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ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION
La importancia de los estudios teóricos sobre adquisición de segundas lenguas para su aplicación en el aula
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Second language interaction at the IWB: AILA paper

Second language interaction at the IWB: AILA paper | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

This paper investigates second language interaction at the interactive whiteboard (IWB). Video-recorded lessons of eleven French and German teachers of EFL were analysed for use of IWB features but also language interaction, using a 4-level scale (drill, display, simulation and communication) to capture learners’ opportunities to use English.


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Shona Whyte's curator insight, August 6, 10:55 AM

Tweaking our slides for our AILA presentation next week.  Euline will be giving our paper; she says it's the only IWB presentation.

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Cultures de recherche en linguistique appliquée : conférences en ligne

Cultures de recherche en linguistique appliquée : conférences en ligne | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

4 vidéos : 

Fernand Carton

Anne Condamines & Jean-Paul Narcy-Combes

Daniel Véronique

Bernd Rüschoff


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Shona Whyte's curator insight, April 4, 5:18 AM

Trois en français, last in English, on Learners as Authors : Digital tools, Language Learning and Intercultural Communicative Competence – current perspectives in language pedagogy (very interesting IMHO)

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The relevance of second language acquisition theory to the written error correction debate: Polio, 2012


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Shona Whyte's curator insight, March 14, 11:13 AM

Takeaways for teachers:

- "correcting errors on the final version of a paper seems essentially useless if learners do not have to do anything with the feedback. What we need to consider is whether or not there is a better way to draw learners’ attention to the corrections other than simply rewriting."

- "give individual feedback through face-to-face tutoring or to supplement written feedback with conferences where feedback can be scaffolded according to the students’ level"

 

Otherwise in outlining SLA predictions about feedback on L2 writing, the article gives an admirably clear overview of different SLA theories (and opposing viewpoints) which may be useful beyond the specific focus of the study. 

 

PDF free to download until 1 June (some kind of AAAL bonus from Elsevier, it seems)

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Touch and gesture-based language learning: Reinders 2014


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Shona Whyte's curator insight, February 19, 1:34 AM

Short open-access article in the new issue of the Journal of Teaching English with Technology by Hayo Reinders.

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SLA Theories: Input Interaction Output

A Mini lecture on some interactionist and social theories of 2nd language learning. Theories covered include Long's Interaction Hypothesis Swain's Output Hyp...

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Shona Whyte's curator insight, September 18, 2013 12:45 AM

30 minutes on the interaction hypothesis by Frank Tuzi, Nyack College. Via Geoff Jordan http://canlloparot.wordpress.com/resourses/video/

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Cognitive Science and SLA: Geoff Jordan

Cognitive Science and SLA: Geoff Jordan | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
I recently had a discussion on the LinkedIn discussion board "ELT professionals Around the World" about Kurt Kohn where he elaborates on a social constructivist view of second language acquisition:...

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Shona Whyte's curator insight, August 26, 2013 6:09 AM

I've been struck at conferences recently how today's move towards socio-constructivist and complex dynamic systems models to inform language teaching in some respects mirrors the UG/variationist debate of the 1990s.  In this informed, well-referenced and seemingly heartfelt reflection, Geoff Jordan takes the Kevin Gregg role.

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Developing and integrating teacher competences in language acquisition, pedagogy and technology

My paper on "Developing and integrating teacher competences in language acquisition, pedagogy and technology."  (Actes du colloque FICEL sur l'évolution et professionalisation des enseignants de langues)

 

The paper discusses key competences required for teaching languages with technology, and concludes with examples of projects combining research, pedagogy and technology including:

 

"the EU lifelong learning project iTILT, Interactive Technologies in Language Teaching (Whyte, Cutrim Schmid & van Hazebrouck, 2011). In this project, language researchers and teacher trainers offer professional development in the use of the interactive whiteboard (IWB) to practising language teachers with learners at all levels. After initial training, class sessions at the board are filmed, and followed by debriefing sessions with both teachers and learners. Short video clips of selected lesson episodes are then presented on the project website together with lesson plans, lesson files, and teacher and learner commentary to aid other teachers in using the IWB for language teaching. The project website also includes a variety of related resources and dissemination tools, and as teacher training and data collection proceed, the project partners inform their networks of developments via blogs and social media. Thus teaching, training and research are closely interrelated as the project teachers develop their digital  and pedagogical skills, the researchers observe classroom interaction and teacher development, and trainers create resources for future professional development using feedback from the project teachers."

 

The iTILT website (http://itilt.eu) will soon go live, allowing language teachers and teacher educators access to this free open educational resource on the interactive whiteboard (IWB) in communicative language teaching.


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Shona Whyte's curator insight, April 12, 2013 6:16 AM

Communication au colloque DILTEC, 2011.

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Krashen’s Monitor Model: It’s Crap

Krashen’s Monitor Model: It’s Crap | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
In the light of Krashen’s reply to my criticisms, I’m sorry to say that my opinion of what is known as “The Monitor Model” has not changed in any significant way.

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Shona Whyte's curator insight, July 1, 4:25 AM

Follow this link to a series of exchanges between Geoff Jordan and Stephen Krashen on the latter's 1980s theory of second language learning which probably helped the Communicative Language Teaching approach more than any other.  Big at the box office though not a critical success, as Jordan demonstrates again here.

