DOCSLIB.ORG

Second Language Learners and Real-Life Contexts of Writing

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Second Language Learners and Real-Life Contexts of Writing Hedger, Rosie and Wicaksono, Rachel ORCID: https://orcid.org/0000-0003-0312-8491 (2015) Learning, Teaching and Assessment in Multilingual Classrooms. In: Angouri, Jo, Harrison, Tilly, Schnurr, Stephanie and Wharton, Sue, (eds.) Learning, working and communicating in a global context : proceedings of the 47th Annual Meeting of the British Association for Applied Linguistics. Scitsiugnil Press, pp. 53-65 Downloaded from: http://ray.yorksj.ac.uk/id/eprint/1057/ The version presented here may differ from the published version or version of record. If you intend to cite from the work you are advised to consult the publisher's version: http://baal.org.uk/proceedings_2014.pdf Research at York St John (RaY) is an institutional repository. It supports the principles of open access by making the research outputs of the University available in digital form. Copyright of the items stored in RaY reside with the authors and/or other copyright owners. Users may access full text items free of charge, and may download a copy for private study or non-commercial research. For further reuse terms, see licence terms governing individual outputs. Institutional Repository Policy Statement RaY Research at the University of York St John For more information please contact RaY at [email protected] Learning, Working and Communicating in a Global Context Proceedings of the 47th Annual Meeting of the British Association for Applied Linguistics 4-6 September 2014 University of Warwick, Coventry Edited by Jo Angouri, Tilly Harrison, Stephanie Schnurr and Sue Wharton Learning, Working and Communicating in a Global Context Proceedings of the 47th Annual Meeting of the British Association for Applied Linguistics 4-6 September 2014 University of Warwick, Coventry Edited by Jo Angouri, Tilly Harrison, Stephanie Schnurr and Sue Wharton Learning, Working and Communicating in a Global Context Proceedings of the 47th Annual Meeting of the British Association for Applied Linguistics 4-6 September 2014 University of Warwick, Coventry Published by Scitsiugnil Press 1 Maiden Road, London, UK and produced in the UK Copyright © 2015 Copyright subsists with the individual contributors severally in their own contributions. This publication may be reproduced in part or whole only with acknowledgement of the source. First Published 2015 By the British Association for Applied Linguistics Edited by Jo Angouri, Tilly Harrison, Stephanie Schnurr and Sue Wharton Product Design by Martin Edwardes Scitsiugnil Press logo design by Jack Bruce ISBN: 978-0-9559533-7-8 ii Learning, Working and Communicating in a Global Context Proceedings of the 47th Annual Meeting of the British Association for Applied Linguistics 4-6 September 2014 University of Warwick, Coventry Contents Chapter Authors Page 1 Bridging Vocabulary Knowledge Gap between Thamer Alharthi 1 Language Learners and ELT Textbooks 2 Softening the Boundaries: Academic Discourse John Bankier 13 Socialisation through Instruction in Japanese and English Writing 3 Lexical Semantics of English Loanwords in Keith Barrs 29 Japanese 4 The role of speaker identification in Taiwanese ShouChun Chien 37 attitudes towards varieties of English 5 Learning, Teaching and Assessment in Rosie Hedger & 53 Multilingual Classrooms Dr Rachel Wicaksono 6 Lexical ambiguity and L2 visual word Tomomi Ishida 67 recognition 7 Promoting literature-focused cross-cultural Wan-lun Lee 79 communication and collaboration between Taiwanese and Japanese EFL university students through technology-enhanced literature circles 8 Identifying the Functions of Communities of Akiko Nagao 85 Practice in an EFL Classroom 9 Learning and working for meaningful Ian Nakamura 101 communication in interviews: Making a transition from the teacher’s questions to the student’s questions and why it matters iii Chapter Authors Page 10 Distributing a monolingual strategy through Mamiko Noda 115 English language teaching policy: A critical analysis of discourse practice by Japanese government officials 11 Corpus analysis technology and a new blended Takeshi Okada 123 EFL e-learning: toward real-time classroom management strategies 12 Authenticity in a Global Context: Learning, Richard Pinner 135 Working and Communicating with L2 teachers of English 13 The use of oral narrative tasks in second Xuyan Qiu 141 language learning: does a familiar topic make a difference? 14 Do short-term study abroad experiences help Yoko Sato 155 L2 learners to become pragmatically more appropriate? 