The Handbook of Second Language Acquisition
Abstract
The Handbook of Second Language Acquisition presents an integrated discussion of key, and sometimes controversial, issues in second language acquisition research. Discusses the biological and cognitive underpinnings of SLA, mechanisms, processes, and constraints on SLA, the level of ultimate attainment, research methods, and the status of SLA as a cognitive science. Includes contributions from twenty-seven of the world's leading scholars. Provides an invaluable resource for all students and scholars of human cognition, including those in linguistics, psychology, applied linguistics, ESL, foreign languages, and cognitive science.
... The lesson plans that were produced by Bing Chat were evaluated using eight principles of CLT as defined by Doughty and Long (2003) and descriptors of the CEFR levels as defined by Council of Europe (2001). The eight principles of CLT include "use tasks as an organizational principle, promote learning by doing, input needs to be rich, input needs to be meaningful, comprehensible, and elaborated, promote cooperative and collaborative learning, focus on form, provide error-corrective feedback, and recognize and respect affective factors of learning" (Doughty and Long, 2003). ...
... The lesson plans that were produced by Bing Chat were evaluated using eight principles of CLT as defined by Doughty and Long (2003) and descriptors of the CEFR levels as defined by Council of Europe (2001). The eight principles of CLT include "use tasks as an organizational principle, promote learning by doing, input needs to be rich, input needs to be meaningful, comprehensible, and elaborated, promote cooperative and collaborative learning, focus on form, provide error-corrective feedback, and recognize and respect affective factors of learning" (Doughty and Long, 2003). Similarly, "Common reference levels: global scale" were used as the CEFR level descriptors (Council of Europe, 2001). ...
... Each student is encouraged to express their hobbies, profession and so on which allows them to express their own meaning during the learning process (Brandl, 2021). This meets the "promote learning by doing" criterion of the CLT (Doughty and Long, 2003). The lesson plans suggest use of visual aids or realia that improves the "richness of the input". ...
Bing Chat is an Artificial Intelligence (AI) model that was created recently. It is similar to the ChatGPT and utilizes the same infrastructure. ChatGPT in its free version uses version 3.5 and the Bing Chat uses the GPT version 4 in addition to the ability to make searches on Bing. The recent developments in AI allow teachers to create lesson plans and materials based on a specific teaching method or approach using this technology. The widespread use of ChatGPT, an advanced language model developed by OpenAI, has brought a lot of controversy, particularly in the field of Education. There is a great need to analyze the use of ChatGPT and its derivatives such as Bing Chat for English language teachers in today's globalized world and at a time when the replacement of the workforce with artificial intelligent is up for debate. The purpose of this study was to evaluate Bing Chat for creation of lesson plans based on the principals of the Communicative Language Teaching (CLT) approach. CLT is considered as a powerful and useful language teaching approach that prioritizes the ability to communicate effectively rather than primarily concentrating on the structural aspects of a language.
... acquisition and integrated grammar instruction is a much more efficient option compared to decontextualized grammar instruction to enhance accurate and fluent communicative skills (Sato & Oyanedel, 2019). Likewise, more recent reviews have also arrived to parallel conclusions concerning the positive impact of grammar instruction on L2 acquisition (e.g., Bryfonski & MacKay, 2017;Doughty & Long, 2008;Ellis, 2018;Hulstijn et al., 2014;Larsen-Freeman, 2015;Loewen, 2020;Loewen & Sato, 2017;Lyster, 2017;Nassaji & Fotos, 2011;Nassaji & Simard, 2010;Russell & Spada, 2006;Spada & Tomita, 2010, Williams, 2005. Moreover, recent teachings that equally treat grammar instruction and meaning showed that it is in fact not a matter of choosing one from two, by presenting grammar in meaning-based contexts and keeping both sides happy. ...
... So far in the study, multiple studies that suggest instruction of grammar is beneficial to L2 acquisition have been presented (Bryfonski & MacKay, 2017;Doughty & Long, 2008;Doughty & Varela, 1998;Ellis, 1990Ellis, , 2018Ellis, Baştürkmen & Loewen, 2001;Hinkel & Fotos, 2001;Hulstijn et al., 2014;Larsen-Freeman, 2015;Larsen-Freeman & Long, 2016;Lightbown & Spada, 2013;Loewen, 2020;Loewen & Sato, 2017;Long, 1983;Lyster, 2017;Nassaji & Fotos, 2007Nassaji & Simard, 2010;Russell & Spada, 2006;Spada & Tomita, 2010, Williams, 2005 and that teachers believe it should be included in teaching curricula (Borg, 2001(Borg, , 2003Borg & Burns, 2008;Loewen, 2020;Sato & Oyanedel, 2019). ...
... However, despite the muchly debated controversy on the perception of consciousness while acquiring L2, there is now a general consensus that some level of attention to form is required for effective language acquisition (Schmidt, 2012;Tomlin & Villa, 1994) and that 'there is very little hard evidence' to suggest that learning without awareness is effective (DeKeyser, 2003in Doughty & Long, 2008. Research that has compared implicit and explicit teaching has displayed an advantage for explicit teaching over implicit by taking various forms of explicit and implicit feedback into consideration. ...
Today, it is an undeniable fact that each EFL teacher has their own unique ways of
teaching the foreign language. In these varying ways of teaching, there are numerous factors directly affecting the language acquisition. One of these factors is grammar teaching. The importance of grammar teaching when teaching English differs for every teacher. EFL teachers’ beliefs about the importance of grammar teaching have been investigated multiple times in the past and countless significant findings have been presented by these studies. However, only a few studies took the teaching experience factor into consideration, thus there is not ample amount of research that compares experienced and inexperienced teachers. regarding their beliefs about the importance of grammar teaching. This study aims to fill this particular gap in the literature by comparing experienced and inexperienced secondary school Turkish EFL teachers’ views on the significance of grammar teaching when teaching English. The data of the study were collected from 155 in-service EFL teachers, currently working at state and private secondary schools, located in a large city in Turkey. In addition, open-ended questions and semi structured interviews were also administered to a certain number of participants. The findings of the study reveal that Turkish secondary school EFL teachers view grammar teaching important, and that this view is not affected by the teaching experience. Moreover, the study also points out that teachers tend to use explicit grammar teaching ways slightly more, and this also does not differ for experienced or inexperienced teachers. Despite a number of limitations, this study proves its significance in terms of allowing experienced and inexperienced EFL teachers to be aware of their beliefs about grammar teaching when teaching English
... This can make it difficult for students to internalize the sounds and rhythms of English and to produce accurate pronunciation (Ellis, 2008). Furthermore, students may be shy or selfconscious about speaking English, which can make it challenging for teachers to provide constructive feedback and help students improve their pronunciation (Doughty & Long, 2003). Finally, finding appropriate teaching materials and resources for teaching pronunciation can be difficult for ESL/EFL teachers. ...
... Another finding worth noticing that most of the participants believed that they lacked pronunciation training, and they wished to have more training. This seems to confirm some previous research findings (Burri et al., 2017;Derwing & Munro, 2005;Doughty & Long, 2003;Foote et al., 2016;Fraser, 2000;Gilbert, 2010;Othman & Muhammed, 2018;Yates, 2001). The abovementioned reasons might be the causes of pronunciation being a difficult task to be incorporated into other teaching L2 classes, even in pronunciation courses. ...
