Eye Tracking in Second Language Acquisition and Bilingualism provides foundational knowledge and hands-on advice for designing, conducting, and analysing eye-tracking research in applied linguistics. Godfroid's research synthesis and methodological guide introduces the reader to fundamental facts about eye movements, eye-tracking paradigms for language scientists, data analysis, and the practicalities of building a lab. This indispensable book will appeal to undergraduate students learning principles of experimental design, graduate students developing their theoretical and statistical repertoires, experienced scholars looking to expand their own research, and eye-tracking professionals.
Previously, we were examining and looking at the most important issues in the INPUT HYPOTHESIS; now, we want to link these two hypotheses because it is important to think of the role of production in English. From our point of view, output is closely related to the process of production. For Swain, constant practice facilitates the learner to be conscious of her/his production. Output makes to move the learner from the semantic processing to the complete grammatical processing for accurate production. According to Merrill Swain, “The output hypothesis claims that the act of producing language (speaking or writing) constitutes under certain circumstances, part of the process of second language learning”1. As it can be noticed, there is a need for implementing and improving the use of these two skills which are different from the Input Hypothesis and that could be grouped together, forming a whole construct necessary for students to be able to convey meaning and communicate their ideas. According to this author there are three specific functions of output; they are as follows: 1. The noticing/triggering function: It refers to the awareness or “noticing” students find when they cannot say or write exactly what they need for conveying meaning. With the use of this function, learners realize there are some linguistics problems they need to manage, so that, it pushes the student to look for the adequate knowledge they require for completing the new discovered gap. “Learners may notice that they cannot say what they want to say in the target language” (Swain 1995) Noticing this “hole” (Doughty and Williams 1998) may be an important step to noticing the gap. 2 2. The hypothesis-testing function: This function suggests learners may use the method of “trial and error” for testing her /his production expecting to receive a feedback. This feedback can be applied in two ways: recasts and elicitations or clarifications requests. Example: 3. The metalinguistic (reflective function): Language is seen as a tool conducive to reflection on the language used by the teacher, their partners and the student himself/herself. (Vigotsky´s sociocultural theory) Stetsenko and Arievitch (1997:161) state: “Psychological processes emerge first in collective behavior in co-operation with other people, and only subsequently become internalized as the individual’s own possessions.” When explaining this theory, it is necessary to highlight the importance of the negotiation of meaning, which is not simply related to understand the meaning of the message the transmitter sends to the receiver despite the problems in its structure, but a clear, precisely, coherently and appropriately message=Pushed output. Pushed output example: This theory has a great importance since thanks to it, we can move from the input data provided to the student from the environment to the capacity of the learner to produce a clear and coherent language. We considered it is important to make our students to produce language through writing exercises or activities and speaking interaction among students. If we are able to store information in our student’s brain, they will have the necessary background for conveying meaning and make their communication activities an efficient practice. Comprehensible input + Comprehensible output = Effective Second language Acquisition. Some important advantages applicable to the classrooms when reflecting upon this hypothesis are the collaboration and interaction necessary for students to feel comfortable and work together. Language in this case will serve as a mediating tool, which allows students to lead with the solving-problem process they encounter in the path of acquiring the second language. It is something of great importance to be conscious of our role of individuals who have a more advanced conscious process in contrast to our students and consequently the ones able to provide correction for students applying new accurate and proper constructions when providing feedback. This feedback is important in our context, especially, because it is one of the few settings in which students have a contact to the target language and they need advices and corrections for improving their production. 1,2 Power Point Presentation: The output hypothesis: Its history and its future. Merril Swain. Ontario Institute for Studies in Education of the University of Toronto. Posted by: Jessica B. Liberato
This collection of papers brings together a diverse range of conceptualisations of the self in the domain of second language acquisition and foreign language learning. The volume attempts to unite a fragmented field and provides a thorough overview of the ways in which the self can be conceptualised in SLA contexts.
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An attempt to clarify a few things about the meaning and status of "comprehensible input" (CI), a central concept in second language acquisition (SLA).
As English teachers, understanding the theories of second language acquisition can help us to create effective language learning experiences for our students. In this blog post, we will explore five key theories of second language acquisition that every English teacher should be familiar with. Th
This is the first hands-on methods guide for second-language (L2) reading research. The authors expertly and critically situate L2 reading and literacy as a multivariate, interactive process and define terms, concepts, and research tools in connection with theory and a rich body of past empirical work, with lessons to learn and pitfalls to avoid. They concretely detail how to design empirical studies, collect data, and analyze findings in this important area. Authored by world experts on first-language (L1) and L2 reading, this book provides a comprehensive, critical, theory-driven review of methods in L2 reading research, offering a step-by-step guide from research design to study execution and data analysis. With useful pedagogical features and a unique database of L2 reading studies from around the world over three decades, this will be an invaluable resource to students and researchers of second-language acquisition, applied linguistics, education, and related areas.
