Revisiting Input and Output Hypotheses in Second Language Learning
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And Others TITLE the Role of Mother Tongue Literacy in Third Language Learning
DOCUMENT RESUME ED 307 796 FL 017 964 AUTHOR Swain, Merrill; And Others TITLE The Role of Mother Tongue Literacy in Third Language Learning. INSTITUTION Ontario Inst. for Studies in Education, Toronto. PUB DATE Mar 89 NOTE 33p.; Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989). PUB TYPE Reports - Research/Technical (143) -- Information Analyses (070) -- Speeches/Conference Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Bilingual Education Programs; Case Studies; Comparative Analysis; Fnglish (Second Language); Foreign Countries; *French; Grade 8; Immersion Programs; Junior High Schools; *Language Proficiency; Language Research; Language Role; Language Skills; *Literacy; *Second Language Learning; Socioeconomic Background; Transfer of Training IDENTIFIERS Ontario ABSTRACT Several research and evaluation stuCties completed in bilingual education programs for language minority children In Canada are presented to support the claim that heritage, or first, language (HL) literacy plays an important role in the acquisition of a third language. A study completed by the Ontario Institute for Studies in Education investigated the learning of a third language (French) by eighth grade: HL students (N=210) who had been enrolled in an English/French bilingual program since grade five. The level of proficiency attained in French by the HL students was compared to the level of proficiency attained by students enrolled in an early total French immersion program. The researcn questions addressed included: (1) the effect of El, literacy knowledge on third language literacy; (2) the difference in acquisition of French language skills basedon whether the HL is a Romance language; and (3) the effects of socioeconomic variables on French language proficiency. -
Models of Communicative Competence: Implications for Language Teachers and Teacher Educators
Knowledge Improvement Models of Communicative Competence: Implications for Language Teachers and Teacher Educators Ahmad Reza Eghtesadi Assistant Professor of ELT Farhangian University Shahid Beheshti Campus of Mashhad Email: [email protected] چکیده با اجرای سند تحول بنیادین آموزش وپرورش، بر اساس سند برنامه درسی ملی، هدف آموزش زبانهای خارجی در ایران عبارت اســت از: آموزش و رشــد مهارتهای چهارگانة زبانی از طریق رویکرد ارتباطی آموزش زبان. ميدانیم كه آموزش زبان از طریق رویکرد ارتباطی که در پی پرورش توانش ارتباطی میباشــد خود به معلماني با مهارتها و تواناییهای خاص نیاز دارد. لذا این مقاله به بررسی مدلهای مختلف این توانش میپردازد و برخی از انتظاراتی را که از معلم زبان می رود متذکر میشود. همچنین این مقاله به بیان مشــکﻻت معلمانی ميپردازد که به روشهای تدریس سنتیخو گرفتهاند و ممکن است در تدریس با رویکرد ارتباطی مواجه شوند. باﻻخره آموزههای تغییر در رویکرد آموزش زبان به رویکرد ارتباطی برای دستاندرکاران دورههای پیش از خدمت و ضمنخدمت آموزش معلمان نیز در این مقاله مورد بحث قرار میگیرند. کلیدواژهها: توانش ارتباطی، رویکرد ارتباطی آموزش زبان، مدرسان زبان، تربیت معلم Abstract With the implementation of the Fundamental Reform in Education in Iran, and development of the National Curriculum, foreign language education in Iran aims to develop four language skills through Communicative Language Teaching (CLT). However, CLT, which aims to develop communicative competence, make certain demands on teachers in terms of teaching skills and competences. This papers reviews the major models of communicative competence in the literature of CLT, and in the light of these models, clarifies some of the expectations from CLT teachers. -
The Impact of Pushed Output on Accuracy and Fluency Of
Iranian Journal of Language Teaching Research 2(2), (July, 2014) 51-72 51 Content list available at www.urmia.ac.ir/ijltr Urmia University The impact of pushed output on accuracy and fluency of Iranian EFL learners’ speaking Aram Reza Sadeghi Beniss a, Vahid Edalati Bazzaz a, * a Semnan University, Iran A B S T R A C T The current study attempted to establish baseline quantitative data on the impacts of pushed output on two components of speaking (i.e., accuracy and fluency). To achieve this purpose, 30 female EFL learners were selected from a whole population pool of 50 based on the standard test of IELTS interview and were randomly assigned into an experimental group and a control group. The participants in the experimental group received pushed output treatment while the students in the control group received non-pushed output instruction. The data were collected through IELTS interview and then the interview of each participant was separately tape-recorded and later transcribed and coded to measure accuracy and fluency. Then, the independent samples t-test was employed to analyze the collected data. The results revealed that the experimental group outperformed the control group in accuracy. In contrast, findings substantiated that pushed output had no impact on fluency. The positive impact of pushed output demonstrated in this study is consistent with the hypothesized function of Swain’s (1985) pushed output. The results can provide some useful insights into syllabus design and English language teaching. Keywords: pushed output; accuracy; fluency; EFL speaking © Urmia University Press A R T I C L E S U M M A R Y Received: 28 Jan. -
