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... Similarly, the teachers have no spare time to read research articles of their interest, even they intend to read them (Nassaji, 2012). Pica (2005) and Ellis (1997a) have focused that researchers should get close to the teachers just to create good understanding between them, which may ultimately help teachers to know about researchers and vice versa, and this interaction would help them to know about each other's' goals and objectives (Lightbown, 2000). No doubt, it's a matter of importance to walk around the primary elements of relationship between second language teaching and teaching research, gaps or miscommunications, causes for not conducting researches and other interconnected pertaining issues. ...
... Ellis (2001) stated that teachers require practical comprehension, whereas researchers like to enhance their technical knowledge. According to Ellis (1997a), SLA and language teaching are bit conflicting issues as they symbolize different viewpoints, social worlds, stance, standards and values. Teachers and researchers belong to dissimilar professional discourse and that cause split them into two (Bartels, 2003). ...
... The aim was to focus on how familiar they are about SLA research and its effects over instructional techniques, involvement in conducting research, their interest, available resources, facilities and assistance provided by the school administration, familiarity with usefulness of SLA research in classroom management. It further investigated the contacts between researchers and teachers, reasons for having less interest in research, how teachers look forward into language research and what they attain from it, as stated by Ellis (2001Ellis ( , 1997a) that SLA researchers need to understand that what teachers' actually intend to learn from the SLA researches. In this regard, data were collected from concerned teachers (SSTs & LCTs) in Karachi, Pakistan. ...
This study aims to know teachers’ perception regarding research and throw a shadow of light on this critical issue with respect to teaching pedagogy. For this study, data were collected through survey questionnaire with close ended items from 104 secondary school teachers (SSTs) (grade 6 to 10) and English language centers of Karachi. The data analysis revealed that most of the teachers believed that the knowledge they gain from the teaching is more effective and valuable rather than the knowledge acquired from research. In both categories, majority of the participants declared that they have limited sources available in order to access the Second Language Acquisition (SLA) articles, whereas half of them stated that they do not have enough time to conduct SLA research, a few of them reported as lack of interest, one of the SSTs indicated that research articles are difficult to understand and no ability to conduct research. Furthermore, majority of the teachers agreed that a teacher should be researcher, whereas a few of them disagreed with the statement. This study concludes with some ideas and proposals to remove the pertaining communication barriers between researchers and teachers.
... Education researchers have long been concerned about the use of theories and research in the classroom and teacher education programs (Kagan, 1992). L2 researchers, too, have debated issues of research being detached from the classroom, especially during the 1990s when research started to focus on L2 learning processes, as opposed to teaching-related issues, and to establish its scientific rigor (Bardovi-Harlig, 1995;Borg, 1994;Ellis, 1997;Kramsch, 1995;Larsen-Freeman, 1995;Lightbown, 1985;McDonough & McDonough, 1990;Nunan, 1991;Pica, 1994;Spada, 1997). However, only recently have L2 researchers started to collect empirical data pertaining to the research-practice link itself. ...
... This epistemological belief is evident from terms like "knowledge mobilization," "knowledge translation," "theory into practice," and even "evidence-based pedagogy", all implying that one side is a provider and the other the receiver of knowledge. In discussing the role of SLA research for L2 pedagogy, Ellis (1997) argued that research can influence teachers' cognitions and personal theories either by "helping them to make explicit their existing principles and assumptions, thereby opening these up to reflection, or by helping them to construct new principles" (p. 82). ...
... On the other hand, researchers try to publish studies that are theoretically grounded and compelling to other researchers, resulting in findings that are not always readily applicable to teaching. This "dual commitment to improving educational practices and furthering our understanding of learning processes" (Sandoval, 2014, p. 20) tends to result in research output that practitioners perceive as irrelevant to real-world situations (Ellis, 1997;McDonough & McDonough, 1990;Nunan, 1991). Such a contrast can be depicted as "an overarching difference between the complexity of teaching and the simplicity of research findings" (McIntyre, 2005, p. 360). ...
This article first explores ways in which a dialogue between researchers and practitioners can be bidirectional, effective, and beneficial for the two professional communities. We suggest concrete directions for L2 research: (a) collaborative mindset; (b) the nature of research; (c) venues for dialogue; and (d) institutional support. First, we argue that we, researchers and teachers alike, can develop a collaborative mindset and understand that the dialogue is established by equal contributions and benefits. Second, we discuss that if a researcher’s intention is to impact practice, they need to consider the practice relevance of their studies. We propose practice-based research (PBR) in which practitioners and researchers work together for development and implementation of research. Third, we explore venues where reciprocal contributions may be explored, including teacher training programs, professional development workshops, and university-school collaborations. Finally, we share our hopes that institutions (universities and schools) will provide support for researchers and practitioners that would help create and facilitate reciprocal relationships, such as time release and promotive incentives. Overall, we argue that researchers shoulder the lion’s share of responsibility in paving a path for a productive research-practice dialogue in the future.
... En cualquier caso, se puede asegurar que en los últimos años, la AF (Castañeda y Ortega, 2001; Ellis, 1997;2001) y la adaptación pedagógica de la Gramática cognitiva (Alonso et al., 2005;Castañeda, 1997;2004;2006a;2006b) han puesto las bases para un tratamiento radicalmente distinto de la gramática, que conjuga aspectos que antes resultaban problemáticos, como la dicotomía forma -significado. No obstante, no es difícil constatar que esos avances no han tenido aún un gran impacto ni en los materiales didácticos, ni en las gramáticas para estudiantes, ni en los programas de formación del profesorado, ni en la práctica docente cotidiana. ...
... El hecho de no poseer mapas mentales (Alonso y Martínez, 1998) de la lengua que se explora, no deja más opción que la de guiarse por el instinto o la inspiración en cada intercambio comunicativo. En cierto sentido, la variabilidad de la interlengua (Ellis, 1997) probablemente tenga mucho que ver con la falta de criterios de decisión por parte del estudiante. Examinemos una proferencia del siguiente tipo: ...
... o lo que es lo mismo, que llame la atención del aprendiz sobre la forma sin lecciones de gramática ni explicaciones ad hoc. Por lo tanto, las intervenciones tendrán lugar tan solo cuando los problemas sean comunes a todos los aprendices, solucionables en el punto del desarrollo de la interlengua en la que se halla el grupo, y rentable desde un punto de vista comunicativo, tanto por su valor, como por su frecuencia de aparición.En el otro extremo quedaría la propuesta de autores comoEllis (1997), que no descarta el tratamiento explícito del problema gramatical, mediante explicaciones, comentarios, etc., y que además permite una intervención proactiva del docente, es decir, apriorística, anticipándose a los problemas que el docente, de antemano, sabe que van a aparecer.En un punto intermedio se sitúan otras propuestas, como lade Doughty y Williams (1998), que ven con cierto recelo el alto grado de intrusión en el proceso comunicativo propuesto por Ellis, pero que igualmente desconfían de la capacidad de realce de la propuesta original.Pero ha habido también una oposición a la AF, a veces algo visceral.Muestras de ciertos preconceptos es el argumento, frecuentemente esgrimido de que no parece muy comunicativo hablar en clase de gramática, lo que parece tomar el rábano por las hojas, o el enfoque comunicativo por el krashenismo de inspiración más chomskyana. Se ha criticado, por ejemplo, que los experimentos ...