Although studies have suggested that pronunciation is key to learning oral skills in a second language, not much research has been conducted to investigate teachers' cognition in this regard. However, pronunciation significantly affects learners' communicative competence and performance. Learners of English as foreign language (EFL) or English as a second language (ESL) often indicate that pronunciation is crucial while learning L2. Research results have demonstrated that teaching pronunciation in EFL/ESL classes is often overlooked (Baker & Murphy, 2011; Gilbert, 2008). Therefore, this study explores fifty-seven EFL university teachers' views and cognition (knowledge, beliefs, thoughts, attitudes, and perceptions) towards teaching pronunciation at different universities in Iraqi Kurdistan and its values in L2 teaching and learning. The participants completed an online survey on teaching and learning pronunciation. The findings suggested that the instructors had positive perceptions of teaching pronunciation, but they also stated that pronunciation was challenging to teach and sometimes boring. This paper provides insights into teacher education, cognition, pronunciation skills, and there are several pedagogical implications.
... Recently, PI-informed activities, particularly the standard SI task, have been re-evaluated for their meaningfulness and value for building communicative abilities (Doughty, 2003;Ellis, 2003;Marsden and Chen, 2011). Concerns have been raised that a typical SI task did not test learners' spontaneous ability to produce the target form, given its offline nature where learners used a pen and paper to write down the verbs inflected with the target forms in a cloze-test. ...
... This lack of meaningfulness is a problem found in many previous PI studies despite the claims that PI's main goal is to push learners to develop appropriate strategies for form-meaning mapping through meaningful activities (Ellis, 2003). A similar gap has been identified by Doughty (2003) who noted that PI should include meaningful form-meaning activities in order for PI to be distinguished from other traditional instructional methods such as PPP. There is a further gap in applying PI research to a wider range of languages. ...
... In contrast, subsequent languages are typically obtained mostly through intentional study. Doughty & Long (2008), examined the available evidence for and against explicit second language instruction and concluded that its usefulness had been "overstated" (p. 274). ...
Explicit instruction and demonstration are standard pedagogical tools for learner acquisition of subject-specific knowledge and specialised motor skills. However, research in diverse fields such as memory and retention, language learning, and sport, has found intrinsic benefits when acquisition occurs incidentally. These include faster learning and automation of motor skill, more accurate retrieval of information, lessening the burden on working memory, and reliability of skills under pressure. Applications for inducing incidental learning to exploit these benefits have been established, and ongoing research continues to inform new developments in these fields. Despite clear parallels with the acquisition of specialised knowledge and motor skill in musical performance, little research has been undertaken or applications developed in music-specific contexts. This thesis draws on theory and examples of incidental learning from existing literature, considers potential applications for music performance, and adopts a mixed-method approach to practical research assessing this potential. This includes a.) ethnographic observations of real-life music lessons, and a survey of instrumental music teachers indicating widespread use of pedagogical practices that facilitate incidental skill acquisition in students, b.) a sight-reading experiment with skilled musicians, employing standard protocols of implicit sequence learning, demonstrating improved reaction times and note accuracy of an undetected, repeated musical sequence versus random notes, and c.) a proof-of-concept study, delivering an experiment-driven curriculum to a group of young novice musicians enrolled in a week-long music programme, who acquire musical skills incidentally through games, with significant before-and-after test results. The successful use of music with existing experimental protocols confirms both the transferability of learning research findings to a music context and, in turn, the viability of music as multi-sensory modality for learning research. Furthermore, the high prevalence of incidental skill acquisition in existing teaching conditions paves the way for the development of targeted applications, with a preliminary test of this concept providing promising results.
... Language can be explained to explicitly drive the language uses, as corpus linguistics, descriptive grammars, sociolinguistics (Biber et al., 1999;Carter & McCarthy, 2006). Language theories present the realistic applicability to the sorts of language issues (Doughty & Long, 2003;Kroll & de Groot, 2005). Linguistics is still central to the areas of inquiring applied linguistics that are recognized as umbrella discipline of applied linguistics. ...
Journal of Education Innovation and Language Teaching (JEILT) is officially launched on the 10th of February 2025 by the founder, Than Chhorn (PhD). It is an online access journal. JEILT is a double-blind and peer-reviewed journal, serving as a dynamic platform for disseminating and exchanging academic research relevant to education, innovation, language, and teaching in the Cambodian and global contexts. JEILT journal invites scholars, researchers, and practitioners to engage in critical analysis and discussions on the themes of psycho-pedagogical practice, education betterment, curriculum or syllabi development, language acquisition, linguistics, applied linguistics, digital education, educational policy and reform, and technology-enhanced teaching and learning. The primary objectives of JEILT are to foster knowledge sharing and intellectual discourse while addressing the challenges in education and language instruction. It aims to reach policymakers, educators, and academic institutions by offering variations of perspectives on emerging trends and best practices in teaching and learning. Additionally, JEILT is committed to supporting initiatives that enhance educational quality, promote multilingual education, educational digitalization, and contribute to sustainable educational development beyond the Cambodian and global contexts.
... In other words, they seem to perceive the machine nature of GenAI chatbots, even when the chatbots exhibit voice quality, logic and semantics highly comparable to those of humans Tram et al. 2024;Wang and Xue 2024). As noted by Derks et al. (2008), online communication with real people often involves social and emotional elements, where interlocutors need to consider not only linguistic structures but also conversational strategies and cultural contexts (Doughty and Long 2011). In contrast, interactions with GenAI Chatbots are likely perceived as instrumental and skill-development-oriented in the current research setting, falling short of fulfilling the social or emotional needs typically associated with human-mediated digital communication. ...
Research on the factors influencing the acceptance of GenAI in language learning has expanded widely; however, few studies have focused on the role of language learning emotions. To enhance the effectiveness of GenAI‐powered English‐speaking instruction and the learning experience, this study expands on the Integrated Model of Technology Acceptance (IMTA) by investigating the role of various emotions and willingness to communicate in different contexts as intrinsic motivators for the acceptance of GenAI‐powered conversational chatbots. Using a questionnaire ( n = 368) and pre‐ and post‐tests, the study found that EFL learners with higher communicative confidence and greater foreign language learning boredom tend to perceive GenAI chatbots as less useful for developing speaking skills. While GenAI successfully aided them in improving their speaking skills through both theme‐based and free dialogues, learners who are more willing to engage in face‐to‐face interactions with peers and teachers may not find chatbots as productive or engaging as human counterparts. The results suggest that EFL teachers should be aware of the limitations of GenAI and students' individual differences, integrating GenAI into their classrooms in a way that aligns with student's proficiency and preferences to create a harmonious and efficient GenAI‐supported language learning environment. This also underscores the importance of developing teachers' AI competence in the GenAI era.
... For students who live in remote locations with limited access to traditional educational resources, this flexibility is especially advantageous . Furthermore, incorporating multimedia components like audio, video, and interactive activities can improve the educational process and accommodate various learning preferences (Doughty & Long, 2003). ...