Using the Focus on Form Method to Create a Grammar Resource Book for ELL Teachers
Hamline University DigitalCommons@Hamline School of Education Student Capstone Projects School of Education Fall 2017 Using The oF cus On Form Method To Create A Grammar Resource Book For ELL Teachers Julia Milne Hamline University Follow this and additional works at: https://digitalcommons.hamline.edu/hse_cp Part of the Education Commons Recommended Citation Milne, Julia, "Using The ocF us On Form Method To Create A Grammar Resource Book For ELL Teachers" (2017). School of Education Student Capstone Projects. 61. https://digitalcommons.hamline.edu/hse_cp/61 This Capstone Project is brought to you for free and open access by the School of Education at DigitalCommons@Hamline. It has been accepted for inclusion in School of Education Student Capstone Projects by an authorized administrator of DigitalCommons@Hamline. For more information, please contact [email protected], [email protected]. 1 USING THE FOCUS ON FORM METHOD TO CREATE A GRAMMAR RESOURCE BOOK FOR ELL TEACHERS by Julia E. Milne A capstone submitted in partial fulfillment of the requirements for the degree of Master of Arts in English as a Second Language Hamline University Saint Paul, Minnesota December 2017 Primary Advisor: Susan Manikowski Content Reviewer: Bette Blaisdell 2 Copyright by JULIA E. MILNE, 2017 All Rights Reserved 3 To my family and colleagues for your guidance and support throughout this capstone project. It would not have been possible without your patience, encouragement and advice. Thanks also to the Capstone Committee and everyone else at Hamline who has offered their assistance during this process. Finally, I huge thanks to my husband, who kept the kids fed and the house clean these last six months! 4 “Your grammar is a reflection of your image. -
Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 12-2017 Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom Michael Spooner Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the First and Second Language Acquisition Commons Recommended Citation Spooner, Michael, "Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom" (2017). All Graduate Plan B and other Reports. 1126. https://digitalcommons.usu.edu/gradreports/1126 This Creative Project is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. i CODE-SWITCHING AND ITS CHALLENGES: PERSPECTIVES ON TRANSLANGUAGING IN THE EFL CLASSROOM by Michael Spooner A portfolio submitted in partial fulfillment of the requirements for the degree of MASTER OF SECOND LANGUAGE TEACHING Approved: Dr. Karin DeJonge-Kannan Dr. Maria Luisa Spicer-Escalante Major Professor Committee Member Dr. Abdulkafi Albirini Dr. Sylvia Read Committee Member Committee Member Dr. Bradford J. Hall Department Head UTAH STATE UNIVERSITY Logan, Utah 2017 Copyright 2017 © Michael Spooner All rights reserved DEDICATION This work is dedicated to the memory of Alberto, whose full name I do not know. Alberto was a Puerto Rican man who worked long ago with my father in a machine shop in Milwaukee. Alberto loved Spanish, his first language, and especially the way it was spoken in Puerto Rico. -
A Study of Chinese Second-Year English Majors' Code Switching
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 2, pp. 364-369, February 2015 DOI: http://dx.doi.org/10.17507/tpls.0502.17 A Study of Chinese Second-year English Majors’ Code Switching Phenomenon in Comprehensive English Course from the Perspective of Interlanguage Lili Cui Department of English, Guangdong University of Petrochemical Technology, Maoming, Guangdong Province, China Xianchun Xie Department of English, Guangdong University of Petrochemical Technology, Maoming, Guangdong Province, China Abstract—The paper analyzes functions and influencing factors of second-year English majors’ code switching in Comprehensive English Course on the basis of the interlanguage theory and other SLA (second language acquisition) models, i.e. Krashen’s Comprehensible Input Hypothesis and Affective Filter Hypothesis, Long’s Interaction Hypothesis and Swain’s Comprehensible Output Hypothesis. Index Terms—interlanguage, SLA, learners’ code switching in EFL classroom, functions, influencing factors I. INTRODUCTION Code is a neutral form, and it refers to the linguistic sign of any type. As Hudson states, code switching is to switch lingual varieties in bilingual or multilingual contexts. And learners’ code switching in EFL (English as a Foreign Language) class is the phenomenon that learners insert phonetic forms, vocabulary, phrases, sentences of MT (Mother Tongue) into English-dominated expressions or the activity that learners consciously or unconsciously inlay speech segments of MT into the grammatical system of English in the conversion between the two languages. There are many features of previous learners’ code switching in EFL class. Firstly, current classroom code switching studies are mostly conducted in primary schools, middle schools and non-English majors’ EFL classes in universities. -
Investigating Tertiary Level EFL Learners' Willingness To