En el presente trabajo se abordan dos aspectos básicos de la instrucción gramatical en el aula de ELE: hasta qué punto es rentable hacerlo de manera explícita, y en caso de que se estime que sí lo es, cuál es el marco teórico más adecuado -teniendo en cuenta los modelo lingüísticos con los que el docente cuenta en la actualidad- para el estudio de la gramática en el aula de ELE.
A la primera pregunta se responde de manera afirmativa, no porque se considere condición sine quae non del aprendizaje formal, sino porque en ningún caso puede perjudicar a aprendices de perfil holístico, mientras que puede resultar altamente beneficiosa para aprendices de perfil analítico. Como se verá más adelante, no creemos en una separación tajante entre conocimiento explícito y conocimiento implícito, ya que si en otras muchas experiencias de aprendizaje es claramente observable la interfaz entre ambos tipos de conocimiento, no vemos razón para negar que en el aprendizaje de lenguas ocurra algo diferente. Los problemas, más bien, podrían estar relacionados con la cantidad de conocimiento explícito que se espera que el aprendiz maneje en contextos de comunicación real, y con la operatividad de las reglas gramaticales que el docente proporciona al aprendiz.
Partimos de la creencia –razonada, no empírica- de que un determinado tipo de regla gramatical, o mejor, que un determinado tipo de ley de significado, podría ayudar al aprendiz a crearse hábitos y rutinas de decisión formal de un alto grado de fiabilidad, y que esos hábitos y rutinas, una vez establecidas, se traducirían en una mayor competencia estrictamente lingüística, y no creemos necesario insistir en los beneficios que reportaría, tanto a nivel discursivo como a nivel interpersonal. De las muchas características que pueden ser deseables en una ley de significado creada con fines didácticos, tal vez estos tres sean innegociables:
La ley de significado debe requerir de un esfuerzo escaso para ser recordada.
Debe estar basada en el significado y no en la forma.
Es susceptible de ser manipulada de manera consciente.
En este sentido, la reciente aparición de modelos cognitivos, aplicados a la enseñanza y aprendizaje de segundas lenguas, nos parecen del máximo interés, y sin pretender instalar el presente trabajo -al menos de manera escrupulosa- en los cánones de la tradición cognitiva, sí que hemos tomado de ella diversas ideas. El resultado se adapta al objetivo inicial de ejemplificar una instrucción gramatical explícita -y eminentemente inductiva- de las llamadas oraciones condicionales, que como ya se ha hecho notar (Foncubierta et al., 2005) ha venido discurriendo hasta el momento por cauces formalistas y más emparentados, seguramente, con la tradición pedagógica de la lenguas clásicas que con la de las lenguas modernas. Nos mueve, por tanto, el interés de desarrollar protocolos didácticos acordes a la enseñanza y aprendizaje comunicativo de la lengua, desde los presupuestos teóricos de adquisición arriba señalado
... Language interference occurs when one language affects the performance or learning of another, manifesting in phonological, lexical, and grammatical errors, and can occur in contexts like bilingualism, translation, and language learning (Ellis, 1997;Gashimov, 2023;Summers & Roberts, 2020). It is also known in the literature as language transfer and linguistic influence, which results from the mutual impact of the native language and the target language leading to the unconscious transfer of some linguistic aspects due to differences in language systems. ...
... The students were offered sufficient time to complete the task. As for data analysis, Adopting Ellis's (1997) error analysis framework, the errors were identified, categorized, and explained. Moreover, based on the taxonomy developed by AbiSamra (2003, p. 13), errors are classified into four main categories including "grammatical (prepositions, articles, singular/plural, adjectives, relative clauses, tenses, and possessive case, etc.), syntactic (coordination, sentence structure, nouns and pronouns, and word order), lexical (word choice), and substance (spelling, capitalization, and punctuation)". ...
Language learners’ writing products can provide insights into how these learners acquire the target language through the analysis of the committed errors. Indeed, research has revealed that error analysis in writing essays is crucial for understanding and improving language acquisition by identifying common errors, and their sources, and informing teaching strategies to address these issues. The current paper aims to identify, describe and analyze errors committed by Moroccan secondary school students in writing. The study also attempts to determine some of the possible causes of the errors to offer an understanding of how linguistic interference influences the foreign language learning process. To this end, a sample of tasks written in English by a group of 20 secondary school students was collected. Then, an analysis procedure was conducted to analyze errors and explain their sources. Hence, this study adopts a mixed-method approach design to generate qualitative as well as quantitative data by identifying error categories and calculating the total number of error types and sources, respectively. The findings show that the errors are committed both at the word as well as the sentential level including lexical, grammatical, substance, and syntactic errors. Besides, the results indicate that learners commit errors in their English writings partly due to interference of Moroccan or Standard Arabic and French, but mostly due to other developmental sources within the scope of the target language. These findings offer valuable insights into how learners acquire a second or foreign language and what obstacles they encounter in the learning process and, thus, could suggest some implications to reduce the errors caused by negative language transfer and improve learners’ language proficiency.
... Alongside this view, Ellis (1997) added that theory effectiveness depends on how it is transferred from researchers to teachers and how it is perceived, conceived, and practiced by the teachers. Therefore, teachers' cognitions become an important factor as the practice of a theory and using research findings in practice are largely contingent on teachers' attitudes (Richardson, 1996). ...
... Teaching is a tool for applying research findings. Alongside this view, Ellis (1997) mentioned that research effectiveness depends on how the knowledge is transferred from researchers to teachers. Teachers clearly want to understand how research can impact their work but they also want it to be reported in a way they can understand (Walker et al., 2019). ...
The present qualitative study explored Iranian EFL (English as a Foreign Language) teachers’ attitudes toward research–practice relationship. The participants were selected based on snowball sampling. They were 15 male and female teachers who had from 6 months to 1 year of teaching experience. All the participants held B.A. in English Language Teaching field. To collect the data, in-depth interviews were conducted with the participants. The data were analyzed through reflexive thematic analysis. The results of the study suggest that four different types of research–practice relationships exist: they are either complementary or dichotomous. The third relationship leans towards the dominancy of research over practice. Yet, the fourth condition shows that research–practice relationship is of mutable one. Overall, the results indicated that the theory and practice relationship should more be regarded as a fluid continuum rather than a fixed binary. The implications of the findings of the study are discussed for the international audience and local ones including applied linguists and teacher educators.
