The Modern Language Journal 2008 – 91:1
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Second Language Acquisition: an Advanced Resource Book
September 20062006 Volume 10, Number 2 Top Second language acquisition: An advanced resource book Kees deBot, Wander Lowie & Marjolijn Verspoor Author: (2006) Publisher: New York: Routledge Pages ISBN Price Pp. xvi + 0-41-533870-0 $29.95 U.S. 303 Introduction DeBot, Lowie, and Verspoor have produced a well-written textbook/resource that covers important areas of second language acquisition (SLA). Although the title has the word "advanced" in it, this should not frighten any reader with an interest in how languages are learned and with questions such as whether form-focused instruction is beneficial to the learner. This text can profitably be read as a second book in the field, perhaps after starting with Bill VanPatten's excellent slim text From input to output: A teacher's guide to second language acquisition (2002) or Lightbrown and Spada's How languages are learned (2006). Second language acquisition: An advanced resource book is divided into three sections. Unit A covers the field of SLA research in a manner similar to other textbooks. The chapters in this unit are as follows: A1) Defining the field A2) Dynamic aspects of SLA A3) Historical perspectives A4) The multilingual mind A5) The developing system A6) Learners' characteristics A7) The role of instruction. Unit B extends all of these topics by providing hallmark SLA articles along with annotations, commentary, and follow-up and reflection questions. Unit C further TESL-EJ 10.2, Sept. 2006 deBot, Lowie & Verspoor / Kozel 1 explores the same topics and in the process encourages the reader to think about, reflect upon, and do their own research on such topics in SLA. -
Introduction: Reconciling Approaches to Intra-Individual Variation in Psycholinguistics and Variationist Sociolinguistics
Linguistics Vanguard 2021; 7(s2): 20200027 Lars Bülow* and Simone E. Pfenninger Introduction: Reconciling approaches to intra-individual variation in psycholinguistics and variationist sociolinguistics https://doi.org/10.1515/lingvan-2020-0027 Abstract: The overall theme of this special issue is intra-individual variation, that is, the observable variation within individuals’ behaviour, which plays an important role in the humanities area as well as in the social sciences. While various fields have recognised the complexity and dynamism of human thought and behav- iour, intra-individual variation has received less attention in regard to language acquisition, use and change. Linguistic research so far lacks both empirical and theoretical work that provides detailed information on the occurrence of intra-individual variation, the reasons for its occurrence and its consequences for language development as well as for language variation and change. The current issue brings together two sub- disciplines – psycholinguistics and variationist sociolinguistics – in juxtaposing systematic and non- systematic intra-individual variation, thereby attempting to build a cross-fertilisation relationship between two disciplines that have had surprisingly little connection so far. In so doing, we address critical stock-taking, meaningful theorizing and methodological innovation. Keywords: psycholinguistics, variationist sociolinguistics, intra-individual variation, intra-speaker variation, SLA, language variation and change, language development 1 Intra-individual variation in psycholinguistics and variationist sociolinguistics The overall theme of this special issue is intra-individual variation, that is, the observable variation within individuals’ behaviour, which plays an important role in the humanities area as well as in the social sciences. While various fields have acknowledged the complexity and dynamism of human behaviour, intra-individual variation has received less attention in regard to language use. -
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Salem State University From the SelectedWorks of Sovicheth Boun March 24, 2014 A Critical Examination Of Language Ideologies And Identities Of Cambodian Foreign-Trained University Lecturers Of English Sovicheth Boun Available at: https://works.bepress.com/sovicheth-boun/2/ Table of Contents General Conference Information ....................................................................................................................................................................... 3-‐13 Welcome Messages from the President and the Conference Chair ........................................................................................................................ 3 Conference Program Committee .......................................................................................................................................................................................... 4 Registration Information, Exhibit Hall Coffee Hours, Breaks, Internet Access, Conference Evaluation ................................................ 4 Strand Coordinators and Abstract Readers .................................................................................................................................................................. 5-‐6 Student Volunteers, Individual Sessions and Roundtable Sessions Instructions ............................................................................................ 7 Conference Sponsors ............................................................................................................................................................................................................. -
Viewpoints W 113