Despite the key role played by second language acquisition (SLA) courses in linguistics, teacher education and language teaching degrees, participants often struggle to bridge the gap between SLA theories and their many applications in the classroom. In order to overcome the 'transfer' problem from theory to practice, Andrea Nava and Luciana Pedrazzini present SLA principles through the actions and words of teachers and learners. Second Language Acquisition in Action identifies eight important SLA principles and involves readers in an 'experiential' approach which enables them to explore these principles 'in action'. Each chapter is structured around three stages: experience and reflection; conceptualisation; and restructuring and planning. Discussion questions and tasks represent the core of the book. These help readers in the process of 'experiencing' SLA research and provide them with opportunities to try their hands at different areas of language teachers' professional expertise. Aimed at those on applied linguistics MA courses, TESOL/EFL trainees and in-service teachers, Second Language Acquisition in Action features: · Key Questions at the start of each chapter · Data-based tasks to foster reflection and to help bridge the gap between theory and practice · Audiovisual extracts of lessons on an accompanying website · Further Reading suggestions at the end of each chapter
Accountability measures employed in the country to determine the academic achievement of the student population rely solely on the results obtained on the standardized tests. Such measures have often placed immigrant students at risk of academic failure despite the fact that research on second language acquisition (SLA) has stated the complexity involved in the learning/acquisition process of a target language. The Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students is a critical research publication that focuses on research-based pedagogical practices for teaching immigrant students. Highlighting topics such as curriculum design, second language acquisition (SLA), and classroom management, this book is designed for academicians, professionals, researchers, administrators, faculty, and classroom teachers. | Author: Jared Keengwe|Grace Onchwari, Jared Keengwe | Publisher: IGI Global | Publication Date: Jun 14, 2019 | Number of Pages: 454 pages | Language: English | Binding: Hardcover | ISBN-10: 1522593489 | ISBN-13: 9781522593485
The processing and representation of two languages is of continual interest to researchers in bilingualism and adult second language acquisition (SLA), with these issues receiving even greater attention in the past decade. Lexical processing in particular is the topic of much research because it provides the foundation for higher levels of language processing. Lexical Processing and Second Language Acquisition will address lexical processing and vocabulary acquisition, integrating converging research and perspectives from cognitive science and SLA. The first section of the book will provide an overview of the theories of lexical processing and representation. The second section will summarize the literature on each of the major issues in L2 lexical processing, moving from most general (situational factors) to least general (word and translation pair characteristics). The book will conclude with a glossary, and recommended readings for each section will also be provided. | Author: Natasha Tokowicz | Publisher: Routledge | Publication Date: Nov 01, 2014 | Number of Pages: 138 pages | Language: English | Binding: Hardcover | ISBN-10: 0415877547 | ISBN-13: 9780415877541
The main difference between first language and second language acquisition is that first language acquisition is a child learning his native language ...
The Routledge Handbook of Second Language Acquisition and Individual Differences provides a thorough, in-depth discussion of the theory, research, and pedagogy pertaining to the role individual difference (ID) factors play in second language acquisition (SLA). It goes beyond the traditional repertoire and includes 32 chapters covering a full spectrum of topics on learners' cognitive, conative, affective, and demographic/sociocultural variation. The volume examines IDs from two perspectives: one is how each ID variable is associated with learning behaviors, processes, and outcomes; the other is how each domain of SLA, such as vocabulary or reading, is affected by clusters of ID variables. The volume also includes a section on the common methods used in ID research, including data elicitation instruments such as surveys, interviews, and psychometric testing, as well as methods of data analysis such as structural equation modeling. The book is a must-read for any second language researcher or applied linguist interested in investigating the effects of IDs on language learning, and for any educator interested in taking account of learners' individual differences to maximize the effects of second language instruction.
Learning on your time through asynchronous learning can make second language learning more stress-free and cost-effective. The landscape of language learning has undergone a significant transformation in recent years. The rise of online platforms and digital resources has introduced a new dimension to second language acquisition (SLA), with asynchronous learning emerging as a valuable tool…
This textbook offers an introductory overview of eight hotly-debated topics in second language acquisition research. It offers a glimpse of how SLA researchers have tried to answer common questions about second language acquisition rather than being a comprehensive introduction to SLA research. Each chapter comprises an introductory discussion of the issues involved and suggestions for further reading and study. The reader is asked to consider the issues based on their own experiences, thus allowing them to compare their own intuitions and experiences with established research findings and gain an understanding of methodology. The topics are treated independently so that they can be read in any order that interests the reader. The topics in question are: • how different languages connect in the mind; • whether there is a best age for learning a second language; • the importance of grammar in acquiring and using a second language; • how the words of a second language are acquired; • how people learn to write in a second language; • how attitude and motivation help in learning a second language; • the usefulness of second language acquisition research for language teaching; • the goals of language teaching.