... Access to other discourses, through self-study or colleagues, might assist a teacher in challenging the marginal subject position offered here through SLA (see Norton, 2000). longstanding argument that has had marginal influence on institutional decision-making and theory formation in applied linguistics (see Clarke, 1994;Crookes, 1997;Ellis, 1997). Greater collaboration and research options are needed, in Ellis's view, in order to understand both the factors that shape a teacher's instructional choices and the extent to which such choices might be supported by SLA inquiry. ...
... The interacting beliefs and issues he mentions, I would argue, are an integral feature of pedagogy and the options we might imagine for grammar teaching, especially in the kinds of community-based programs in which the Quebec referendum was discussed. That these variables might at times appear marginal or "conflicting" is a reflection, in part, of the continuing power of SLA to co-opt teachers into prioritizing autonomous, psycholinguistic issues over the dynamic, multifaceted social and ideological contexts that co-occur and interrelate with all aspects of pedagogy (see Ellis, 1997;Norton, 2000). ...
This important volume on the critical pedagogical approach addresses such topics as critical multiculturalism, gender and language learning, and popular culture. Critical pedagogies are instructional approaches aimed at transforming existing social relations in the interest of greater equity in schools and communities. This paperback edition on the pedagogical approach addresses such topics as critical multiculturalism, gender and language learning, and popular culture. Committed to language education that contributes to social justice, the contributors explore the meaning of creating equitable and critical instructional practices, by exploring diverse representations of knowledge. In addition, recommendations are made for further research, teacher education, and critical testing.
... However, linguists and researchers in the field of second language acquisition value learner errors and consider these errors as part of the natural process of learning a second language (Harmer, 2007). According to Ellis (1997), 'errors reflect gaps in a learner's knowledge; they occur because the learner does not know what is correct ' (p. 35). ...
... In fact, learners have to master English grammatical rules effectively and accurately in order to produce an error-free piece of writing (Stapa and Izahar, 2010), which of course, is quite challenging for L2 learners. Therefore, Ellis (1997) has precisely proposed that it is important to identify learners' errors because they not only help learners, but also teachers, to deal with these errors. Thus, it is vital to identify learners' errors and examine these errors closely in order to assist students in their language proficiency. ...
This study investigates and classifies grammatical errors with subject-verb agreement in writing made by Saudi students in the foundation year at Taibah University. The students were enrolled in an English language course where they were studying English as a core module. The class was divided into two modules: reading and writing, and listening and speaking. The data was collected throughout the second semester, where students (intermediate-upper intermediate level), were asked to write eight different paragraphs on eight different topics taken from the reading and writing book. The grammatical errors related to subject-verb agreement in writing were identified and classified into three main categories according to their consistency. These errors are mainly categorised as: (a) subject-verb agreement errors with singular subjects (b) subject-verb agreement errors with plural subjects, and (c) subject-verb agreement errors where the main verb or auxiliary verb is compounded with or separated from the subject. The study found that subject-verb agreement errors with singular subjects appear to be more frequent and the most committed among these three categories in students' writing.
... 220). 11 Atkinson (2002) pointed out that two prominent SLA researchers, Ellis (1997) and Crookes (1997), "seem to have realized the reductionism inherent in [SLA research]" (note 11). Ellis (1997) wrote "SLA in general has paid little attention to the social context of L2 acquisition, particularly where context is viewed non-deterministically (i.e., as something learners construct for themselves). ...
... 11 Atkinson (2002) pointed out that two prominent SLA researchers, Ellis (1997) and Crookes (1997), "seem to have realized the reductionism inherent in [SLA research]" (note 11). Ellis (1997) wrote "SLA in general has paid little attention to the social context of L2 acquisition, particularly where context is viewed non-deterministically (i.e., as something learners construct for themselves). SLA has been essentially a psycholinguistic enterprise, dominated by the computational metaphor of acquisition" (p. ...
In this article, we begin by delineating the background to and motivations behind Firth and Wagner (1997), wherein we called for a reconceptualization of second language acquisition (SLA) research. We then outline and comment upon some of our critics' reactions to the article. Next we review and discuss the conceptual, theoretical, and methodological impact the article has had on the SLA field. Thereafter, we re-engage and develop some of the themes raised but left undeveloped in the 1997 article. These themes cluster around the notions of and interrelationships between language use, language learning, and language acquisition. Although we devote space to forwarding the position that the dichotomy of language use and acquisition cannot defensibly be maintained (and in this we take up a contrary position to that held in mainstream SLA), our treatment of the issues is essentially methodological. We focus on describing a variety of aspects of learning-inaction , captured in transcripts of recordings of naturally occurring foreign, second, or other language interactions. Through transcript analyses, we explore the possibilities of describing learning-inaction devoid of cognitivistic notions of language and learning. In so doing, we advance moves to formulate and establish a reconceptualized SLA.
... The most obvious finding was that many teachers find SLA research unsatisfactory in addressing their specific needs in language classroom. This corroborate the findings of a great deal of the previous studies (Bartels, 2003;Block, 2000;Ellis, 1997;Nassaji, 2012;Tavakoli, 2015, Tavakoli& Howard, 2012, to name only a few) One of the main issues worth discussing here was TTCs offered by institutes. Sometimes, due to some restrictions imposed to the teachers, it can be argued that their autonomy is under question. ...
... h findings. Sometimes, teachers do not know or do not want to use them. This might be caused due to lack of knowledge, attitude, or motivation. This seems to be in consistence with what has been discussed byBlock (2000)where he asserts that language teachers and SLA researchers believe that they belong to communities with very different Discourses.Ellis (1997), in the same line, confirmed thatSLA researchers need to engage in a discourse that their academic world values and rewards. In contrast, teachers have developed discourses that address their particular needs in practice of language teaching. He believes that one important reason for the conflict between the two discourses is that SLA r ...
Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.
... The connections between SLA theory and L2 instruction have been described as indirect and complex, and have been said to range from tenuous to non-existent (Gregg, 2001). From a task-based language teaching (TBLT) perspective specifically, the contribution of SLA research to language teaching practice has been recurrently discussed over the years (Nunan, 1991;Ellis, 1997;Markee, 1997;MacDonald et al., 2001;Malicka ISSN 2696-676X Castellví Vives, Joan;Gilabert Guerrero, Roger;Comelles Pujadas, Elisabet (2024). Automating task design: bridging the gap between second language research and L2 instruction. ...