15 English in Bangladesh: Is There a Bangladeshi Shaila Shams 165 English Creeping In? 16 Constructing and contesting the ‘ideal learner’: Robert Sharples 179 multilingual children in the UK school system 17 The impact of teacher questions and task Natsuyo Suzuki 191 design on L2 performance –complexity, accuracy and fluency- in EFL classrooms 18 Competence in building intercultural relations: Jiayi Wang & 205 Case study insights into the development Helen Spencer-Oatey process 19 Predicting Chinese Students’ Academic Wang Yixin & 217 Achievement in the UK Michael Daller 20 A critical thematic analysis of York’s Hidden Rachel Wicaksono & 229 Stories Darya Zhurauskaya 21 The Value of Teacher Portfolios for Daniel Xerri 243 Professional Development in TESOL 22 When Do You Use Pronouns? An Entity Mitsuko Yamura-Takei & 251 Coherence Approach Etsuko Yoshida 23 Translanguaging as a language contact Elvis Yevudey 259 phenomenon in the classroom in Ghana: Pedagogic relevance and perceptions 24 Personal Identity and Global Engagement: Dr Xiaozhou Zhou 271 Chinese University Teachers’ Use of the L1 iv Bridging Vocabulary Knowledge Gap between Language Learners and ELT Textbooks Thamer Alharthi Bridging Vocabulary Knowledge Gap between Language Learners 1 and ELT Textbooks Thamer Alharthi King Abdulaziz University [email protected] Introduction No one denies the essentiality of vocabulary knowledge as a key yet challenging component, across all stages of second language acquisition. It is without doubt, however, that learners will often encounter unknown words through a variety of authentic sources among which are textbook and material input to help them tackle such lexical learning challenge. Empirical studies have shown that Saudi students graduated from high school with a relatively small number of words that they were supposed to acquire (Al- Hazemi, 1993; Al-Akloby, 2001 and AlSaif, 2011). The aim of this research is to discover how vocabulary input in textbooks relates to the Saudi learners’ low level of vocabulary size. To the best of our knowledge, this is a pioneering study in the target context as it investigates the role of a yet unexamined potential factor, textbooks’ vocabulary input, in the vocabulary learning of Saudi EFL learners at university level. The study also aims at measuring the vocabulary size of the participants in relation to the textbooks as well as examining the effect of other learnability factors such as word frequency, part of speech, and recycling. Al-Hazemi (1993) investigated the vocabulary knowledge of students who had just finished their high school education. His work revealed that Saudi high school leavers and military cadets acquire about 1,000 words out of the 2,000 most frequent words in English. A few years later, Al-Akloby (2001), relying on conclusions obtained from Al-Hazemi, 1993, conducted an exploratory study to examine the factors behind the Saudi learners’ failure to learn English vocabulary in Saudi public schools without formally establishing the actual size of the vocabulary knowledge i.e. vocabulary measurement tools. He reported a number of factors contributing to Saudi EFL public schools’ vocabulary learning failure such as: inadequate use of vocabulary learning strategies, insufficient presentation of vocabulary, limiting the lexical presentation in textbooks to pronunciation and meaning, 1 Learning, Working and Communicating in a Global Context: Proceedings of the 47th BAAL Annual Meeting University of Warwick, Coventry ineffective use of vocabulary recycling and testing, and some socio- psychological factors (e.g. attitude, motivation, classroom anxiety, and parental encouragement). Recently, AlSaif (2011) further asserted previous findings where Saudi EFL learners in both public schools and university showed poor vocabulary knowledge. He concluded that the insufficient presentation of vocabulary in Saudi schools’ textbooks might be responsible for not achieving the coverage needed for adequate comprehension of written or spoken text. Literature review Vocabulary knowledge has been perceived by educators and researchers as the most essential building block in authentic communication (Milton, 2009). It is the first step in learning any language as can be seen from Wilkins’s (1972, p. 111) strong and famous claim that, “while without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. Nation (2001) has identified three dimensions with nine multiple components which must be known about vocabulary including written and spoken form, meaning and association links, and grammatical characteristics, collocations, and contextual constraints on use like register and frequency. For each component, Nation categorized lexical knowledge into receptive and productive vocabulary knowledge. It is of great importance to establish a good understanding of the amount of vocabulary a foreign language learner needs in order to comprehend written or spoken discourse, that is, text more than one sentence long. For university EFL learners, knowing 2,000
Load more

Recommended publications
  • Professor Dr Dr H.C. Ruth Wodak, Acss Distinguished Professor of Discourse Studies