International Journal of Applied Linguistics w Vol. 15 w No. 1 w 2005Viewpoints w 113 Viewpoints “Globalisation” and Applied Linguistics: post-imperial questions of identity and the construction of applied linguistics discourse Janina Brutt-Griffler University of York “Where are you from?” It’s a question we’ve all been asked at some point, in some place, in some language. It’s probably a question we’ve all put to someone else. When we ask it of others we attribute it to curiosity. When it is put to us, we attribute it to difference, since when posed by strangers, as it most often is, it is as a general rule based either on how we sound or how we look. And yet both our interrogator and we ourselves understand at some level that the question is meaningless, even impertinent. It is rooted in a mythical sense of space and place. Lurking just below the surface is an unasked, ultimately unanswerable question: “Where do you belong?” Like every other notion, that of belonging is not some natural idea with which all of us come into the world but one constructed socially, and therefore ultimately historically. It is rooted in a particular social order, one that seeks to assign persons to definite geographical and social spaces. When we invoke this notion of space and place – the attempt to assign, as if by natural dispensation, persons to particular ethnic, national or other origins or identities – we draw, consciously or unconsciously, on received notions inherited from the past. Linguistics has long established that any child born into this world can learn any language natively. -
Language Attrition: the Next Phase Barbara Köpke, Monika Schmid
Language Attrition: The next phase Barbara Köpke, Monika Schmid To cite this version: Barbara Köpke, Monika Schmid. Language Attrition: The next phase. Monika S. Schmid, Barbara Köpke, Merel Keijzer, Lina Weilemar. First Language Attrition: Interdisciplinary perspectives on methodological issues, John Benjamins, pp.1-43, 2004, Studies in Bilingualism, 9027241392. hal- 00879106 HAL Id: hal-00879106 https://hal.archives-ouvertes.fr/hal-00879106 Submitted on 31 Oct 2013 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. Language Attrition: The Next Phase Barbara Köpke (Université de Toulouse – Le Mirail) and Monika S. Schmid Vrije Universiteit Amsterdam Barbara Köpke Laboratoire de Neuropsycholinguistique Jacques Lordat Institut des Sciences du Cerveau de Toulouse Université de Toulouse-Le Mirail 31058 Toulouse Cedex France [email protected] Monika S. Schmid Engelse Taal en Cultuur Faculteit der Letteren Vrije Universiteit 1081 HV Amsterdam The Netherlands [email protected] Published in : M.S. Schmid, B. Köpke, M. Keijzer & L. Weilemar (2004). First Language Attrition. Interdisciplinary perspectives on methodological issues (pp. 1-43). Amsterdam: John Benjamins. Köpke, B. & Schmid, M.S. (2004). Language Attrition: The Next Phase. In M.S. Schmid, B. -
Usage Based Perspectives on Second Language Learning University of Jyväskylä, Finland, June 17–19, 2019
The 4th international conference Thinking, doing, learning: Usage based perspectives on second language learning University of Jyväskylä, Finland, June 17–19, 2019 Abstract Book Table of Contents Monday, June 17th 2019 Plenary Tim Greer The ecology of explaining................................... 6 Papers Yumi Matsumoto ”Material actions” in ESL classroom interactions: How students use materials and spaces for negotiating interactional power with teachers.......................... 7 Jirajittra Higgins A development of teaching modules to enhance students’ interactional competence in Thai university EFL classroom....................................... 8 Yuan-Yuan Meng Complex system phenomena in dyadic communication: A case study........ 9 Annekatrin Kaivapalu, Maisa Martin Complexity, accuracy, fluency: empirical attempts of definition 10 Feng-Ming Chi Creating dialogic conversations via Author’s Chair for EFL learners . 11 Tamás Péter Szabó Developing language aware pedagogy in the transition phase between kindergarten and school education: insights from the research of metalanguage .................... 12 Beatriz López-Medina, José Luis Estrada-Chichón Developing plurilingual competence in CLIL set- tings: a case study in Latvian secondary education............................. 13 Taina Tammelin-Laine Digital decade and teaching L2 Finnish literacy skills to non-literate immigrants 14 Keiko Imura Emergence of utterance schemas in young learners’ foreign language development: a longitudinal study of Japanese learners of English............................ -
Co-Adaptation Processes of Syntactic Complexity in Real-Time Kindergarten Teacher-Student Interactions
1 Nonlinear Dynamics, Psychology, and Life Sciences, Vol. 23, No. 2, pp. 229-260. 2 © 2019 Society for Chaos Theory in Psychology & Life Sciences 3 Co-Adaptation Processes of Syntactic Complexity in 4 Real-Time Kindergarten Teacher-Student Interactions 5 Astrid Menninga, Marijn van Dijkler1, Ralf Cox, Henderien Steenbeek 6 and Paul van Geert, University of Groningen 7 Abstract: Under the premise that language learning is bidirectional in nature, 8 this study aimed to investigate syntactic coordination within teacher-student 9 interactions by using cross-recurrence quantification analysis (CRQA). Seven 10 teachers’ and a group of their students’ interactions were repeatedly measured in 11 the course of an intervention in early science education. Results showed changes 12 in the proportion of recurrent points; in case of simple sentences teachers and 13 students became less coordinated over time, whereas in case of complex sentences 14 teachers and students showed increasing coordination. Results also revealed less 15 rigid (more flexible) syntactic coordination, although there were no changes in 16 the relative contribution of teacher and students to this. In the light of the 17 intervention under investigation this is an important result. This means that 18 teachers and students learn to use more complex language and coordinate their 19 language complexity better in order to co-construct science discourse. The 20 application of CRQA provides new insights and contributes to better 21 understanding of the dynamics of syntactic coordination. 22 23 Key Words: cross-recurrence quantification analysis (CRQA), syntactic 24 coordination, adaptation processes, kindergarten teacher-student interaction, 25 intervention 26 INTRODUCTION 27 The bidirectional properties of language learning have been 28 demonstrated in several studies (e.g., Bronfenbrenner & Morris, 2006; Sameroff 29 & MacKenzie, 2003; Van Dijk et al., 2013; Van Geert, Steenbeek, & van Dijk, 30 2011). -