This research investigates the design and development of a Mobile-Assisted Language Learning (MALL) application to preserve and promote endangered languages in Gilgit-Baltistan, Pakistan. The study looks into the region's languages' distinct linguistic traits and how they might be commendably integrated into a mobile learning environment. The study underscores the importance of technology in language preservation, the necessity of community involvement, and MALL's potential to improve language acquisition among younger generations. The report finishes with recommendations for future research and development in MALL for endangered languages.
... A pesar de las limitaciones con las que podemos toparnos al momento de hacer uso de estos sistemas de IA generativa, lo cierto es que funcionan bastante bien cuando se trata de generar tipos de errores que se hallan mucho más documentados en internet. Es un hecho que los potenciales errores de un verdadero estudiante de español como lengua extranjera se constituyen como entramado amplio y complejo donde entran en juego muchísimas variables como el nivel, la lengua materna o segundas lenguas, el contexto sociocultural, entre otras (Doughty y Long, 2003). Al respecto, tal y como se describe en Huete-García y Tarp (2024), una de las grandes ventajas de solicitar al chatbot que imite a un estudiante de español real fue el acceso a datos más complejos: aquellos conocidos como errores disortográficos, causados por trastornos del lenguaje. ...
Esta investigación analiza los principales retos y avances que ha supuesto el uso de los chatbots de IA generativa para la generación de textos con errores lingüísticos con fines pedagógicos. En concreto, se va a describir la metodología seguida para la
reproducción de estos errores en español a través de textos argumentativos. Estos textos presentaron errores inducidos con los chatbot, que simulaban ser un estudiante real, además de añadir otra versión corregida por la misma herramienta. La metodología empleada se ha basado en una serie de prompts empleados para el beneficio del chatbot de OpenAI, ChatGPT, que se aplicaron también a los chatbots de Google, Gemini, y al de Microsoft, Copilot. El conocimiento humano (Huete-García y Tarp, 2024) fue fundamental en la ecuación para obtener el resultado esperado. Entre las principales conclusiones que se pueden obtener de la investigación están que los chatbots pueden proporcionar un apoyo funcional y flexibilizar el proceso de obtención de datos como recurso docente. Pero los conocimientos, la cultura, las habilidades y la intuición lingüística de los docentes de español son cruciales para que funcione. Si bien, los materiales facilitados por la IA se constituyen como un material complementario útil y fácilmente explotable en una clase de español.
... In this regard, Doughty and Long (2008) claim that because in such a social scenario, English or other foreign languages are not the main instruments for communication, there is a lack of naturalistic exposure to incentives students to keep learning and practicing the target language, it highly possible that learners face plenty of challenges to construct an effective second language competence. Furthermore, with respect to native pronunciation development in such an ambiance, according to Moyer (2013), "foreign accents are linguistic phenomena arising from the phonetic systems of two language varieties being different. ...
Achieving native-like pronunciation is often viewed as an essential goal for students learning English as a Foreign Language (EFL), particularly when instructors are from native English-speaking backgrounds and establish teaching standards based on native fluency. However, the emphasis on attaining native pronunciation norms can present challenges for learners whose first language phonology context differs from English. This study explored the perspectives of beginner, intermediate, and upper intermediate-level EFL students at the University of Guanajuato regarding the challenges of learning native pronunciation in a non-native context taught by native English speakers. The findings highlight the complex dynamic between the students' desire for native-like proficiency dominance because of the recognition and praise provided by their teachers and general society and the difficulties EFL learners face in achieving this standard outside an immersive environment.
... During the past three decades, task-based language teaching (TBLT) has garnered considerable attention from scholars in the realms of second language acquisition (SLA) and language instruction (Duong & Le Truong, 2022;Meniado, 2023;Robinson, 2011;Thi et al., 2022). Positioned as an extension of communicative language teaching ( (Kumaravadivelu, 2006), TBLT represents a shift in the prevailing perspectives on language pedagogy, moving away from a focus solely on 'knowledge of language' towards a more practical and experiential emphasis on 'achieving communicative purposes' (Scarino, 2009, p. 45 Advocates of TBLT argue that learners of a target language (TL) develop their written and spoken language skills through participation in a sequence of meaning-oriented and context-driven communicative tasks (Bygate, 2016;Doughty & Long, 2003;Ziegler, 2016). Conversely, TBLT has sparked controversy due to its departure from conventional language teaching methodologies of the twentieth century, such as grammar, translation, and audio-lingualism. ...
During the past two decades, technology-mediated task–based language teaching (TMTBLT) has received great attention among scholars and practitioners in the EFL context. However, exploring the
perceptions of teachers and students enacting TMTBLT in EFL teaching from the dimensions of various tasks and English skills remains under-explored. To fill this gap, this study aims to capture EFL teachers and students enacting TMTBLT in teaching reading, which focuses on challenges and strategy In the Indonesian context. Thirty-three EFL teachers and students were recruited as participants in this study. The data were derived from questionnaires and followed by semi-structured interviews with EFL teachers and students from Indonesian universities. The study revealed that technical issues, digital literacy challenges, language barriers, and limited access to technology are among the primary obstacles encountered in integrating technology into TBLT practices. These challenges underscore the multifaceted nature of technology integration in language teaching contexts and highlight the need for comprehensive strategies to address them effectively. This study implied that the policymakers should prioritize ongoing training and professional development initiatives to enhance teachers' and students' digital literacy skills and proficiency in integrating technology into TBLT practices.
... Starting language learning in primary school equips students with the linguistic tools they will need in the future. Research suggests that early language learners are more likely to achieve higher levels of proficiency in the long run, which can open doors to international study and career opportunities (Doughty & Long, 2003). Moreover, the ability to communicate in multiple languages fosters adaptability and creativity-traits that are increasingly important in an ever-changing global economy (Cook, 2003). ...
El presente artículo analiza estrategias pedagógicas efectivas para la enseñanza del inglés como segunda lengua (ESL) en el contexto de la educación primaria. A partir de una revisión de la literatura y la implementación de estudios empíricos, se identifican y proponen metodologías basadas en el enfoque comunicativo, la integración de la tecnología y la sensibilidad cultural. Se discuten los beneficios de fomentar la participación activa, ofrecer instrucciones claras y organizadas, y crear un entorno de aprendizaje estimulante. Finalmente, se aboga por la integración de múltiples enfoques para maximizar la adquisición del lenguaje en estudiantes de primaria, preparándolos con las habilidades lingüísticas y culturales necesarias para enfrentarse a un mundo globalizado.
... In our view, SLA/L2 researchers should ask important questions (Neisser, 1978; also see Bunting, 2023 for a similar argument regarding language aptitude), even if that means making difficult decisions about the viability of some proposed theories for L2 acquisition. Ultimately, in a cognitive scientific field like SLA/L2 (Long & Doughty, 2003), "nothing is as practical as a good theory" (cf. Lewin, 1945, p. 129). ...