    Professor Dr Dr h.c. Ruth Wodak, AcSS Distinguished Professor of Discourse Studies EXTENDED CURRICULUM VITAE BIO-DATA, CONTACT DETAILS, EDUCATION ............................................................................................ 2 CAREER .................................................................................................................................................... 3 VISITING PROFESSORSHIPS...................................................................................................................... 4 AWARDS .................................................................................................................................................. 5 MAJOR RESEARCH GRANTS ..................................................................................................................... 5 KEY RESEARCH INTERESTS ....................................................................................................................... 6 OTHER PROFESSIONAL ACTIVITIES .......................................................................................................... 7 JOURNAL EDITORSHIP ............................................................................................................................. 8 BOOK SERIES EDITORSHIP ....................................................................................................................... 9 MEMBERSHIP IN JOURNAL ADVISORY BOARDS ...................................................................................... 9 MEMBERSHIP IN BOOK
    [Show full text]
  • The Language Learning Processes of Students with Specific Learning
    The multilingual aspects of dyslexia and the learning of additional languages in classroom contexts Prof. Judit Kormos Lancaster University Department of Linguistics and English Language Overview of the talk The landscape: Divide, iceberg and pyramid The relationship between first and second language learning difficulties How can we identify SpLDs in the multilingual classroom? Recent research findings on promoting the second language learning success of dyslexic students Multilingualism and diversity 2011 Census: • 726,000 people in the UK could speak English but not well • 138,000 people could not speak English at all 2017: • 20 % in primary education and 16% in secondary children are EAL speakers (https://assets.publishing.service.gov.uk/government/uploads/system /uploads/attachment_data/file/650547/SFR28_2017_Main_Text.pdf) • 360 different languages spoken in UK classrooms (https://www.naldic.org.uk/research-and- information/eal-statistics/eal-pupils/) Division and diversity Proportion of children learning other languages in the UK Early literacy skills Number of children’s books at home GDP per capita Number of books at home Socio-economic Reading skills status R Parents’ attitude to reading e a d i n g School-mates’ early s literacy skills k i l l s Home-school School resources involvement School climate Reading attitude Reading self-concept Gender Chiu, McBride-Chang Lin (2012). Geva, E., & Wiener, J. (2014). Psychological assessment of culturally and linguistically diverse children and adolescents: A practitioner's guide. Springer Publishing Company. First language predictors of L2 reading performance of Slovenian learners of English (Kormos et al., in press) Predictors of L2 reading 6.8 15.8 1.3 76.2 Phonological awareness in L1 Timed word and non-word reading L1 Dictation in L1 Other Kormos, J.
    [Show full text]
  • A Corpus-Based Critical Discourse Analysis of Pro-Eating Disorder Blogs
    Jezikoslovlje 12.2 (2011): 187-209 187 UDC 811.111'42:004.773=111 Original scientific paper Received on 15.08. 2011 Accepted for publication on 09.11. 2011 Morana Luka University of Zadar Down to the bone: A corpus-based critical discourse analysis of pro-eating disorder blogs The pro-eating-disorder community is almost exclusively an online community of individuals who claim that eating disorders are not an illness, but rather a life- style choice. This study offers an insight into the ideologies constructed in the pro-eating-disorder online discourse by using micro and macro levels of critical discourse analysis (CDA) on 19 blogs written by the self-declared members of the community. Linguistic analysis of the pro-eating-disorder discourse has been largely under-represented and this study is the first to use a corpus-linguistics ap- proach to CDA in analysing the websites’ content. The results of the analysis show that the pro-eating-disorder community constructs the ideology of eating disorders as a life-style via demedicalised reference to the illness. The study also elaborates on the construction of the negative image of “an outsider” (any person not belonging to the community) as an element of self-determination. By using the corpus linguistic technique of keyness, main topics of the discourse are identi- fied, suggesting relevant relations between the discourse of measuring and will power and the underlying pro-eating-disorder ideologies. Key words: blog; pro-eating disorder community; critical discourse analysis; demedicalisation; corpus linguistics Morana Luka: 188 A corpus-based critical discourse analysis of pro-eating disorder blogs Woe’s me, woe’s me! The earth bears grain, But I Am unfruitful, Am discarded shell, Cracked, unusable, Worthless husk.
    [Show full text]
  • 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.