The Dynamic Interplay Between Educational Practice, Policy and Research
INVITED ARTICLE The Good, the Bad and the Ugly? The Dynamic Interplay Between Educational Practice, Policy and Research PAUL VAN GEERT and HENDERIEN STEENBEEK University of Groningen (Netherlands) The notion of complexity — as in “education is a complex system” — has two different meanings. On the one hand, there is the epistemic connotation, with “Complex” meaning “difficult to understand, hard to control”. On the other hand, complex has a technical meaning, referring to systems composed of many interacting components, the interactions of which lead to self organization and emergence. For agents, participating in a complex system such as education, it is important that they can reduce the epistemic complexity of the system, in order to allow them to understand the system, to accomplish their goals and to evaluate the results of their activities. We argue that understanding, accomplishing and evaluation requires the creation of simplex systems, which are praxis‐based forms of representing complexity. Agents participating in the complex system may have different kinds of simplex systems governing their understanding and praxis. In this article, we focus on three communities of agents in education — educators, researchers and policymakers — and discuss characteristic features of their simplex systems. In particular, we focus on the simplex system of educational researchers, and we discuss interactions — including conflicts or incompatibilities — between their simplex systems and those of educators and policymakers. By making some of the underlying features of the educational researchers’ simplex systems more explicit – including the underlying notion of causality and the use of variability as a source of knowledge — we hope to contribute to clarifying some of the hidden conflicts between simplex systems of the communities participating in the complex system of education. -
University of Groningen Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons Kupers, Elisa; Van Dijk, M
University of Groningen Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons Kupers, Elisa; van Dijk, Marijn; van Geert, Paul Published in: Journal of the Learning Sciences DOI: 10.1080/10508406.2016.1259624 IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 2017 Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Kupers, E., van Dijk, M., & van Geert, P. (2017). Changing Patterns of Scaffolding and Autonomy During Individual Music Lessons: A Mixed Methods Approach. Journal of the Learning Sciences, 26(1), 131-166. https://doi.org/10.1080/10508406.2016.1259624 Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons). Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. Download date: 27-09-2021 Journal of the Learning Sciences ISSN: 1050-8406 -
An Introduction to Applied Linguistics This Page Intentionally Left Blank an Introduction to Applied Linguistics
An Introduction to Applied Linguistics This page intentionally left blank An Introduction to Applied Linguistics edited by Norbert Schmitt Orders: please contact Bookpoint Ltd, 130 Milton Park, Abingdon, Oxon OX14 4SB. Telephone: (44) 01235 827720. Fax: (44) 01235 400454. Lines are open from 9.00 to 5.00, Monday to Saturday, with a 24-hour message answering service. You can also order through our website www.hoddereducation.co.uk If you have any comments to make about this, or any of our other titles, please send them to [email protected] British Library Cataloguing in Publication Data A catalogue record for this title is available from the British Library ISBN: 978 0 340 98447 5 First Edition Published 2002 This Edition Published 2010 Impression number 10 9 8 7 6 5 4 3 2 1 Year 2014, 2013, 2012, 2011, 2010 Copyright © 2010 Hodder & Stoughton Ltd All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, of Saffron House, 6–10 Kirby Street, London EC1N 8TS. Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in sustainable forests. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin. -
Proximate and Ultimate Explanations of Individual Differences in Language Use and Language Acquisition
Proximate and ultimate explanations of individual differences in language use and language acquisition Jan Hulstijn University of Amsterdam I evaluate three schools in linguistics (structuralism; generative linguistics; usage based linguistics) from the perspective of Karl Popper’s critical ratio- nalism. Theories (providing proximate explanations) may be falsified at some point in time. In contrast, metatheories, such as Darwin’s theory of evolution and the theory of Language as a Complex Adaptive System (LCAS) (providing ultimate explanations) are falsifiable in principle, but not likely to be falsified. I then argue that LCAS provides a fruitful frame- work for the explanation of individual differences in language acquisition and use. Unequal frequency distributions of linguistic elements constitute a necessary characteristic of language production, in line with LCAS. How- ever, explaining individual differences implies explaining commonalities (Hulstijn, 2015, 2019). While attributes such as people’s level of education and profession are visible in knowledge of the standard language (declara- tive knowledge acquired in school), they may be invisible in the spoken ver- nacular (linguistic cognition shared by all native speakers). Keywords: basic language cognition, language as a complex adaptive system, Darwin’s theory of evolution, falsifiability, theory versus metatheory, individual differences, language use, language acquisition Uncertainty, that is perhaps the best word with which I should characterize the most frequent feelings that I experienced throughout my intellectual journey, since I entered university until the present.Uncertainty about what to think of a new theoretical viewpoint.What to think of an ongoing debate between scholars defending different theories? What to think of new methodologies? My intellec- tual journey consisted of ups and downs and the downs were really unpleasant. -
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.