Welcome
We are pleased to announce the launch of Individual Differences in Language Education: An International Journal (hereafter referred to as IDLE). This multidisciplinary journal aims to advance research and understanding of the role of individual differences (IDs) in language learning and teaching and to serve as a platform for researchers, educators, and practitioners to share their insights and perspectives on the complex and dynamic interplay between IDs, language learning, and language teaching. The journal's scope encompasses a broad range of topics including cognitive, affective, and social factors that influence language learning, IDs in language aptitude and proficiency, language learning strategies, metacognition, self-regulation, and the implications of individual differences for language teaching and assessment. We also welcome contributions exploring the role of emerging technologies in language learning and teaching, such as AI-empowered personalized tutoring systems and other personal learning environments. Through its rigorous peer-review process, the journal seeks to promote high-quality research that informs theory and practice in language education. As an open-access journal, two regular issues per year will be published. The journal employs a two-stage review procedure: an internal review by the editor(s) and an external double-blind peer review by experts in the field.
... Working memory, according to Cowan (1996), represents the portion of the memory that temporarily stores information only relevant to accomplishing a current task. Recent research indicates that working memory indeed plays an important role in EI tasks (Doughty and Long 2003); however, there is still discussion in the literature about the degree of overlap between working memory and linguistic ability as measured by EI. Erlam (2006) summarized the literature in this regard, providing three points of evidence that EI measures more than the ability to perform rote imitations. ...
... However, it disowns the negligence of the role of individuals in the learning process stated in the model. Furthermore, Doughty and Long (2003) think that Schumann's model is fit for natural setting only. They distinguish acquisition from learning. ...
Over the past five decades, extensive research has generated a multitude of theories, approaches, models, and principles in the realm of Second Language Acquisition (SLA). Within this field, various avenues of investigation have emerged, including the acculturation model, the monitor model, accommodation theory, the universal hypothesis, discourse theory, neurofunctional theory and the variable competence model. Among these, Schumann's acculturation model and its subsequent revisions stand out, yet they have not provided a framework for systematically assessing the accuracy of the propositions derived from the model. This paper seeks to undertake a comprehensive review, assessment, and critique of the acculturation model's validity, with the goal of examining the accuracy of the statements derived from it.
... Some of the empirical methods that are shared by SLA researchers working across theoretical and methodological traditions include using transcripts to present qualitative observations or report quantitative findings, coding learner discourse, and tracking learning trajectories over time. Although there are numerous other empirical approaches used in SLA research (Doughty & Long, 2008), capturing and analyzing teacher and learner discourse for the purpose of identifying moments of language development is foundational to researchers informed by psycholinguistics, conversation analysis, as well as scholarly approaches ranging from ethnography to cognitive theory. ...
Classroom discourse has a special place in the history and study of second language acquisition. From the early and seminal work of Evelyn Hatch in the 1970s to current and cutting-edge investigations of multimodal interactions, the discourse of classrooms is critical to the advancement of theories and hypotheses of second language acquisition. Furthermore, classroom discourse is central to how scholars from traditions ranging from psycholinguistics to conversation analysis understand the ways in which second language learning develops and unfolds. In this chapter, an overview of such work is provided, focusing on investigations that look at interaction from multiple theoretical and methodological perspectives. The long and rich history of using classrooms to investigate second language acquisition is discussed. Special attention is paid to how classrooms present unique contextual affordances and constraints for second language acquisition. This is done by attending to the many languages and regions that have been investigated in the literature.
... © 2024. John Benjamins Publishing Company All rights reserved years earlier -has been consistently ignored by psycholinguistic researchers in the mold of Long and Doughty (2003). This is disappointing because the notion that cognition is a phenomenon that resides inside the individual mind was somewhat passé even when these two authors wrote this chapter. ...
Research methodology plays a pivotal role in generating new knowledge in any academic discipline. Applied Linguistics (AL) researchers use a variety of research methodologies to address different research problems and research questions, given its interdisciplinary nature. Notwithstanding the plethora of research methodologies used by AL researchers, there are some methodologies that are used less frequently. The aim of this volume is to introduce and discuss these less frequently used methodologies. Each methodology is discussed in two chapters, a theoretical and a practical chapter. In the theoretical chapters, the theoretical foundations, methodological orientation, ethical issues, and critiques and responses are discussed. In the practical chapters, a showcase study is presented and discussed, including why the methodology was used, how it was implemented, the challenges the researchers faced, and the insights they gained. The volume contributes to the current methodological discussion in AL and provides early-career and seasoned researchers with the necessary discussion about these methodological orientations. Future AL researchers may use these methodologies to investigate research questions in their areas of interest. In addition, the volume can complement current methodological resources in postgraduate research methodology courses.
... A lot of research confirms the importance of learning the host country's language for both migrants and refugees (Bernaus et al., 2004;Doucerain, 2019;Ehrman et al., 2003;Mattheoudakis, 2005). Successful second language acquisition is not solely a result of motivation and the desire of a person to learn a language, it is influenced by many factors such as the distance between the migrant's/refugee's first language and the target language, the person's educational background, his/her age and his/her level of literacy (Doughty & Long, 2003). Some groups are more vulnerable and face more challenges in general but also when trying to learn the language of the host country, such as minors, refugees and low-literate learners (Rocca et al., 2020). ...
In this article, I examine the views of asylum seekers with limited schooling experience who attend classes in Greek as a second language, and their teachers, who volunteer in a non-profit organization, using semi-structured interviews. I discuss the role of language in the social inclusion of refugees in a non-formal educational setting and how it affects their motivation to learn the Greek language. Attending classes in a non-formal setting seems to lead to greater social inclusion, broadening the students’ relationships with other immigrants/refugees and their instructors. Social skills in communication and interaction between themselves and also other people are enhanced.
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... Numerous handbooks, books, and articles have defined the goals and scope of SLA as a field [15][16][17][18][19], among others. It will suffice to say here that SLA is a consolidated, diverse, and growing research area exploring the learning and loss of second languages by people of all ages and with distinct individual differences (e.g., motivation, cognitive abilities, or purposes). ...
This theoretical article sets a goal to investigate how task-based needs analysis (TBNA) as part of instructed second language acquisition (ISLA) may mediate between constructs and concepts in second language acquisition (SLA) and task-based design. It is claimed that as an instantiation of instructed second language acquisition (ISLA), TBNA in task-based language teaching (TBLT) may bring together decision-making during task design and what is known about SLA products and processes. The article then explores some of the key SLA concepts in ISLA around the constructs of input, intake, knowledge, and output and relates them to task-based research. Thirdly, TBNA is defined and analyzed in terms of how it may inform task and syllabus design. Finally, SLA constructs are directly associated with pedagogic task design that springs from TBNA. After a close inspection of all dimensions of TBNA, the article concludes that task design based on detailed TBNA has indeed the potential to bring reality into instruction through thorough task descriptions and methods, as well as to trigger well-known and specific processes that bring SLA and language education closer.
... As a result of the popularity of the communicative approach to second language (L2) teaching, oral communicative competence has been widely acknowledged as a key objective of language teaching (Moeller & Theiler, 2014). Although much recent research on second language acquisition (SLA) has a strong cognitive orientation, it should be noted that SLA occurs in a social context and can be affected by that context on both a micro and macro level (Doughty & Long, 2003). The social psychology approach aims to explain how individual traits (e.g. ...