Despite the key role played by second language acquisition (SLA) courses in linguistics, teacher education and language teaching degrees, participants often struggle to bridge the gap between SLA theories and their many applications in the classroom. In order to overcome the 'transfer' problem from theory to practice, Andrea Nava and Luciana Pedrazzini present SLA principles through the actions and words of teachers and learners. Second Language Acquisition in Action identifies eight important SLA principles and involves readers in an 'experiential' approach which enables them to explore these principles 'in action'. Each chapter is structured around three stages: experience and reflection; conceptualisation; and restructuring and planning. Discussion questions and tasks represent the core of the book. These help readers in the process of 'experiencing' SLA research and provide them with opportunities to try their hands at different areas of language teachers' professional expertise. Aimed at those on applied linguistics MA courses, TESOL/EFL trainees and in-service teachers, Second Language Acquisition in Action features: - Key Questions at the start of each chapter - Data-based tasks to foster reflection and to help bridge the gap between theory and practice - Audiovisual extracts of lessons on an accompanying website - Further Reading suggestions at the end of each chapter
This textbook was written to present essential understanding of second language acquisition specifically to L2 teachers. The understandings are organized around a transdisciplinary framework, ... The framework was developed by a group of 15 scholars, each of whom identifies with a particular approach to SLA. ...--Preface. | Author: Joan Kelly Hall | Publisher: Routledge | Publication Date: Jun 18, 2018 | Number of Pages: 172 pages | Language: English | Binding: Hardcover | ISBN-10: 1138744077 | ISBN-13: 9781138744073
Ever since Long (1983) concluded that instruction makes a different in Second Language Acquisition (SLA), many researchers have attempted to examine the effectiveness of various kinds of instruction in L2 classrooms (e.g. Farley, 2005; Wong, 2004). In fact, last two decades have experienced an evolution in classroom research and more studies (Benati,2001; Doughty & Williams, 1998) have attempted to investigate the appropriate method of implementing instructional treatments in the classroom. Within this paradigm of research, one important problem is whether providing instruction through one modality (input-based or output-based) is more effective than others.
About the Book "The new edition of Key Terms in Second Language Acquisition defines the key terminology within second language acquisition, and also provides accessible summaries of the key issues within this complex area of study. The final section presents a list of key readings in second language acquisition that signposts the reader towards classic articles and also provides a springboard to further study. The whole book has been updated and expanded to take into account a wider range of theories and developments since the first edition. It remains at the top of its game.The text is accessibly written, with complicated terms and concepts explained in an easy to understand way. Key Terms in Second Language Acquisition is an essential resource for students"-- Book Synopsis The new edition of Key Terms in Second Language Acquisition defines the key terminology within second language acquisition, and also provides accessible summaries of the key issues within this complex area of study. The final section presents a list of key readings in second language acquisition that signposts the reader towards classic articles and also provides a springboard to further study. The whole book has been updated and expanded to take into account a wider range of theories and developments since the first edition. It remains at the top of its game. The text is accessibly written, with complicated terms and concepts explained in an easy to understand way. Key Terms in Second Language Acquisition is an essential resource for students. Review Quotes "This is a very clear, concise, well-organised and extremely readable description of key terms and issues in SLA. It will be an excellent study companion, and valuable entry point to more expanded treatments of the field, for readers." --Peter Robinson, Professor of Linguistics and Second Language Acquisition, Aoyama Gakuin University, Japan About the Author Bill VanPatten is Professor of Spanish & Second Language Studies at Michigan State University, USA Alessandro G. Benati is Professor of Applied Linguistics and Second Language Studies and Director of CAROLE (Centre for Applied Research and Outreach in Language Education) at the University of Greenwich, UK
Written by a team of leading experts working in different SLA specialisms, this fourth edition is a clear and concise introduction to the main theories of second language acquisition (SLA) from multiple perspectives, comprehensively updated to reflect the very latest developments SLA research in recent years. The book covers all the main theoretical perspectives currently active in SLA and sets each chapter within a broader framework. Each chapter examines the claims and scope of each theory and how each views language, the learner and the acquisition process, supplemented by summaries of key studies and data examples from a variety of languages. Chapters end with an evaluative summary of the theories discussed. Key features to this fourth edition include updated accounts of developments in cognitive approaches to second language (L2) learning, the implications of advances in generative linguistics and the "social turn" in L2 research, with re-worked chapters on functional, sociocultural and sociolinguistic perspectives, and an entirely new chapter on theory integration, in addition to updated examples using new studies. Second Language Learning Theories continues to be an essential resource for graduate students in second language acquisition. nal, sociocultural and sociolinguistic perspectives, and an entirely new chapter on theory integration, in addition to updated examples using new studies. Second Language Learning Theories continues to be an essential resource for graduate students in second language acquisition. | Author: Rosamond Mitchell, Florence Myles, Emma Marsden | Publisher: Routledge | Publication Date: Jan 29, 2019 | Number of Pages: 444 pages | Language: English | Binding: Paperback/Language Arts & Disciplines | ISBN-10: 113867141X | ISBN-13: 9781138671416