The present study addresses the issue of the transfer from second language acquisition (SLA) research to second and foreign language (L2) instruction, particularly within the context of Task-Based Language Teaching (TBLT). The main goal of this article is to show how technology, particularly the web-based tool taskGen (https://taskgen.eu), which primarily serves to create teaching materials, also functions as a mediator for transfer and provides valuable information on teaching practices, teachers' needs, pedagogical strategies, and L2 task design. This article is organised as follows. Firstly, a web-based tool that assists and trains teachers in L2 task design is presented, along with the instantiation and integration of natural language processing (NLP) resources in the tool; later, we show how quantitative information obtained from the massive use of the tool through data analytics can be combined with qualitative methods such as interviews, observations, think aloud protocols, questionnaires, case studies, and transcripts to generate research. Automatic (quantitative) data collection gathers information of the teaching contexts, task aims, task flow structures, focus on form options, and the access and time on help files. Not only does the collected information feed back to the tool, but it also contributes to understanding teachers' design choices and patterns, and to exploring the intersection between SLA and TBLT theory and task design practises. Qualitative analysis is being conducted and oriented toward teachers’ experiences during task design. Finally, we present the future lines of research that we anticipate will be carried out with the further use and development of taskGen.
... The research-practice divide has long existed in educational research including in applied linguistics (see, e.g., Allwright, 1983;Clarke, 1994;Crookes, 1997;Ellis, 1997;Lightbown, 2003;Ortega, 2005;Sato & Loewen, 2022;Spada, 2015). To minimize it, mainstream thinking suggests that researchers and practitioners work together, and strategies are offered to achieve this. ...
This Special Issue is dedicated to teachers’ exploratory practice research (Allwright, 2005; Allwright & Hanks, 2009). It showcases nine studies conducted by Tunisian EFL teachers in their own classrooms. In the publishing world of TESOL and applied linguistics, despite a proliferation of journals and edited volumes in recent decades, there remains hardly any space for practitioner research. Book publishers and journal editors, driven in part by concerns about profit margins, tend to reject this type of research (unabashedly) citing, as pretexts, the lack of geographical reach or lack of name recognition among contributors. Against this backdrop, this Special Issue counters the commercial mindset and helps fill a longstanding void in TESOL and applied linguistics literature. It illustrates how exploratory practice research can be done and illuminates the potential of practitioner research and the largely untapped ingenuity of practitioners. As an introduction to this Special Issue, we will, briefly, discuss the research-practice divide phenomenon and describe the genre of exploratory practice (EP). After, we present a synopsis of nine EP studies. We conclude by emphasizing the unique role of EP in advancing foreign language instruction and suggesting ways to substantiate it.
... Gardner (1985) stated that language attitudes and language learning motivation are thought to be the most important predictors of language acquisition success and failure. Language learning attitudes and motivation are intertwined (Ellis, 1997). Moreover, to have a successful language learning experience, both motivation and a positive attitude are required (Gardner, 1985). ...
Motivation and attitudes are important factors in learning English effectively. The purpose of this study is to investigate the motivations and attitudes of Indonesian mechanical engineering students regarding English learning. This is a qualitative research method which used an online platform questionnaire survey to collect data. Participants in this study included 25 mechanical engineering students from Balikpapan University in Indonesia. The data was analyzed by categorizing quantitative data derived from questionnaires based on frequency of distribution. The findings revealed that Indonesian mechanical students in engineering were enthusiastic about learning English and had a positive attitude toward it. Furthermore, the results show that the participants placed a greater emphasis on instrumental motivation for learning English. It is indicated that they would like to participate in training sessions to increase their ability to match instrumental motivation. This study's findings confirmed that attitude and motivation were important factors in learning English. As a result, teachers and lecturers must work hard to increase motivation and positive feelings toward English language learning. This study may assist teachers in improving their classroom preparation by gaining a better grasp of their students' attitudes and simplifying learning activities for them. Furthermore, the findings of this study may help authorities and policymakers understand the importance of students' attitudes in developing ESP education policies, creating curriculum, and developing materials for ESP students.Keywords: Motivation, Attitudes, Mechanical Engineering Students, Learning English, ESP
... Meaning that teachers learn about the fields of Second Language Acquisition (SLA) and language pedagogical knowledge of ELT (Freeman, 2020) using structured and disciplinary classroom instruction to meet particular learning outcomes promoted by the education provider. The importance of this view to knowledge is driven by the fact that teaching is understood as a behaviour and a cognitive practice (Ellis, 1997). To further explain, according to Graves (2009Graves ( ), during 1970, SLTE was focused on content knowledge which included language and pedagogy. ...
This study explores twelve Saudi teachers’ course content and experiences in local and international MA TESOL programs. The researcher uses an epistemological lens to consider the theoretical content derived from both behaviourist and cognitivist learning theories, which are part of a positivist paradigm in contrast to constructivist pedagogical knowledge concerned with teachers' knowledge construction of teaching through practice and reflection. The findings suggest that TESOL programs are primarily founded on a positivist paradigm, focusing on content and pedagogical knowledge. The researcher calls for constructivist approaches that prioritize practicums, engagement with contextual sociocultural histories, and students-teachers reflective work.
... El estudiante aprende con más facilidad gracias a las estrategias de aprendizaje, pero su función va aún más allá porque también promueven la autonomía de los estudiantes. Los aprendices se vuelven más autónomos porque están concienciados y se responsabilizan de su propio aprendizaje (Ellis, 1997). Anderson (2005), expone que los aprendices competentes de una lengua están preparados para utilizar una gran variedad de estrategias de aprendizaje según la situación en que se encuentren. ...
... The current study reported a lack of peer and social interaction as a disadvantage of online foreign language learning. Similarly, previous studies in the literature stressed the importance of active participation and negotiation in language learning (Alavi, 1994;Ellis, 1997;Shaw, 2013). Student interactions regarding cooperation and collaboration during course activities in face-to-face classes may enhance students' productive skills, which may not be as available as in online education. ...
The current study focused on English as a Foreign Language (EFL) learners' immediate reactions towards total digitalization at higher education during the Covid-19 pandemic. Accordingly, the perceptions of EFL learners on online foreign language learning during the COVID-19 pandemic were investigated. After discussing the advantages and disadvantages of online foreign language classes during the pandemic from the viewpoints of the participants studying at a public university in Turkey, the study questioned whether the participants preferred online foreign language classes or traditional face-to-face foreign language classes. The study adopted the phenomenological method of qualitative design and employed open-ended questions to collect data. The data were analysed by following a bottom-up strategy, and the categories were formed inductively. The results showed that online foreign language classes had both positive and negative aspects for the learners. Additionally, it was found that more than half of the participants preferred traditional face-to-face foreign language classes to online foreign language classes.