Second language (L2) motivation is the driving force behind L2 learning. It is of great pedagogical significance to explore how motivation factors, directly and indirectly, impact L2 oral proficiency. Based on data for all L2 learners as a composite group, Lin proposed and verified a conceptual model revealing the structural relations among L2 motivation factors (i.e. L2 interest, and perceived importance of speaking), behavioral variable (i.e. out-of-class L2 contact), and L2 oral proficiency. However, since gender differences and other learner subgroup differences in L2 motivation have been found by previous research, it is imperative to test whether this model is applicable across various learner subgroups. Based upon a dataset of 631 college students taking Chinese, French, Russian, and Spanish language classes in the United States, this study used multiple-group structural equation modeling (MG-SEM) to test the applicability of the model for L2 learners of diverse backgrounds. Key findings suggest adequacy of the model across the following subgroups: females vs. males; learners with vs. without at least two years of high school target language learning experience; and learners of commonly taught languages (i.e. Spanish and French) vs. less commonly taught languages (i.e. Chinese and Russian). However, pronounced differences in the applicability of the model are evident in comparisons of heritage and non-heritage language learners. There are significant differences in the relationships between L2 interest, perceived importance of speaking, and L2 oral proficiency, which are stronger for non-heritage learners. More research efforts are needed to fully understand the uniqueness of heritage learners' motivation constructs and motivation process.
... Finally, it is hypothesized that Iranian EFL students' greater performance in integrated writing groups might be linked to their increased attentional capacities. Reference to attentional resources, according to Doughty and Long (2003), substantiates the notion that children have developed low levels of attentional capacities, causing them to be unable to pay to many things at the same time. As a result of their intensive contact with a range of notions and thoughts in the source materials during the writing course, the students improved their attentional resource management. ...
The current study aimed to investigate whether there was any significant difference between the effects of non-integrated tasks and reading-writing integrated tasks on Iranian intermediate EFL learners' writing development in terms of content and organization of their writings. To this end, 60 male and female adult Iranian undergraduate EFL university students were selected through convenience sampling and divided into two equal experimental groups and one control group. The integrated reading-writing group was presented with a reading passage of approximately four paragraphs simultaneously with teaching writing. The non-integrated group accomplished and submitted the reading and writing assignments in each session. In contrast, the control group received placebo instruction on writing and reading skills through the conventional methods of teaching writing. For the purpose of the study, writing tasks and a writing scoring rubric were utilized. The results revealed that there was no significant difference between the effects of non-integrated tasks and reading-writing integrated tasks on Iranian intermediate EFL learners' writing development in terms of content, but there was a significant difference between the effects of non-integrated tasks and reading-writing integrated tasks on Iranian intermediate EFL learners' writing development concerning the organization. The findings might have theoretical and pedagogical implications for EFL teachers, learners, and curriculum designers.
... According to Noam Chomsky's theory of universal grammar, every human being is born with an innate mechanism that makes the acquisition of his native language grammar possible. This innate mechanism is activated through environmental linguistic stimuli received by the individual (Cook & Newson, 2014;Doughty & Long, 2008). The mother language precedes the other language chronologically and is the dominant language of the speaker (Jessner & Cenoz, 2007). ...
This research focuses on attitudes and beliefs of professors of secondary education regarding the teaching of Modern Greek as a second/foreign language to students. Initially, are mentioned the multiculturalism models and the basic principles of intercultural education. It is very important to distinguish the mother language (L1) from second (L2) and foreign (FL) language and to find the factors that influence their acquisition or learning. In the research part, is described the research methodology and the main purpose of research. More specifically, the sample of survey was 70 professors of Greek language and the research tool was the questionnaire. The attitudes of teachers are investigated with correlation to gender, level of education and years of teaching experience. Finally, follows the results in comparison with the results of other similar researches. Although teachers seem to support and apply to a large extent effective teaching practices for an intercultural education, do not seem to feel ready to support non-native speaker students in learning Greek. Therefore, it is necessary to be made radical changes to educational system in order to tackle assimilation and help teachers have confident to promote a real multicultural education.
This article discusses the prospect of generative artificial intelligence (GenAI) to transform English language teaching (ELT) practices. The article briefly remarks on the current trends in ELT, including traditional grammar-translation to communicative, task-based, post-method, and technology-enhanced approaches. Then, it highlights the ELT trends in Nepal with a nuanced discussion on unique challenges and opportunities posed by diversity and the potential of leveraging technology and innovative practices of language teaching, particularly the integration of GenAI. The article foregrounds how different GenAI chatbots, such as ChatGPT, Gemini, and Perplexity, stimulate conversational practices, imparting students with interactive platforms to foster their language skills. In addition, the article strains the potential of different GenAI tools, such as Quizzes, Diffit, and Magic School, to help teachers in developing resources and learning materials to facilitate differentiated instruction to furnish to the needs of diverse classrooms. Besides the benefits of GenAI integration in ELT, the article also offers ethical concerns, data privacy, equity, access, and the potential bias of AI algorithms impacting students' learning experiences. The article contributes to the discourse of GenAI integration in language teaching, implying formulating standards for GenAI and AI integration in ELT classrooms.
Сьогодні в Україні відбувається реформування підходів до вивчення та викладання іноземних мов, здійснюється пошук нових засобів та шляхів оптимізації навчального процесу в закладах освіти з метою підвищення якості іншомовної підготовки її здобувачів. Ці реалії викликали необхідність здійснити аналіз значення комунікативної діяльності на заняттях з іноземної мови як основного механізму підвищення рівня володіння мовою учасниками освітнього процесу, пошук нових підходів, форм і методів здійснення процесу викладання іноземної мови. З огляду теоретичних та практичних аспектів проблеми стає зрозуміло, наскільки важливим є використання комунікативних форм навчальної діяльності у процесі вивчення англійської мови у закладах середньої та вищої освіти. Враховуючи те, що основна функція мови є комунікативна, комунікативний підхід та зокрема комунікативна взаємодія в класі є головним важелем впливу на успішну іншомовну підготовку здобувачів освіти. У статті означено, що сучасні навчальні програми не лише зосереджуються на мовних компетенціях, але й активно розвивають міжособистісну, командну та цілеспрямовану взаємодію. Однак, низький рівень засвоєння мовного матеріалу в класах, де вивчають англійську мову, часто зумовлений недостатньою комунікативною активністю. Для покращення комунікативних навичок у вивченні іноземних мов використовуються різноманітні стратегії. Серед них виділяються методи, які сприяють активній участі студентів, розвитку лідерських якостей, проведенню опитувань та моделюванню реальних ситуацій спілкування. Застосування комунікативних стратегій в навчанні англійської мови має значний вплив на якість навчального процесу. Це не лише підвищує рівень засвоєння матеріалу, але й сприяє розвитку практичних навичок спілкування. Впровадження комунікативного підходу до викладання (CLT) стає дедалі популярнішим, особливо в країнах, що розвиваються, де англійська мова вивчається як іноземна. Використання CLT в школах, університетах та мовних школах сприяє зацікавленості студентів у навчанні, стимулюючи їх інтерес до нових видів діяльності.