The processing and representation of two languages is of continual interest to researchers in bilingualism and adult second language acquisition (SLA), with these issues receiving even greater attention in the past decade. Lexical processing in particular is the topic of much research because it provides the foundation for higher levels of language processing. Lexical Processing and Second Language Acquisition will address lexical processing and vocabulary acquisition, integrating converging research and perspectives from cognitive science and SLA. The first section of the book will provide an overview of the theories of lexical processing and representation. The second section will summarize the literature on each of the major issues in L2 lexical processing, moving from most general (situational factors) to least general (word and translation pair characteristics). The book will conclude with a glossary, and recommended readings for each section will also be provided. | Author: Natasha Tokowicz | Publisher: Routledge | Publication Date: Nov 07, 2014 | Number of Pages: 138 pages | Language: English | Binding: Paperback | ISBN-10: 0415877555 | ISBN-13: 9780415877558
Have you ever wondered how we acquire language? Do you know what language acquisition means? Do you know the difference between first language acquisition and second language acquisition? In this post we talk about the 5 stages of Second language acquisition: 1. Silent or receptive phase 2. Early production 3. Speech emergence or production 4. Intermediate fluency5. Continued language development or fluency.
Inside: Shifting our thinking on speaking in the language classroom, and creating space for confident speaking. As a new teacher, I was determined to get my students speaking. Everybody wants to get their students speaking, right? It’s the holy grail of language class: communication, conversation. I mean, why are we teaching Spanish, if not to produce students who
SLA Research and Materials Development for Language Learning is the only book available to focus on the interaction between second language acquisition theory and materials development for language learning. It consists of contributions written by experts in SLA, experts in materials development, researchers who have expertise in both fields, and introductions and conclusions by the editor. The book is organized into four major sections - position statements; materials driven by SLA theory; evaluations of materials in relation to SLA theory; and proposals for action - that offer a diverse range of perspectives while maintaining a cohesive and comprehensive overview on the subject. This book is ideal for post-graduate courses in applied linguistics and second language acquisition and for researchers interested in the relationship between SLA and materials development.
This book offers a critical examination of second language (L2) learning outside institutional contexts, with a focus on the way second language learners introduce, close, and manage conversational topics in everyday settings. K÷nig adopts a Conversation Analysis for Second Language Acquisition (CA-SLA) approach in analyzing oral data from a longitudinal study of L2 learners of French, au pairs in Swiss families, over several years. With this approach the author presents insights into the ways in which L2 learners introduce and close conversational topics in ongoing conversations and how these strategies evolve over time, setting the stage for future research on this little documented process in second language acquisition. This volume contributes toward a greater understanding of L2 learning "in the wild," making this key reading for students and researchers in second language acquisition, applied linguistics, and French language learning and teaching. | Author: CLELIA. KOENIG | Publisher: Routledge | Publication Date: Aug 02, 2021 | Number of Pages: 176 pages | Language: English | Binding: Paperback | ISBN-10: 1032083077 | ISBN-13: 9781032083070
The latest title in the Cognitive Science and Second Language Acquisition series presents a comprehensive review of connectionist research in second language acquisition (SLA). Second language reseachers and the cognitive science community will find accessible discussions of the relevance of connectionist research to SLA and hands-on guidance on how to run network simulations, including information on the various simulation software programs and resources available. This important volume is key reading for any student or researcher interested in how second language acquisition can be better understood from a connectionist perspective. | Author: Yasuhiro Shirai | Publisher: Routledge | Publication Date: Aug 02, 2018 | Number of Pages: 152 pages | Language: English | Binding: Paperback | ISBN-10: 0415528925 | ISBN-13: 9780415528924
'Every person living in modern society has the first language; this is the language which we have learned fluently without conscious effort, it was taught to us as children by the people in our immediate surroundings, usually parents or caregivers. Not everybody, however, has a second language. Unless raised in an environment where there is more than one language spoken regularly (by multilingual parents or others whom we are in regular contact with), for most people a second language takes conscious effort to acquire, for a range of motivations, and usually through at least some form of study '
Inside: What is comprehensible input? How do students acquire language? In Part 1, we talked about proficiency: where we are going in the language classroom. Here in Part 2, I’ll talk about acquisition: how students take language in. If our goal is students who “rise in proficiency” (World Language Classroom), how do they grow? What do they need? What is the