    [Show full text]
  • Ruth Wodak, Facss
    Emeritus Distinguished Professor Dr. Dr.h.c. Ruth Wodak, FAcSS EXTENDED CURRICULUM VITAE BIO-DATA, CONTACT DETAILS, EDUCATION ............................................................................................ 2 CAREER .................................................................................................................................................... 3 VISITING PROFESSORSHIPS ..................................................................................................................... 4 AWARDS .................................................................................................................................................. 5 MAJOR RESEARCH GRANTS ..................................................................................................................... 5 KEY RESEARCH INTERESTS ....................................................................................................................... 6 OTHER PROFESSIONAL ACTIVITIES .......................................................................................................... 8 JOURNAL EDITORSHIP ........................................................................................................................... 10 BOOK SERIES EDITORSHIP ..................................................................................................................... 10 MEMBERSHIP IN JOURNAL ADVISORY BOARDS .................................................................................... 10 MEMBERSHIP IN BOOK SERIES EDITORIAL BOARDS
    [Show full text]
  • The Peaks and Troughs of Corpus-Based Contextual Analysis
    UCREL Corpus Research Seminar Lancaster University 23 May 2011 The peaks and troughs of corpus-based contextual analysis Costas Gabrielatos, Tony McEnery, Peter Diggle & Paul Baker (Lancaster University) Abstract This presentation addresses a criticism of corpus-based approaches to critical discourse studies, namely that the CL analysis does not take account of the relevant context, and shows how a preliminary corpus-based analysis can pinpoint salient contextual elements, which can inform both the CL and CDA analyses. The discussion also focuses on the importance of the statistical identification of diachronic trends (in particular, frequency peaks and troughs), and the need for high granularity in diachronic corpora. The paper aims to contribute to the synergy between CL and CDA approaches, and between qualitative and quantitative techniques in general. The presentation uses a recently completed ESRC-funded project as a case study, The Representation of Islam in the UK Press, which used a diachronic corpus of topic-specific articles. Periods of increased frequency in the number of corpus articles were identified through a statistical analysis. These frequency peaks indicate short periods (months) of significantly increased reporting on the topic/entities in focus. These periods can then be matched with events which are expected to have triggered the increased interest. This identification has a dual benefit: a) it suggests the contextual background against which the results of the corpus analysis can be interpreted; b) it provides a reliable guide to the corpus texts that can be usefully downsampled for close (qualitative) critical discourse analysis. Focus • Diachronic corpus studies: relevant issues – Time span – Sampling points – Granularity • Context, CDA and CL • Identifying spikes – Whole corpus vs.
    [Show full text]
  • Critical Discourse Analysis: As an Empirical and Rational Foundation
    CRITICAL DISCOURSE ANALYSIS: AS AN EMPIRICAL AND RATIONAL FOUNDATION Dewi Suriany Ali, Wendy Pandapotan Sahat [email protected], [email protected] Department of English Education Lancang Kuning University Abstract Critical discourse analysis is not related to a particular linguistic school or Discourse analysis. Discourse analysis can be used as an empirical and rational foundation to analyze it. It seeks to endorse awareness of the aspect of language implementation and to argue explicitly for change on the origin of its finding. Critical discourse analysts realize that their own work is also driven by social, economic, and political issues, but they argue that this applies to all academics of work. The traditional division of social work ensures that scientists and other academics do not have to face their workplace in a scheme of better things and conditions that make their continued work possible. Critical discourse analysts at least make their position explicit and feel they do not need to apologize for the critical attitude of their work. By contrast, by contributing to the debate on issues of great importance to society, they continue the tradition of groundless debate that has been fundamental to democratic societies since antiquity, feeling that their work as scientists requires greater responsibility than giving facts to others interpret and use. KeyTerm: Critical Discourse Analysis; Discourse-Historical Approach; Feminist Poststructural Discourse Analysis; Social Semiotics; Systemic Functional Linguistics Introduction are based on Fairclough (1989) in broad, though not necessarily entirely, drawings The nature of Critical discouse on Halliday's functional systemic analysis ( henceforth; CDA ) designed to linguistics (1985). In principle language study the role of text andtalk in creating, simultaneously builds demonstrations maintain, as well as legitimating around the world, recognizes social inequality, injustice, including oppression interaction, and scrambles these in community.
