or where they are placed, to prevent and discourage abuse. These important and timely issues are considered in a practical, applied and relevant manner, by those who have real experience whether in law enforcement, regulation, compliance or simply protecting their own or another’s business. The symposium albeit held in one of the world’s leading universities is not a talking shop for those with vested interests or a rarefied academic gathering. -
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. -
Eating Out: Social Differentiation, Consumption and Pleasure Alan Warde and Lydia Martens Frontmatter More Information
Cambridge University Press 0521590442 - Eating Out: Social Differentiation, Consumption and Pleasure Alan Warde and Lydia Martens Frontmatter More information Eating Out Social Differentiation,Consumption and Pleasure Eating Out is a fascinating study of the consumption of food outside the home, based on extensive original research carried out in England in the 1990s. Reflecting the explosion of interest in food, ranging from food scares to the national obsession with celebrity chefs, the practice of eating out has increased dramatically over recent years. Through surveys and intensive interviews, the authors have collected a wealth of informa- tion into people’s attitude towards, and expectations of, eating out as a form of entertainment and an expression of taste and status. Amongst other topics they examine social inequalities in access to eating out, social distinction, interactions between customers and staff, and the economic and social implications of the practice. Eating Out will be a valuable source to academics, advanced students and practitioners in the sociology of consumption, cultural studies, social anthropology, tourism and hospitality, home economics, market- ing, and the general reader. alan warde is Professor of Sociology at the University of Manchester. He is the author of Consensus and Beyond: The Development of Labour Party Strategy since the Second World War, Contemporary British Society: a New Introduction to Sociology (with N. Abercrombie and others), Urban Sociology, Capitalism and Modernity (with M. Savage), and Consumption, Food and Taste:Culinary Antinomies and Commodity Culture. In addition, Alan Warde has published in a wide range of journals, including: Antipode, British Food Journal, British Journal of Sociology, Environment and Planning D: Space and Society, International Review of Social History, International Journal of Urban and Regional Research, Political Geography Quarterly, Sociological Review, Sociology, and Work Employment and Society.