Ali Panahi and Hassan Mohebbi review James P. Lantolf’s 50-years of research in Sociocultural Theory and language-related issues. They read through his whole research works spanning a period of almost 50 years. To accomplish the systematic review, varying procedures were operationalized. All of his research works were first browsed and attempted to be accessed, based on which the objective themes were extracted and James P. Lantolf’s overall achievements were represented. Then, on the ground of a subjective framework and impressionistic criteria, some exclusion and inclusion rules were created for the systematic review. Next, the analysis was performed in the light of five components including his research works, theoretical justification, practical justification, micro-themes and macro-themes. In the end, James P. Lantolf provided his personal discussion and reflection on the systematic review.
This study examines the relationship between pragmatic awareness and communication skills by exploring the mediating role of metacognitive awareness in this interaction. The research was conducted with pre-service teachers using a quantitative method based on a correlational survey model. The sample consisted of 235 pre-service teachers studying at the faculty of education of a state university in Turkey. A validity and reliability tested scales were used to collect data. These are Metacognitive Awareness Scale, Communication Skills Scale and Pragmatic Awareness Scale. In the study, the normality of the variables' scores was examined, and after confirming that the data followed a normal distribution, the analyses were conducted. The relationships between the variables were analyzed using Pearson's Product-Moment Correlation Analysis, revealing significant correlations. A mediation model was then established for the analysis. The data collected was analyzed to evaluate the connection between pragmatic awareness and communication skills, alongside the impact of metacognitive awareness on this relationship. Findings reveal that metacognitive awareness plays a significant mediating role between pragmatic awareness and communication skills. This study highlights that enhancing metacognitive awareness during the educational processes of pre-service teachers can significantly improve their communication skills.
Resumen Caracterizar las dificultades de aprendizaje de los alumnos con funcionamiento intelectual límite e inferior extremo desde un enfoque neuropsicopedagógico, es el objetivo general del proyecto. Esta investigación es aplicada y anclada al Cen-tro de Investigación de Educación cuya cobertura es la zona 6 del país que comprende las provincias de Azuay, Cañar y Morona Santiago. La hipótesis de donde parte este estu-dio es: ¿Qué diferencias existen entre los estudiantes con funcionamiento intelectual límite o extremo inferior y el gru-po control en la ejecución de las subescalas Wechsler? La población universo son 2000 niños, siendo el grupo control de 1270 niños y 730 el grupo experimental pertenecientes a inclusión educativa por presentar funcionamiento intelec-tual límite o extremo inferior. Se utilizó un diseño cuasiexpe-rimental con grupos no equivalentes. El criterio de inclusión es el cociente intelectual (CI). La variable independiente es el funcionamiento intelectual límite o extremo inferior (leve vs. moderado o severo en escala de Mercer) y la variable dependiente es las puntuaciones en la escala Wechsler, el rendimiento académico y los resultados en las tareas acadé-micas planteadas. Para las medidas de atención se utiliza el test EDAH. Para el análisis estadístico se utilizará el paquete estadístico SPSS en su última versión. Las técnicas que se utilizarán son la psicometría y la observación directa y los instrumentos la escala de Wechsler y la ficha de observación. Palabras clave: Aprendizaje. Inteligencia límite. Discapa-cidad intelectual. Neuropsicopedagogía. Dificultades de aprendizaje. Abstract The general objective of the project is to define the learning difficulties of borderline or lowest intellectual limit students from a neuropsychological approach. This research is applied and anchored to the Center for Educational Research whose coverage is zone 6 of the country that includes the provinces of Azuay, Cañar and Morona Santiago. The hypothesis from which this study started is: What are the differences in the execution of the Wechsler sub-scales between the students with borderline or the lowest intellectual functioning and the control group? The population universe is made up of 2000 children, with 1270 children in the control group and 730 in the experimental group. They belong to the area of educational inclusion for presenting borderline or the lowest intellectual functioning. A quasi-experimental design with non-equivalent groups was used. The inclusion criterion is the IQ. The independent variable is borderline or the lowest intellectual functioning (mild vs. moderate or severe on the Mercer scale) and the dependent variable is the scores on the Wechsler scale, academic performance and results in the academic tasks. The EDAH test is used for the attentional measures. For the statistical analysis, the latest version of the statistical package SPSS will be used. The techniques and instruments will be psychometric measures and direct observation as instruments and Wechsler scales and observation sheet as well.
In this paper we reflect on patterns of silence related to health within both Polish and Japanese school settings. This study goes beyond the typical perception of silence as a positive or negative phenomenon. While it refers to the utilization of agential silence as a pedagogical and learning tool, expertly employed by teachers, it also draws educators’ attention to the need to raise teacher-candidates’ empathic concern about students’ various reasons for keeping silent. In this sense, the study transcends the understanding of student silence as merely highlighting their low communicative skills, as it may, in fact, indicate they have physical and mental health problems. The present study took a grounded theory approach. The corpora consisted of 320 utterances expressing primary, secondary, and tertiary subjects’ opinions about silence, accessible in studies by Olearczyk (2016) and King (2013). Manual and software-based data analysis identified eight major categories of the meaning of silence. These categories enabled the selection of the core category of silence in relation to health, providing a fuller picture of the silences presented in the two abovementioned studies.
Growing applied linguistics research has discussed the upsurge of the usage of Arabic language among Arabic speakers in the United States (Bale, 2010; Sehlaoui, 2008); language contact and conflict among Arab Americans (AAs; Rouchdy, 2002); and how mobility—both virtual and physical—influences their identities (Duff, 2015). This study researches how AAs define their affiliation to the Arabic language in the United States to understand their attitudes on language variety and ethnic diversity, religion and identity, and stereotypes of Arabs. After analyzing interviews, all three AA participants self-selected their identity based on linguistic and physical contexts. Thus, the findings suggest further research on AAs should consider cyberidentity as a factor for bilingual speakers and compare it with Arabic speakers in their home country.
The issue of error correction and Corrective Feedback (CF, hereinafter) on students’ writing performance has long been debated. The current research takes a novel and exciting approach using recent technological advancements. These advancements have paved the way for the increased use of software that can automatically analyse students’ writings. The Automated Writing Evaluation (AWE) software, a key player in this approach, compares a written text to a vast database of writings of the same genre. This innovative and novel approach, which is at the forefront of the field, holds immense potential to revolutionise the way we approach language learning and writing improvement, sparking a new era of excitement and optimism for the future of education. The AWE software's role in providing students with Automated Written Corrective Feedback (AWCF) is not just crucial but transformative, opening exciting possibilities for their writing improvement and igniting a sense of excitement for the future of education.
The participants will undergo an initial evaluation to check their point of departure, and a post-test will be carried out to check the potential impact of using Grammarly on the experimental group's written work. The expected outcomes of this study's findings are significant, profound, and potentially transformative. They could reshape our approach to language learning and writing improvement, ushering in a new era of optimism and hope for the future of education and proving the power of automated writing evaluation tools. Our findings have this transformative potential and are truly inspiring.