    [Show full text]
  • Measuring Attitudes and Their Implications for Language Education: a Critical Assessment" (Stephen J
    DOCUMENT RESUME ED 367 161 FL 021 883 AUTHOR Sadtono, Eugenius, Ed. TITLE Language Acquisition and the Second/Foreign Language Classroom. Anthology Series 28. INSTITUTION Southeast Asian Ministers of Education Organization (Singapore). Regional Language Centre. REPORT NO RELC-P-393-91 PUB DATE 91 NOTE 225p.; Selected papers from the Southeast Asian Ministers of Education Organization (SEAMEO) Regional Language Centre (Singapore, 1991). For individual papers, see FL 021 884-889, FL 021 891, ED 337 047, and ED 338 037. PUB TYPE Collected Works General (020' Collected Works Serials (022) EDRS PRICE MF01/PC09 Plus Postage. DESCRI?TORS *Attitude Measures; Classroom Techniques; Foreign Countries; Higher Education; High Schools; Interaction; Journal Writing; Language Attitudes; *Language Research; *Learning Theories; Oral Language; *Personality Traits; Research Methodology; Research Needs; *Second Language Instruction; Second Language Learning; Student Characteristics; Student Motivation; Student Role; Teacher Education; Theory Practice Relationship ABSTRACT A selection of papers on second language learning includes: "Second Language Acquisition Research in the Language Classroom" (David Nunan); "A Place for Second Language Acquisition in Teacher Development and in Teacher Education Programmes" (Rod Bolitho); "Dimensions in the Acquisition of Oral Language" (Martin Bygate, Don Porter); "The Learner's Effort in the Language Classroom" (N. S. Prabhu); "Diary Studies of Classroom Language Learning: The Doubting Game and the Believing Game" (Kathleen M. Bailey); "Personality and Second-Language Learning: Theory, Research and Practice" (Roger Griffiths); "The Contribution of SLA Theories and Research to Teaching Language" (Andrew S. Cohen, Diane Larsen-Freeman, Elaine Tarone); "The Matched-Guise Technique for Measuring Attitudes and Their Implications for Language Education: A Critical Assessment" (Stephen J.
    [Show full text]
  • 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.
    [Show full text]
  • The Effects of Specific Learning Difficulties on Processes of Multilingual Language Development
    The effects of specific learning difficulties on processes of multilingual language development Judit Kormos, Lancaster University This paper reviews current research findings on how specific learning difficulties (SLDs) impact on the processes of multilingual language development. The review includes studies of young language learners in instructed classroom settings as well as of multilingual children in second language contexts. The paper starts with a definition of the concepts of disability and SLDs. Next, it discusses the interaction of cognitive factors with L1 and L2 literacy development and L2 learning. The paper also outlines possible ways in which SLDs can be identified in different L2 learning contexts. A detailed analysis of how cognitive factors influence the development of second language skills of young learners with learning difficulties is given in the last part of the paper. Introduction In many contexts, communication skills in an additional language are just as essential as literacy and numeracy skills. Individual differences that impact on second language (L2) development have been widely researched within the field of second language acquisition, but, until recently, the language learning processes of students with additional needs have received little attention (see e.g. Kormos & Kontra, 2008; Kormos & Smith, 2012; Kormos, 2017). SLDs not only influence the development of oral and literacy skills in children’s first language (L1), but also have a great impact on the processes of L2 learning. Therefore, in order to ensure fair and equal opportunities in education for these learners, there is a growing need for research on how children with SLDs develop their L2 skills. Without an appropriate understanding of how children with SLDs acquire an additional language, it is impossible to design effective instructional programs.
    [Show full text]
  • The Effects of Specific Learning Difficulties on Processes Of
    Annual Review of Applied Linguistics, 37 (2017), pp. 30–44. © Cambridge University Press, 2017. This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited. doi: 10.1017/S026719051700006X The Effects of Specific Learning Difficulties on Processes of Multilingual Language Development Judit Kormos Lancaster University abstract This article reviews current research findings on how specific learning difficulties (SLDs) impact on the processes of multilingual language development. The review includes studies of young language learners in instructed classroom settings, as well as of multilingual children in second language (L2) contexts. Starting with a definition of the concepts of disability and SLDs, it next discusses the interaction of cognitive factors with first language (L1) and L2 literacy development and L2 learning. Also outlined are possible ways in which SLDs can be identified in different L2 learning contexts. A detailed analysis of how cognitive factors influence the development of L2 skills of young learners with learning difficulties is given in the last part of the article. introduction In many contexts, communication skills in an additional language are just as essen- tial as literacy and numeracy skills. Individual differences that impact on second language (L2) development have been widely researched within the field of sec- ond language acquisition, but until recently, the language learning processes of students with additional needs have received little attention (see, e.g., Kormos, 2017; Kormos & Kontra, 2008; Kormos & Smith, 2012).
    [Show full text]
  • 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.
    [Show full text]