... Unlike previous research of the research-practice relationship, the current study focused on researchers. In discussing the role of L2 research for L2 pedagogy, Ellis (1997) argued that research can influence teachers' personal beliefs either by 'helping them to make explicit their existing principles and assumptions, thereby opening these up to reflection, or by helping them to construct new principles' (82). Perhaps, the same can be said for researchers. ...
This study investigated second language (L2) researchers' perceptions of the research-practice relationship. While research use (or lack thereof) in the classroom has been debated by researchers for decades, researchers have rarely investigated themselves as stakeholders in the relationship. However, it is vital to know researchers' approaches to the issue so that collaborative researcher-practitioner relationships may be fostered. Hence, the current survey study explored: (a) L2 researchers' identities; (b) their perceptions of the research-practice relationship; and (c) predictors of their perceptions. Participants were 217 researchers from 25 countries with 31 different first-language backgrounds. The results showed that L2 researchers' identities often crossed multiple boundaries , as L2 learners, teachers, as well as researchers. A factor analysis showed that researchers held distinct beliefs for their own research (individual self) and for researchers in general (collective self). The regression models revealed that L2 teaching experience, pre-service teacher training experience, and institutional rewards positively predicted researchers' perceptions of L2 practice. We argue that it is largely researchers' responsibility to facilitate the research-practice dialogue.
... Nevertheless, there is a controversial issue between SLA and pedagogy. The diverse views can be found on the issue concerning the implications of SLA research for classroom teaching, for example, Crookes 1994, Gass 1995, Ellis 1997, Pica (1994. In particular, Pica (1994) attempts to make the implication explicit by relating the SLA research with teachers' most frequently asked questions, namely, the role of students' L1 in their L2 learning or the need for correction, grammar instruction and so on. ...
The dissertation is a contrastive analysis. It deals with the acquisition of English relative clause (RC) by German and Turkish students(in Germany and Turkey) learning English as a second and third language and attending the 11th grades of a German school. The main question of the study is to find out whether the acquisition of English RCs is more difficult for German or for Turkish learners. The other study is the corpus analysis of the English relative clauses. For this research I have chosen various school books from the fields such as History, Chemistry and Literature. The target is to find out how often the English relative clauses are used. They are from the same school level (11th grade) where I have applied the tests. I wanted to know which difficulties exists for the students. Moreover the frequency of English relative clauses in the school books has been given.
... This complexity is in part due to individuals often seeing the same thing in different way (Jacobs et al., 2010, p. 169 for the purposes of this paper, is defined as treating an object or event as worthy of recognition or attention (Oxford Online Dictionary August 2020). Whereas, in children's language learning, noticing is often an act within a continuum with noticing preceding children's skills of comparing and integrating knowledge (Ellis, 1997). 'Teacher noticing' is interpreted in this paper as incorporating three distinct skills, these being: 'attending to children's strategies, interpreting children's understanding, and deciding on how best to respond on the basis of children's understandings' (Wager, 2014, p. 316). ...
This paper presents data from interviews undertaken with teachers and parents of children who attend Australian bush kinders (kindergartens). The bush kinder approach is a recent adaptation of the European and UK forest school approaches, one that continues to gain momentum as increasingly teachers and parents come to understand the benefits associated with this type of outdoor learning environment. The research was undertaken using ethnography (Delamont, 1992; Madden, 2012), a useful method of research in this type of setting as ethnography enables a deep understanding of how children ‘notice’ in nature over time. The paper applies a discourse analysis (Gee, 2011) of teacher and parent interviews critically exploring the learning and development benefits children experience from attending a bush kinder program. Findings reveal that through their noticing, preschool children make a transition from being nature novices to nature experts. The data demonstrate the benefits preschool children can gain from learning and being ‘in’ and ‘with’ nature and the important role adults play recognising young children’s noticing in nature.
... The problem of difficulty of SLA research stated in 16% of the cases in the present study is another concern for EFL teachers in other studies. This problem has been discussed by some SLA scholars in the filed such as Brown (1991), Crookes (1997), and Ellis (1997a) stating that the language used by these scholars to communicate with each other seems difficult to follow and communicate by most of the EFL teachers. The inevitable consequence is the unbridgeable gap which has separated the two parties. ...
The present study aimed at investigating Iranian TEFL teachers' perspective toward the relationship between SLA research and ELT. The sample of this study consisted of 80 female and male TEFL teachers at different institutes and schools in the city of Tehran. The main instrument was a questionnaire designed by Nassaji (2012). It enabled researcher to collect both qualitative and quantitative data. The findings of this study reveal information on different areas like teachers' familiarity with SLA research, the reason for lack of interest, and the main source they appeal to get the required information for their professional development. The findings indicate that the pedagogical ambience is far from ideal as far as teachers' involvement with SAL research is concerned. The pedagogical implication is that to improve the quality of EFL teaching and learning we are bound to bridge the gap between EFL Teachers and SLA Research.
... The consensus was and is for many to discover what processes happen in the mind of the learner in order to understand SLA and thus provide a better teaching practice in class. Ritchie and Bhatia (1996), Ellis (1997), Long (1997), Mitchell and Myles (1998), Gass and Selinker (2001), Doughty and Long (2003), Larsen-Freeman (2007), and Van Patten and Williams (2007) are some of the leading figures who have oriented their research toward cognitive, computational, and individualistic perspective to SLA. ...
L2 language socialization asks how learners come to gain the ability to write appropriately and sufficiently in an institutional academic community of practice. In the same line, this study focuses on the process of socialization of an Iranian English L2 essay writing class in the context of higher education. The theoretical backgrounds rely on the socialization and Vygotsky's sociocultural theories. Three case studies were analyzed throughout six weeks. The learners' essays, outlines, and reflective diaries were analyzed to trace their development in appropriating academic discourse and argumentation. Also, an interview session was held at the end of the study in which the issues regarding the whole experience of socialization were discussed with the participants. The results suggested that each learner pursued their path of socialization based on their individual and social needs of the academic discourse community. Accordingly, a model demonstrating their paths of development is presented. The model shows that the newcomers to this social site of engagement were mediated by the old-timer agent of practice (instructor) to appropriate the values, principles, and behaviors of this community of practice through the activities they were engaged in.
... As Cunningsworth (1995) and Ellis (1997) declared, textbook evaluations can move teachers beyond the impressionistic assessments and aid them in acquiring useful, accurate, and systematic insights into their overall quality. However, a review of literature shows that textbook evaluation is mostly conducted by resorting to some checklists or questionnaires developed on all sections of textbooks, i.e., listening, speaking, reading and writing, while the passages comprising their reading section have not been evaluated on any theoretically sound basis (e.g., Azizifar, Koosha, & Lotfi, 2010;Jahangard, 2007). ...