Our hypothesis is firmly rooted in Grammarly's unique potential as an AWE tool. Based on its advanced error detection capabilities, this tool will significantly reduce errors associated with specific categories. However, we also acknowledge that some other types of errors may persist. This fact underscores the importance of a comprehensive and meticulous approach to writing improvement. It is crucial to emphasise the necessity of educators and researchers in guiding their students effectively, as they are integral to the learning process and affirm the depth of our research.
Keywords: corrective feedback, Grammarly, AWCF, WCF (Written Corrective Feedback), error treatment, L2 Acquisition, L2 development, interlanguage.
Pair and small group work is infrequently welcomed in English as a Foreign Language (EFL) classes under the assumption that students tend to use their first language (L1), which is considered detrimental to learning the new language. From sociocultural perspective, however, students' first language is claimed to play the role of an important psychological tool and can facilitate the learning process. Hence, the current study is an investigation to examine the impact of students' L1 use on their collaborative interaction, specifically on the construct of language-related episodes (LREs), in completing form-focused editing tasks in pairs in an EFL context. The findings show that learners' L1 can affect their interactional talk and can play certain socio-cognitive roles such as the provision of explanations for the suggestions made in pair, helping make sense of the utterances, sharing ideas instead of unilateral solutions to linguistic problems, and assisting one another in reaching solutions to the problems at hand. The functions were seen to be all conducive to the pair members' target language development.
Сьогодні в Україні відбувається реформа освіти, здійснюється пошук нових засобів та шляхів оптимізації навчального процесу з метою підвищення ефективності професійного навчання. Ці тенденції спричинили появу необхідності розробки нових підходів, форм і методів здійснення процесу професійної освіти загалом та викладання іноземної мови зокрема. З огляду теоретичних та практичних аспектів проблеми стає зрозуміло, наскільки комплексним та багатогранним є використання комунікативного підходу у процесі вивчення англійської мови у закладах середньої та вищої освіти. Враховуючи те, що основна функція мови є комунікативна, комунікативний підхід до вивчення іноземної мови можна без перебільшення назвати основним, найважливішим. У статті означені умови впровадження комунікативного підходу, за яких навчання повинно бути спрямоване не на вивчення граматики чи лексики іноземної мови, а на вивчення комунікативної компетентності, тобто уміння правильно використовувати мову у відповідних реальних комунікативних ситуаціях. Дослідження показує,що навчання необхідно проводити з використанням певних тренувальних вправ найвищого рівня, щоб розвинути комунікативні навички у студентів у понятійній навчальній програмі синтезу граматичної і ситуативної навчальних програм, що є найбільш доречною для організації навчальної діяльності у закладах середньої та вищої освіти, оскільки акцентує основну увагу на комунікативній компетентності у вивченні іноземної мови. Підхід CLT спричинив значні зміни у способах викладання і навчання мови, маючи на меті розвиток комунікативної компетенції та вивчення чотирьох мовленнєвих навичок. Використання CLT в школах, університетах та мовних школах сприяє зацікавленості студентів у навчанні, стимулюючи їх інтерес до нових видів діяльності. Комунікативний напрям розвивається паралельно з розвитком комунікативної лінгвістики, соціальної психології та соціології на основі одержання досвіду у навчальному процесі, що дає можливість і далі досліджувати це питання. Світова практика викладання англійської мови як іноземної, що є мовою міжнародного спілкування, свідчить про значний внесок комунікативного напряму у вирішення соціального замовлення світової співдружності.
The study aimed to investigate the allocation of figurative language comprehension (FLC) within the Cattell–Horn–Carroll (CHC) model of cognitive abilities, using three newly developed tests: the Reverse Paraphrase Test (RPT), the Literal Paraphrase Test (LPT), and the Proverb Test (PT). The analysis of a sample of 909 participants revealed that the RPT and LPT measured a unidimensional construct of FLC, while the PT was excluded due to insufficient fit. Combining RPT and LPT items, various models were evaluated, with a bifactor S-1 model showing the best fit, indicating the influence of a general factor (representing FLC) and test-specific method factors. The study explored FLC allocation within the CHC model, supporting its consideration as a distinct factor under the g factor. Examining the nomological network, significant correlations emerged between the Intellectual Curiosity and Aesthetic Sensitivity facets of Openness and FLC, which were comparable in size to the relation with general ability. In conclusion, the study enhances the understanding of FLC within the CHC model, advocating its recognition as a distinct factor. Correlations with Openness facets suggest valuable insights into the interplay between cognitive abilities and personality, necessitating further research for a deeper exploration of this relation.
Just as receptive emotional abilities, productive emotional abilities are essential for social communication. Although individual differences in receptive emotional abilities, such as perceiving and recognizing emotions, are well-investigated, individual differences in productive emotional abilities, such as the ability to express emotions in the face, are largely neglected. Consequently, little is known about how emotion expression abilities fit in a nomological network of related abilities and typical behavior. We developed a multitask battery for measuring the ability to pose emotional expressions scored with facial expression recognition software. With three multivariate studies (n1 = 237; n2 = 141; n3 = 123), we test competing measurement models of emotion posing and relate this construct with other socio-emotional traits and cognitive abilities. We replicate the measurement model that includes a general factor of emotion posing, a nested task-specific factor, and emotion-specific factors. The emotion-posing ability factor is moderately to strongly related to receptive socio-emotional abilities, weakly related to general cognitive abilities, and weakly related to extraversion. This is strong evidence that emotion posing is a cognitive interpersonal ability. This new understanding of abilities in emotion communication opens a gateway for studying individual differences in social interaction.
This state-of-the-art volume offers a comprehensive and accessible examination of perspectives within the field of discourse analysis on the processes and conditions of second language learning, teaching, and use. The collection brings together leading global researchers in the field to guide readers through background theories, theoretical paradigms, methodological issues, and pedagogical implications by synthesizing current and past work, and setting a future agenda for discourse-oriented second language research.
Both applied cognitive linguistics (ACL) researchers and linguists, and language instructors and professionals looking for a comprehensive and innovative access to ACL from the direct point of view of applied L2 Pedagogy, will find this Element to be of interest. There is great demand for quality teaching materials, a need for guidance on how to design them and which technology tools are of value. This Element takes a theoretical approach to that design while offering direct examples and tips for practitioners and researchers. Questions about empirical studies are explored, probing prominent empirical research, and the author provides promising evidence to support their recommendations on assetment-task design for future research. Linguists, researchers, linguistics students, graduate academic programs, and teachers of L2 languages alike will find value in this Element.