English Language Teaching; Vol. 11, No. 3; 2018 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education Investigating Tertiary Level EFL Learners’ Willingness to Communicate in English Tutku Başöz1 & İsmail Hakkı Erten2 1 Department of English Language Teaching, Balıkesir University, Balıkesir, Turkey 2 Department of English Language Teaching, Hacettepe University, Ankara, Turkey Correspondence: Tutku Başöz, Department of English Language Teaching, Balıkesir University, Balıkesir, Turkey. E-mail: [email protected] Received: October 29, 2017 Accepted: February 15, 2018 Online Published: February 17, 2018 doi: 10.5539/elt.v11n3p78 URL: http://doi.org/10.5539/elt.v11n3p78 Abstract The present study aimed to investigate Turkish EFL learners’ perceived levels of willingness to communicate (WTC) in English inside and outside the classroom. The study also aimed to explore whether there is a statistically significant difference between their in-class WTC in English and out-of-class WTC in English. The study, which employed a quantitative research design, was conducted with the participation of 701 EFL learners enrolled in the departments of Tourism Guidance and Tourism Management at Balıkesir University Faculty of Tourism located in Balıkesir, Turkey. The data collection instrument included a scale which measures the participants’ perceived levels of WTC in English. The data were analyzed descriptively through IBM SPSS 21. The findings of the study indicated that EFL learners have a moderate level of WTC in English. The findings also showed that there was a statistically significant difference between the participants’ perceived levels of their in-class WTC in English and their out-of-class WTC in English. -
The Critical Period Hypothesis for L2 Acquisition: an Unfalsifiable Embarrassment?
languages Review The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable Embarrassment? David Singleton 1 and Justyna Le´sniewska 2,* 1 Trinity College, University of Dublin, Dublin 2, Ireland; [email protected] 2 Institute of English Studies, Jagiellonian University, 31-120 Kraków, Poland * Correspondence: [email protected] Abstract: This article focuses on the uncertainty surrounding the issue of the Critical Period Hy- pothesis. It puts forward the case that, with regard to naturalistic situations, the hypothesis has the status of both “not proven” and unfalsified. The article analyzes a number of reasons for this situation, including the effects of multi-competence, which remove any possibility that competence in more than one language can ever be identical to monolingual competence. With regard to the formal instructional setting, it points to many decades of research showing that, as critical period advocates acknowledge, in a normal schooling situation, adolescent beginners in the long run do as well as younger beginners. The article laments the profusion of definitions of what the critical period for language actually is and the generally piecemeal nature of research into this important area. In particular, it calls for a fuller integration of recent neurolinguistic perspectives into discussion of the age factor in second language acquisition research. Keywords: second-language acquisition; critical period hypothesis; age factor; ultimate attainment; age of acquisition; scrutinized nativelikeness; multi-competence; puberty Citation: Singleton, David, and Justyna Le´sniewska.2021. The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable 1. Introduction Embarrassment? Languages 6: 149. In SLA research, the age at which L2 acquisition begins has all but lost its status https://doi.org/10.3390/ as a simple quasi-biological attribute and is now widely recognized to be a ‘macrovari- languages6030149 able’ (Flege et al. -
Pronunciation Anxiety and Willingness to Communicate in the Foreign Language Classroom
Proceedings of the International Symposium on the Acquisition of Second Language Speech Concordia Working Papers in Applied Linguistics, 5, 2014 © 2014 COPAL Pronunciation Anxiety and Willingness to Communicate in the Foreign Language Classroom Małgorzata Baran‐Łucarz University of Wrocław Abstract Numerous studies have proven language anxiety to have a detrimental effect on foreign language (FL) and second language (L2) performance (e.g., Horwitz et al., 1986; MacIntyre & Gardner, 1989). Furthermore, while anxiety has been found to be one of the most immediate determinants of Willingness to Communicate (WTC) in a FL (e.g. Clement et al., 2003; MacIntyre et al., 2001), other observations (Gregersen & Horwitz, 2002; Phillips, 1992; Price, 1991) show that it is particularly concern over pronunciation mistakes and speaking in front of the whole class that cause embarrassment and anxiety in FL students. Linking these two facts might lead to an explanation why many post‐puberty learners avoid speaking tasks in the FL classroom, which deprives them of practice and improvement in communicative skills—usually their main goal of FL learning. The aim of the present paper is to report results of a study conducted to verify whether Pronunciation Anxiety (PA) is an important determinant of students’ WTC in a FL classroom – the first part of a two‐fold project on the relation between PA and WTC inside and outside of the classroom. I provide a brief theoretical introduction of the two variables in question and a description of the research design, followed by a discussion of results and final conclusions. Pronunciation Anxiety and WTC in the FL Classroom 37 Proficiency in speaking skills constitutes the main aim of most foreign language (FL) learners. -