This study aimed to find out whether the microstructural approach of schema theory (MICAST) can be employed to evaluate the reading passages of textbooks. To this end, the macrostructural approach of schema theory (MACAST) was utilized to assign twelve passages of a textbook taught at the upper intermediate level of language proficiency to descriptive, expository and narrative rhetorical modes generally knows as genres. All the words constituting the passages were then treated as schema tokens and assigned to their linguistic domains, genera, and species as suggested by the MICAST. Subjecting the tokens constituting the three genres to statistical analyses showed that the genres differed significantly from each other. They did not, however, differ significantly in the number of passive schema tokens they contained. The descriptive, narrative and expository genres did also differ significantly from each other when their constituting schema tokens were reduced to exclusive schema types. The administration of a flow perception questionnaire to the readers of the passages showed that among the genres, the descriptive one induces flow the most because its exclusive semantic, syntactic and parasyntactic schema types were significantly fewer than those of narrative and expository genres. The pedagogical implications of the findings in the realm of English language teaching are brought up.
... We also need to keep in mind the complexity of the relationship between feedback and learning. As Ellis (1997) pointed out, if research has found that something is effective for language teaching, it does not necessarily mean that L2 teachers can apply it in their teaching. With these observations in mind, I will consider some of ideas and insights from research that teachers may want to consider when providing feedback in their classrooms. ...
The role of interactional feedback has long been of interest to both second language acquisition researchers and teachers and has continued to be the object of intensive empirical and theoretical inquiry. In this article, I provide a synthesis and analysis of recent research and developments in this area and their contributions to second language acquisition (SLA). I begin by discussing the theoretical underpinnings of interactional feedback and then review studies that have investigated the provision and effectiveness of feedback for language learning in various settings. I also examine research in a number of other key areas that have been the focus of current research including feedback timing, feedback training, learner–learner interaction, and computer-assisted feedback. The article concludes with a discussion of the implications of the issues examined with regard to classroom instruction.
... One way is to encourage teachers to become action researchers (Ellis, 1997b;Nunan, 1997), so that they themselves can ask some of the important questions, seek relevant answers, and apply their findings accordingly. Ellis (1997a) suggests empowering teachers by having them connect research to practice (as equals). Schlessman (1997) warns that such empowerment comes only when accompanied by an ability to "become reflective and critical thinkers" (Schlessman, 1997, p. 777). ...
... Second language acquisition for Davis (1995) takes place "mostly, if not solely, in the mind" (p. 428), for Ellis (1997) it is "essentially a psycholinguistic enterprise, dominated by the computational metaphor of acquisition" (p. 87) and for Doughty and Long (2003), it is centrally a cognitive process. ...
The existing scholarship on Second Language Acquisition is replete with different tensions and debates, which reflect diverging epistemologies, theoretical bases and schools of thought. This paper deals with the current issues surrounding the two major and salient approaches to Second Language Acquisition, the cognitive/psycholinguistic camp and the sociocultural camp. After providing an overview of the fundamental tenets and underpinnings of each camp as well as their subdivisions, I conclude by speculating on the future directions of Second Language Acquisition.
... enseignants de langue, comme en témoignent les entretiens que j'ai menés auprès de professeurs (cf. Guichon, 2012), mais aussi comme cela est souligné par d'autres chercheurs (par exemple Ellis, 1997;Freeman et Johnson, 1998). Ainsi, Castellotti et de Carlo (1995 : 145) font part de la réticence et de la méfiance éprouvées par les enseignants face aux discours théoriques des chercheurs en didactique des langues qui sont généralement perçus comme déconnectés des réalités du terrain et rarement en mesure de répondre à des questions immédiates. ...
Cette note de synthèse correspond à une réflexion épistémologique relative à l'apprentissage des langues médiatisé par les technologies, domaine de recherche encore en construction au sein de la recherche en didactique des langues. Dans une perspective socio-historique et critique, il s'agit tout d'abord d'esquisser les contours de ce domaine de recherche en examinant de quelle façon il se constitue en domaine propre depuis quelques années et en cernant ses spécificités scientifiques et méthodologiques. Puis, en prenant comme cadre de référence l'ergonomie didactique, le potentiel de la recherche-développement pour produire des résultats dans ce domaine est mis en valeur. La présentation d'un projet de ce type s'articulant autour du développement d'une plateforme de tutorat en ligne synchrone permet d'illustrer comment des paramètres éminemment didactiques sont abordés et nourrissent le processus de compréhension d'une situation pédagogique donnée en même temps que sa réification dans un dispositif sociotechnique. Trois questions vives sont en particulier discutées : les temporalités et leurs effets sur l'enseignement-apprentissage de la L2 ; le fonctionnement de la conversation pédagogique en ligne ; l'analyse de l'activité de tutorat et son évaluation à des fins de développement professionnel. Une troisième partie s'emploie à interroger la contribution de la recherche en didactique des langues dans la production de connaissances relatives à l'apprentissage médiatisé et à confronter cette démarche scientifique avec celle de l'Acquisition d'une Langue Seconde. Enfin, la note de synthèse s'attache à montrer le rôle clé joué par les enseignants de langue dans l'intégration des technologies et discute les logiques d'imposition et d'appropriation qui sont à l'œuvre lorsque l'utilisation des outils est examinée au sein de l'institution et est mise en tension avec les discours et les pratiques des acteurs de la situation pédagogique.
This research was carried out based on problems encountered by researcher in the fifth semester of the English language education study program at UIN SMDD Bukittinggi. First, many students do not yet recognize their personalities. Second, students still feel insecure, anxious and afraid in using their second language skills because of their personality. The aim of this research is to describe student personality which has an impact on the process of second language acquisition for students in the fifth semester and to describe how personality factors influence the second language acquisition of students in the fifth semester. This research is research with a mixed approach. The instruments of this research are questionnaires and interviews. The respondents for this research for quantitative data were 46 fifth semester students of the English language education study program. The informants for this research were 4 students who had participated and filled out the research questionnaire. Data was obtained from three classes through distributing questionnaire instruments and interviews with fifth semester students. There are two data analyzes in this research, namely descriptive statistical data analysis for quantitative data and qualitative data analysis for researcher using the theory of Miles and Huberman in Sugiyono. The findings and discussion outline the answers to the three research questions, namely students' personality types, students' level of second language acquisition, and the relationship between personality and second language acquisition. First, it was found that the personality types of fifth semester students are conscientiousness, extroversion and its opposite, neuroticism, and agreeableness. Second, more than half of the fifth semester English education students have reached the level of continuous language development/advanced fluency with 57.6%. Third, students have the view that personality can facilitate or complicate the process of language acquisition, but it can still be influenced by other factors such as one's desire and self-control.