Nella ricerca acquisizionale sull’italiano L2/LS i processi di acquisizione sono stati analizzati a vari livelli linguistici. Tuttavia, gli studi che analizzano la produzione e la comprensione e che si occupano delle loro possibili interfacce, risultano scarsi. Questo contributo presenta uno studio empirico sull’acquisizione grammaticale produttiva e ricettiva in studenti di italiano LS della scuola secondaria superiore austriaca. Utilizzando l’esempio dell’accordo degli aggettivi, si cerca di comprendere se l’acquisizione della grammatica segua gli stadi di sviluppo postulati dalla teoria della processabilità sia nella produzione sia nella ricezione. Per identificare gli stadi di sviluppo degli alunni nel secondo anno di apprendimento, sono stati utilizzati dati di linguaggio orale elicitati attraverso compiti comunicativi. Inoltre, sono stati esaminati i tempi di reazione a uno stimolo orale (auditory sentence matching task). La discussione verte sui risultati relativi alla produzione e alla ricezione e le possibili interfacce tra le due modalità. The productive and receptive interlanguage of Italian LS learners in an Austrian secondary school context In research on Italian L2 acquisition, acquisitional processes have been analysed at various linguistic levels. However, studies analysing production and comprehension and dealing with their possible interfaces are scarce. This contribution presents an empirical study of productive and receptive grammar acquisition of Italian L2 learners in an Austrian upper secondary school. Using the example of adjective agreement, the study investigates whether productive and receptive Italian L2 acquisition move along similar developmental trajectories postulated by Processability Theory. To identify the developmental stages of learners in the second year of instruction, oral production data elicited through communicative tasks were used. In addition, reaction times to an oral stimulus (auditory sentence matching task) were examined. The discussion focuses on results for production and comprehension and possible interfaces between the two modalities.
A strong vocabulary is crucial for language acquisition and can profoundly influence academic and societal success. Interactive book reading (IBR) offers an effective approach for vocabulary instruction as it provides a dynamic and engaging word-learning context. However, as children progress from preschool to primary grades, the emphasis on IBR declines, despite the persistent need for comprehensive literacy education, particularly for emergent bilinguals. This study aims to uncover the reasons underlying the diminishing use of IBR and focuses on the dispositions (i.e., knowledge and beliefs) of pre-service teachers regarding L2 vocabulary instruction during IBR with emergent bilinguals. Semi-structured interviews were conducted with 36 pre-service teachers in Flanders. Thematic analysis revealed a foundational knowledge base for vocabulary instruction during IBR, with most beliefs aligning with scientific evidence. Nevertheless, some beliefs contradicted research findings, particularly concerning the deliberate use of IBR to achieve specific learning objectives, harnessing students’ home languages and fully realizing IBR’s potential for optimal vocabulary acquisition. Furthermore, preconditions at the class, school, educational policy and parental levels emerged as crucial factors for effectively implementing vocabulary instruction during IBR. These findings serve as pivotal starting points for further refining pre-service teacher education and developing in-service professional development in Flanders.
This article contributes to scholarship on collaborative knowledge-making by documenting our methodological experiences of conducting multiple ethnographies and the emergence of what we describe as a methodology of quilting and vulnerability. We borrowed from critical and decolonial frameworks for knowledge production and knowledge dissemination to
reflect on the organic processes that we implemented to document our polyphonic conversations about the challenges, passions and perspectives of being educational researchers and language teachers. We argue for the use of dialogical interactions, using “quilting” as an aesthetic representation of lived experiences and as a medium through which knowledge creation becomes democratized and supported by interdisciplinary scholarship. In this article, we demonstrate the utility of a methodology of vulnerability in learning about the complexities involved with negotiating identities in collective work in the field of language education. We use the metaphor of the quilting bee to theorize vulnerability in collaborative knowledge production. The ultimate goal of this paper is to inspire educators and researchers to explore other forms of studying themselves and their relationships with their identities, cultures, and languages, especially from international contexts. In the end, as an emerging research collective, we advocate questioning and challenging whose voices are being heard and the power relations involved in collaborative and interdisciplinary research processes.
RESUMO: O presente artigo buscou mapear pesquisas sobre o uso de histórias digitais (HDs) para o ensino e aprendizagem de línguas estrangeiras. A revisão sistemática, realizada no Portal de Periódicos da CAPES no período de 2012-2022, selecionou trabalhos cujos resultados, em geral, sugerem que HDs podem servir para motivar os estudantes, auxiliando no desenvolvimento linguístico na língua-alvo, dentre outras competências, possibilitando a integração de tecnologias digitais na sala de aula de diferentes contextos. PALAVRAS-CHAVE: Histórias digitais; Tecnologias; Ensino e aprendizagem de línguas. ABSTRACT: The current article aimed to investigate studies about the use of digital stories (DS) for the teaching and learning of foreign languages. Through a systematic review, carried out on Portal de Periódicos da CAPES from a 2012-2022 period, we selected works whose results, in general, suggest that DSs can serve to motivate students, assist in target-language development, and enable the integration of digital technologies in di erent classrooms.
In L2 classrooms, there is a constant drive to expose students to realia and to foster oral communication (Crawford J (2002) The role of materials in the language classroom: Finding the balance. In: JC Richards, WA Renandya, Methodology in language teaching: An anthology of current practice (pp. 80–89). Cambridge University Press; Azeredo-Cerqueira F, Mello H (2011) Correção de erro, atenção e noticing: relevância para a sala de aula. Organon, 26(51), 193–216). Literature can offer rich opportunities to language learners by expanding their horizons in literary knowledge, developing cultural awareness, and promoting language development in accuracy, fluency, and vocabulary expansion (Brumfit CJ, Carter RA (1986) Literature and Language Teaching. Oxford University Press) while establishing a connection with the history and culture of the target language. On the other hand, researchers in SLA have advocated for the incorporation of Teletandem as an autonomous, collaborative, and virtual FL environment (Telles & Vassallo, The Especialist 27(2):189–21, 2006; Telles & Ferreira, Horizontes em Linguística Aplicada 9(2):79–104, 2010) aimed to promote L2 communication and intercultural competence in L2 settings. Recently, Ramos and Carvalho (Ramos KHP, & Carvalho KCHP (2020) Literatura em contextos de telecolaboração: Uma experiência inicial. In: FM de Souza, KCHP Carvalho, & RAL Messias (Eds.). Telecolaboração, ensino de línguas e formação de professores: Demandas do século XXI (pp. 129–149). Editora Mentes Abertas / EdUEPB) proposed using the Teletandem context to promote the discussion of readings in L2.In this chapter, we report on an empirical investigation of the benefits and shortcomings of using the Teletandem model to foster discussion of literature in a pilot project in which 18 students from the USA had eight 1-hour sessions, 30 minutes in each language, with university students in Brazil, using an integrated syllabus that combined Portuguese language teaching, Lusophone literature, and telecollaboration to discuss one novel in Portuguese and one novel in English over the course of a semester. Participants read both novels and discussed each one in the novel’s original language. These texts served as a trigger to discussions in which students were encouraged to explore the literary work; discuss cultural differences, customs, and behavior; as well as offer feedback on grammar, vocabulary, and pronunciation. Each meeting was recorded, and participants responded to a post-meeting survey.KeywordsPortuguese language teachingTelecollaborationTeletandemLiteratureCultural awarenessCALLMALL
This article is a discursive and equivalence-generating study of the use of the multilingual property as a narrative transmission mechanism in audiovisual texts. Specific functions can be constructed and different events and aspects of the plot can be presented through the introduction of linguistic variation and its deliberate application to achieve defined purposes. The analysis is based on functionalist approaches to the study of fiction and translation and on the binary branching classification model of solution types for determining textual problems in translation based on the form these adopt. This article presents the findings of multilingual property identification and translation related to the application of this forms- and functions-based approach. Several classifications of solution types are also developed with representative examples extracted from film and series.
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