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How Languages are Learned: Lightbown & Spada

Three 3-minute videos to promote the 4th edition of their classic teacher education volume.

 

1. How languages are learned

The authors were invited to prepare teacher education modules to give practising teachers in Quebec access to research applicable to their teacher in stand-alone form as opposed to as part of university training.  Classroom research involves a combination of research training and teacher preparation so work in this area naturally has practical implications.

 

2. How has their presentation of instructed SLA research changed?

More classroom research has meant a lot of updating, but perhaps more significantly, the authors have revisited the place of theory, moving it to later in the volume until readers have a better grounding in learner language and individual differences so that they can appreciate the need for and objectives of theories of second language acquisition.

 

3. Instructed second language acquisition

If we agree that instruction helps, SLA, what do teachers do? What do learners do? How can that be described systematically and how can this description be matched with effects on learning? Classroom practice has moved on from structural approaches, to more communicative approaches and then recognised a need for balance.  Research has continued to focus on this balance, particularly in the variety of communicative approaches with emphasis on meaning rather than form,  such as content-based (CLIL, immersion), task-based methodologies.


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Shona Whyte's curator insight, March 18, 3:54 AM

The new paperback is selling for 23 sterling, ebook at 17 or so.  This is one of a very short list of books I recommend to undergraduate, graduate students and practising teachers alike - very accessible yet solidly anchored in research with ideas for teaching and classroom research suitable for all levels and areas of focus.

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Applied linguistics bibliographies: Leaky Grammar

Applied linguistics bibliographies: Leaky Grammar | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

(BALD) Richard Watson Todd’s “Big Applied Linguistics Database”

VARGA (Vocabulary Acquisition Research Group Archive: A searchable bibliography of research on second language vocabulary acquisition research)

Second Language Acquisition references organized by topic (from Dr. Vivian Cook’s website)

SLABIB: Second Language Acquisition Bibliography (Huge list of references to past SLA and applied linguistic research: Word doc available upon request from Dr. Vivian Cook)

An Annotated Bibliography of Second Language Acquisition in Adult English Language Learners

Second Language Acquisition Bibliography from the Universidad Autónoma de Barcelona (focus is on language transfer is SLA)

The Center for Advanced Research on Language Acquisition (University of Minnesota)

SLA Bibliography organized by topic up to 2003 (Lancaster University)

Applied Psycholinguistics and SLA:(references from Dr. Theres Grüter’s graduate course syllabus)

An Essential Bibliography for English Language Teaching and Applied Linguistics

Contrastive Linguistics Bibliography (Contragram: Contrastive Grammar research group, University of Gent, Belgium)

Corpus Approaches to Discourse Analysis/Studies (Compiled by Dr. Costas Gabrielatos)


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Shona Whyte's curator insight, March 9, 3:21 AM

Nice set of links to links ...

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Ellis 2013: Responding to critics of TBLT, by Rod Ellis


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Shona Whyte's curator insight, September 27, 2013 11:08 AM

In this article in University of Sydney papers in TESOL, 2013, Ellis tackles 8 criticisms of TBLT, downgraded to "misconceptions" on the part of writers such as Widdowson, Swan, Sheen, and Seedhouse, before addressing Swan's "legislation by hypothesis" attack.  In his conclusion, he acknowledges that "TBLT offers a radically different approach to teaching a second language. As such, it is not surprising that its advocacy has met with resistance, especially from those who, for one reason or another, support a more traditional ‘focus-on-forms’ approach."  Ellis expresses a personal preference for a short, sharp shock of intense TBLT teaching in a curriculum which includes other approaches, rather than a watered-down task-supported approach spread throughout the curriculum.

Rob Hatfield, M.Ed.'s curator insight, September 27, 2013 8:43 PM

Excellent article on TBLT.

Vannessa MissoVeness's curator insight, September 29, 2013 1:36 AM

An interesting read. I love learning about what I do, revisiting ideas and theories and reworking on my techniques.

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The Expression of Temporality by L2 Learners of French and English: Conference Montpellier, May 2014

The Expression of Temporality by L2 Learners of French and English: Conference Montpellier, May 2014 | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
The Expression of Temporality by L2 Learners of French and English: Acquisition of Time, Aspect, Modality Université Paul Valéry Montpellier 3 - France 22-24 May 2014 This conference website aims at informing participants about the conference...

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Shona Whyte's curator insight, September 12, 2013 12:53 PM

Deadline for abstracts: 30 September.

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Empowering the Language Learner | Diane Larsen-Freeman

"Using a combination of lecture and experiential exercises, ESL education specialist Diane Larsen-Freeman traces the evolution of language teaching methods over the past 60 years, discussing how each evolutionary phase has contributed to a more "whole-person" view of language learners. Larsen-Freeman suggests that when educators treat language as a closed, static system, they create a critical barrier to student empowerment. When language is instead seen as the complex, dynamic system, teachers are able to help their students transform their linguistic world, not merely conform to it. Larsen-Freeman illustrates how this shift in understanding has implications for what and how teachers teach."


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Shona Whyte's curator insight, February 24, 2013 5:22 AM

One of the big names in both second language research and teaching methodology, Diane Larsen-Freeman on the implications of CDS theory for language learners.

 

See also this Language Teaching article drawn from a recent plenary (if you have access)

http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8498799