The present research study aims at exploring the phonological errors with regard to the segmental features committed by the Pashtun ESL learners in Swabi (Khyber Pakhtunkhwa). In this research study, the researchers have used an audio recording as a tool to collect the data from the respondents. Both males and females were included in the data collection to fulfil the ethics of the research. The data was analysed and presented in a tabulated form. The results of the research show that Pashto speakers at Distt Swabi are significantly affected by the first language (Pashto) in the speaking of English, especially in terms of pronunciation. It is hoped that the findings of this research will present a set of general ideas to EFL teachers about the possible problems that the Pashto speakers of English in the area may face in pronunciation. Furthermore, English language teachers being aware of these problems of the students, like lack of familiarity with certain phonemes, and lack of concentration, can accommodate these problems by giving more time to focus on the phonemes that are creating a problem. Pages: 167-182 ISSN (Print): 2789-441X ISSN (Online): 2789-4428
This study is an action research that is conducted to improve the quality of the writings of students in an international school in the Kalutara district. The students make errors related to subject-verb agreement which is an essential component in mastering the English language. They are not mistakes, instead they are errors because the students are not in a state of understanding them on their own. Further, the students are unaware of the grammar rules. Errors occur due to lack of awareness of these specific grammar rules. However, English as a second language (ESL) learners struggle immensely in mastering subject verb agreement. This study mainly centers around three error types such as the subject is a list of two or more nouns, the subject is an indefinite pronoun, and the subject agrees with the nearest noun in paired conjunctions. The sample consists of twenty-six students from a grade 08 class of an international school in the Western province of Sri Lanka. A pretest was used to collect data. The main objective of this research is to upgrade the writing skills of grade 8 students, in terms of grammatical accuracy. The use of scaffolding exercises enables the students to understand the grammatical rules clearly and makes them apply the rules correctly. Action research itself is a research design that assists to solve the problems related to the field of education. The problem was identified at first and the intervention was carried out accordingly. Finally, the results were obtained. The difference in mean values of the pre-test and the post test proves the significant improvements in the writings of the students. Therefore, ESL learners require the necessary guidance and instructions through creative approaches to language learning which creates a learner-friendly environment to become competent writers of English.
Applied linguists often aim to conduct research with implications for practitioners (widely construed), but only recently has a research agenda emerged which empirically investigates whether this aim is being regularly met (see Sato, 2023). While multiple survey studies (e.g., Marsden & Kasprowicz, 2017; Sato et al., 2021) have made important contributions to this literature, no study has systematically examined how researchers offer implications to intended practitioner audiences. To explore this topic, we conducted a systematic analysis of 118 empirical studies published in TESOL Quarterly. We developed highly reliable scales (avg. IRR = 0.88) to assess the quantity, salience, and quality of pedagogical implications (PIs). Qualitative genre analysis further allowed us to synthesize the features of highly informative PIs. Based on these findings, we offer concrete recommendations for maximizing PI quality for researchers, editors, and reviewers.
In this article, which is based on my AAAL 2023 plenary talk, I argue that researchers may be contributing to widening the never-ending gap between research and practice. At least, there is such a possibility given that researchers, including myself, have rarely investigated their own beliefs and practices related to classroom teaching. In the first part, I overview research of the research-practice relationship and problematize the epistemological clash between two groups of professionals, that is, teachers and researchers. In the second part, I focus on researchers as a profession who have significant potential in contributing to education. In the third part, I share concrete ways of tackling researchers' obstacles in communicating with practitioners if, and when, they wish to be useful for real-world education, including: (a) adjusting the nature of research, and (b) improving communication methods. In conclusion, I propose a model in which the research-practice relationship can be more equitable, effective, and mutually beneficial.
Using perspectives on language and language learning in Second Language Acquisition (SLA), including the traditional cognitive orientation, sociocultural theory orientation, and critical theoretical orientation as theoretical frameworks, this study critically analyzes 78 papers published from 2014 to 2020 in Chinese as a Second Language—The Journal of the Chinese Language Teachers Association, USA (CSL), a leading journal that is devoted exclusively to the study of Chinese language, culture, and pedagogy. This study investigates how the teaching and learning of Chinese language and culture has been conceptualized and enacted in the field of SLA and explores factors that contributed to frustration, dissatisfaction, or criticisms in this field (e.g., Lantolf and Genung, 2002; Li and Duff, 2008, 2018; Thorne, 2005). Additionally, this study raises awareness of the value of sociocultural and critical perspectives on language teaching and learning (e.g., Douglas Fir Group, 2016; Fairclough, 1992; Halliday and Hasan, 1985; New London Group, 1996; Vygotsky, 1978), suggesting more critical and sociocultural-oriented research to support learning Chinese as a world language in the context of globalization.
This article explores the impact of transformative theory on the learning outcomes of seven Saudi female student-teachers enrolled in a Master’s TESOL course at a Saudi university. They were actively engaged in designing learning materials for learners with special needs. In this intervention, transformative theory principles were used. They involved dialogue, authentic assessment, and structured reflection. Following the intervention, data were collected using focus group discussions and document analysis. The data were analysed using Mezirow’s transformative theory components: experience, critical reflection, reflective discourse, and action. The findings reveal the experience supported the participants’ autonomy, providing them with opportunities to reflect on their teaching practices, and improved their knowledge construction skills. Based on the results, the author makes a case for greater use of transformative theory approaches in designing and implementing teacher education.
This study aims to find out the beliefs about language teaching of 3rd and 4th grade Turkish ELT students and 10 ELT instructors at Turkish University, TURKEY. The primary purpose of the study is to investigate the differences between the beliefs of ELT students and instructors considering different aspects of language teaching such as culture, computer-based technology, grammar teaching, error correction, target language use, communicative language teaching strategies and assessment. Data will be collected using a 23-item questionnaire originally developed by Brown (2009). To compare the ELT students’ and instructors’ beliefs, frequency analysis of items will be analysed. At the end of this research, it is aimed to find out whether there are differences between the ELT students’ and instructors’ beliefs and determine the most effective procedures in language teaching. Discussion and implications for further research will also be mentioned regarding the findings of the study.
Keywords: effective language teaching, Instructors’ beliefs, ELT students’ beliefs
This classroom-based study explored the benefits of repeating a writing task over one year from the perspective of complex dynamic systems. The study specifically investigated how students' use of self-regulation related to changes in L2 writing. Data were collected from 26 students in an EFL classroom at a university over 30 weeks. Students were engaged in a 10-minute timed-writing task on a chosen topic with immediate self-reflection every week. Students' L2 compositions were analysed using fluency, syntactic and lexical measures, and their self-reflections written in L1 were analysed in terms of self-regulatory processes. The analysis of two focal students revealed that the first student showed more elaborate engagement and employed self-regulatory cycles of goal-setting and self-evaluation, which improved his L2 writing over time, while the second student with more limited engagement employed less elaborate self-regulatory processes, which reflected little change in his writing. Based on these cases, we contend that repeated encounters with tasks over extended periods create a valuable pedagogic environment, and within this context students' agentic attitudes towards the L2 writing task are likely to influence their learning in significant ways.