Manipulating and Complementing Content Teaching to Maximize Second Language Learning1
Manipulating and Complementing Content Teaching to Maximize Second Language Learning1 Merrill Swain Much current discussion about com that not all content teaching is necessarily municative language teaching incorporates good language teaching, and suggests the notion that second language learning some ways in which content teaching will be enhanced through its integration might be organized to enhance second lan with content learning. This paper argues guage learning. The purpose of this paper is to suggest that not all content teaching is necessarily good language teaching. I hope to show, by way of examples from French immersion teaching, some ways in which typical content teaching is inadequate as a second language learning environment. And again, by means of examples, I hope to suggest some ways in which content teaching can be manipulated and complemented to enhance its language learning potential. There are many classrooms in Canada and elsewhere where the learning of content and·the learning of a second language are both programme goals. There is at least one major assumption about content teaching that is current in second language theory and pedagogical practices today. The assumption is-because content teaching is considered communicative lan guage teaching par excellence-that through content teaching, second lan guage learning will be enhanced. This was certainly one of the assumptions underlying the initiation of French immersion programmes. But just as it has come to be recognized in English content classes that learners of non-English backgrounds need the support of ESL classes, so in French immersion classes, the French language arts component is seen to support the language learning of the content class. -
Down with Forced Speech
Down with Forced Speech Stephen Krashen University of Southern California (Emeritus) [email protected] When acquirers are forced to produce language that they have not yet acquired, known as “forced speech,” they often experience anxiety. I argue here that forced speech is not only uncomfortable, it makes no direct contribution to language acquisition. Keywords: Forced speech, comprehensible input, anxiety. INTRODUCTION: ANXIETY AND FORCED OUTPUT1 When my daughter was about five years old, she would occasionally play with a neighbor’s child of about the same age, and the parents would take turns being with the children. On one occasion, I went to the neighbor’s house to pick up both girls, while our neighbor went off to the local community college to attend a Spanish class. Just before she left, she dashed into the kitchen and poured herself some water and took a pill, clearly in a hurry. I asked her what the hurry was. She told me: “I just took a valium. I had to. It’s Spanish class, it freaks me out.” Ever the researcher, I asked her what it was about Spanish class that made her so nervous. She told me if was having to speak in class – being called on or doing an oral report. This reaction to forced speech agrees with reports from the research: Price (1991) interviewed a group of ten foreign language students in US who considered themselves to be anxious about foreign language study. When asked what bothered them the most about foreign language classes, students said that their greatest source of anxiety was having to speak the foreign language in class.” Loughrin-Sacco (1992) reported that for every student in a beginning French class, “speaking was the highest anxiety-provoking activity. -
Written Languaging, Learners' Aptitude and Second Language
Written Languaging, Learners’ Aptitude and Second Language Learning Masako Ishikawa UCL Institute of Education, University College London Thesis submitted for the degree of Doctor of Philosophy I, Masako Ishikawa, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. Signature____________________________________________________ 1 Abstract Languaging (Swain, 2006), defined as learners’ language use to make meaning, has been suggested and identified as a way to facilitate second language (L2) learning. Most of the research conducted so far has been on oral languaging, whereas the effectiveness of written languaging (WL) in promoting L2 development remains underexplored. To help to bridge this gap, this thesis examined (1) the impact of WL on L2 learning, (2) the relationship between the frequency/quality of WL and L2 learning, and (3) the associations between L2 learning through languaging and individual differences in aptitude and metalanguage knowledge. The study used a pretest-posttest-delayed posttest design with individual written dictogloss as a treatment task. The participants were 82 adult EFL learners, assigned to three groups: +WL group, –WL group or a control group. The +WL group engaged in WL by writing about their linguistic issues when they compared their reconstructions and an original text, whereas the –WL group completed the same task without engaging in WL. The control group simply did the pre- and posttests. The assessments included an essay test, a grammar production test and a recognition test. The MLAT, LLAMA_F, and LABJ were employed as aptitude measures. A metalanguage knowledge test was also devised and administered to the participants.