Offered as a conceptual and programmatic piece, this article suggests that, due to its explicit educational orientation, the domain of instructed second language acquisition (ISLA) is challenged to align theoretical choices, research preferences, and educational practices in the interest of improving instructed L2 learning. It addresses the current disjuncture by proposing the constructs of ‘development’ along with ‘curricular thinking’, particularly when they are informed by complexity theory, in order to accomplish three interrelated goals: first, to specify a given educational context in a manner that allows for principled inquiry into how instructed L2 learning evolves in that setting; second, to affirm and operationalize its longitudinal trajectory in a traceable and actionable manner; and, third, to embed the situated and contingent forms of ‘doing teaching’ and ‘doing learning’ within a framework that gives them meaning, value, and significance for long-term development. The article discusses core issues arising from such an approach and briefly exemplifies it with curriculum development in a collegiate foreign language (FL) department. It concludes with a consideration of benefits for ISLA.
The need for collaboration between teachers and researchers is a long-standing debate in the field
of TESOL. However, the current form of collaboration by means of action research is not feasible. Moreover, replication referred to "Missing Link" in this article is what should be added to this process. This work thus proposes a cyclic process of research conduction by considering the plausible roles of all parties. It also revisits the form of collaboration in the field of TESOL.
Actes du 2ème colloque de linguistique appliquée. Cofdela. Université de Strasbourg en 1998. Divers articles en acquisition, interaction, didactique des langues, etc.
https://play.google.com/store/books/details/Claude_Springer_Les_linguistiques_appliquées_et_le?id=ioh2BgAAQBAJ
Using Littlejohn's (2011) task analysis sheet, this study examined
writing tasks in Iranian ELT textbooks developed by Iran's Ministry
of Education since 1979 to see whether their underlying aspects
reflected universal SLA principles. Almost all of the writing tasks
were found to be writing‐as‐a‐means type engaging the students
with aspects of language other than the writing itself. Also, the textbooks relied heavily on mechanical writing drills to practice certain
structures thereby lagging behind SLA research and practice. Moreover, interviews with one key official and one ELT material developer attested to the lack of any ELT‐specific documents for
material development. It is recommended that L2 writing pedagogy
in Iran and similar contexts needs to be reevaluated in the light of
more recent breakthroughs in writing scholarship.
A large body of literature on reading strategies have been focusing mainly on the cognitive and linguistic aspects. Consequently, the main criticism against these two aspects is that they overlook the sociocultural context of learning to a great extent. Hence, this paper presents a conceptual overview exploring reading comprehension imbued with sociocultural context to fill in the gap in the literature. This paper argues that sociocultural context has a great influence on the three interrelated elements of reading comprehension- reader, text and activity. It is hoped that this paper will encourage more empirical studies on reading-related activities from the sociocultural perspective. This will eventually expand the existing literature on reading comprehension which has been approached mainly from the cognitive and linguistic aspects.
2020 年から英語教科化が始まる予定となっている現在，小学校外国語活動や英語 教育において児童の肯定的態度をどのように育成するかは喫緊の課題である。日 本の小学校で外国語活動として英語教育に類する授業が始まってから 5 年が経過 したが，児童の英語に対する肯定的態度は，小学校高学年から中学にかけて低く なる傾向も見られている。小学校の外国語活動においては児童の外国語学習に対 する動機づけや関心を育成することが最も重要であろう。執筆者はイタリアのい くつかの小学校で CLIL（内容言語統合型学習）の授業を見学する機会を得た。そ の指導では，単に教科内容を英語で学ぶだけでなく，協同学習を取り入れ，タス ク型の多様な活動を組み合わせ，プロジェクト型で学ぶ，能動的学習（アクティ ブラーニング）であった。本論文では，イタリアの CLIL の授業観察から，日本の 小学校の教育環境で応用が可能でかつ有効と考えられる特徴を抜き出し，小学校 外国語教育の指導の在り方について考察・提案をする。
This thesis is a meta-analysis of error correction studies in second language writing. An extensive literature review situates the questions of the efficacy of error correction within the broader scope of educational research and language acquisition studies. The meta-analysis includes a review of all related studies published in peer-reviewed journals. Those studies that met the defined criteria were analyzed and standardized effect sizes calculated for comparison. From the results of this analysis, error-correction appears to have a small to moderate impact on the overall improvement of writing quality for the target population. In the discussions, I compare this meta-analysis with Trucott’s (2007) meta-analysis on the same topic, to address potential problems in interpreting data and meta-analyses; and based on my research, I offer practical implications for educational researchers and practitioners.
Language and culture are concepts increasingly found at the heart of developments in applied linguistics and related fields. Taken together, they can provide interesting and useful insights into the nature of language acquisition and expression. In this volume, Joan Kelly Hall gives a perspective on the nature of language and culture looking at how the use of language in real-world situations helps us understand how language is used to construct our social and cultural worlds.The conceptual maps on the nature of language, culture and learning provided in this text help orient readers to some current theoretical and practical activities taking place in applied linguistics. They also help them begin to chart their own explorations in the teaching and researching of language and culture.
There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English Language Learner (ELL) population presents. This chapter examines various technology-based tools and their potential impact. These technology-based solutions could help to alleviate an already taxed educational system, as well as significantly aid in improving and increasing English language acquisition among the nation's K-12 ELL population. A review of recent research provides evidence and a strong foundation that supports the integration of these solutions. An ELL Design Quadrant ensures that one follows best practices when integrating technology, and a practical applications section presents examples of contemporary technology with accompanying instructional strategies that educators can utilize in the everyday classroom. Throughout the chapter, references to language acquisition and learning theories provide the evidence and background knowledge necessary to integrate technology into the ELL literacy curriculum, based on sound judgment.
A textbook which relates lingusitic theory to second language teaching.
Drawing on a corpus of 100 randomly collected death notices published in an Iranian national newspaper, this study examined generic structures as well as their lexico-grammatical patterning to reveal what communicative functions are articulated by these generic components. Basing our identification of moves on Swales [1990. Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press], we identified 12 rhetorical moves in the corpus. We illustrated that these recurrent rhetorical moves reflect the Iranian sociocultural norms, as well as social and religious beliefs. Also, the results substantiated [Kress, Gunther, and Theo van Leeuwen. 1996. Reading Images: The Grammar of Visual Design. London: Routledge] multimodality perspective on textual analysis in that they rejected linguistic items as the only meaning-making device and identified colour, position, photo and size, among others, as worthwhile veritable semiotic devices.
ResearchGate has not been able to resolve any references for this publication.