ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION
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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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Journal of the European Second Language Association

Journal of the European Second Language Association | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
JESLA is the Journal of the European Second Language Association (EUROSLA). It publishes high-quality, peer-reviewed open-access articles in the field of second language research. Its aim is to promote the understanding of second language learning and use, and to stimulate the debate on the bilingual and multilingual individual and society. JESLA publishes one issue per year comprising the best papers from the EUROSLA annual conference.

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Shona Whyte's curator insight, August 12, 5:23 AM
Eleven articles from first issue now online - open access
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Instructed Second Language Acquisition

Instructed Second Language Acquisition is a peer-reviewed Journal that, twice a year, publishes research with a number of implications for language instruction. Second language acquisition is a rich and varied enterprise, carried out by researchers, whose interests and training often lie in broader disciplines of linguistics, psychology, sociology, and education. Second language research findings might have a direct application to instructional decisions or provide insights into the learning process that serves as a resource to inform teaching practice. Knowing how languages are learned will help language instructors develop a more innovative and effective way to teach a language and to create the necessary conditions for learners to learn more efficiently and appropriately. The overall aim of this Journal is to provide an opportunity for researchers, second and foreign language educators, and other language practitioners and policy makers to publish and read second language acquisition research that has direct relevance and impact for language teaching. Established in 2016, Instructed Second Language Acquisition, the journal is a forum for reporting and for critical discussion of language research and practice across a wide range of languages and international contexts. It welcomes quantitative and qualitative research to address the role of external manipulation (e.g., instruction, learner self-directed learning, input manipulation) on second language development.

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Research on IWB-mediated language teaching | on teaching languages with technology

Research on IWB-mediated language teaching | on teaching languages with technology | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
Posts about book written by Shona Whyte

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Shona Whyte's curator insight, June 13, 2016 3:06 AM
Collection of posts related to IWB-research in language teaching
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Investigating Vocabulary Learning in Second Language Classroom context: Mohebbi 2013

Investigating Vocabulary Learning in Second Language Classroom context: Recent Findings, Future Outlook

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Shona Whyte's curator insight, May 21, 2016 2:31 AM
Bibliography of vocabulary acquisition research
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Studies in Second Language Learning and Teaching: Vol. 6 No. 1 March 2016

Studies in Second Language Learning and Teaching: Vol. 6 No. 1 March 2016 | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
SSLLT is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland.

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Shona Whyte's curator insight, April 17, 2016 3:04 PM
New issue - open access
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Where Is the Native Speaker Now? - Cook - 2015 - TESOL Quarterly

Where Is the Native Speaker Now? - Cook - 2015 - TESOL Quarterly | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

Vivian Cook Article first published online: 25 NOV 2015 DOI: 10.1002/tesq.286 © 2015 TESOL International Association


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Shona Whyte's curator insight, February 8, 2016 2:36 AM

4 pages on multicompetence model and its impact on second language research. I think it's open access, perhaps just while it's recent

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The Two Faces of SLA: VanPatten 2010

Language consists of two broad domains: (1) mental representation, and (2) skill (use), although within each domain there are separable sub-domains (e.g., syntax, phonology, lexicon, semantics, and so on in mental representation; and reading, writing, speaking, and so on, in skill). The implications of such a view are that the development of different parts of language may respond to different stimuli in the environment. What is more, some domains may be more or less amenable to explicit instruction and practice while others are stubborn or resistant to external influences.


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Shona Whyte's curator insight, December 16, 2015 12:00 AM

VanPatten argues against explicit grammar instruction (making the no-interface argument, pace DeKeyser)

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Complexity theory for ELT: Diane Larsen-Freeman

Complexity theory for ELT: Diane Larsen-Freeman | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

Achilleas Kostoulas:

"Complexity can offer a way to look into the connections between three dichotomous pairs that come up often in the ELT literature:

grammar process & product: Complexity helps us to understand how grammatical regularities originate in language use, rather than from the top-down imposition of formal rules. Emergent regularities then become sedimented into patterns, through a process of ‘grammaring’, and it is these patterns that then constrain future use.lexis & grammar: This dichotomy has already been challenged by empirical work in corpus linguistics, which has raised awareness of lexico-grammatical phenomena. Lexico-grammar ranges from fixed phrases to semi-lexicalised patterns, and complexity theory can help to account for their use.learners & learning: Larsen-Freeman cites evidence from emprical research including her own, which have suggested that while learners share a common learning process, they also go through unique developmental trajectories. In this case too, complexity can help us understand how the trajectories interrelate with shared learning processes.

Larsen-Freeman concludes her talk by suggesting some implications of these insights for English Language Teaching."


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Shona Whyte's curator insight, September 18, 2015 3:21 AM

Blog post plus link to video of Diane Larsen Freeman on complexity theory.

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SSLLT: Vol. 5 No. 1 March 2015

SSLLT: Vol. 5 No. 1 March 2015 | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
Adriana Biedroń – Neurology of foreign language aptitude (doi:10.14746/ssllt.2014.5.1.2)

Yinxing Jin, Kees de Bot, Merel Keijzer – The anxiety-proficiency relationship and the stability of anxiety: The case of Chinese university learners of English and Japanese (doi:10.14746/ssllt.2014.5.1.3)

Zhongshe Lu, Meihua Liu – An investigation of Chinese university EFL learners’ foreign language reading anxiety, reading strategy use and reading comprehension performance (doi:10.14746/ssllt.2014.5.1.4)

Thomas Lockley – Promoting international posture through history as content and language integrated learning (CLIL) in a Japanese context (doi:10.14746/ssllt.2014.5.1.5)

Simone E. Pfenninger – MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia (doi:10.14746/ssllt.2014.5.1.6)

Jan Vanhove – Analyzing randomized controlled interventions: Three notes for applied linguists (doi:10.14746/ssllt.2014.5.1.7)

François Pichette, Sébastien Béland, Shahab Jolani, Justyna Leśniewska – The handling of missing binary data in language research (doi:10.14746/ssllt.2014.5.1.8)

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Orders and Sequences in the Acquisition of L2 Morphosyntax: Special issue

Orders and Sequences in the Acquisition of L2 Morphosyntax: Special issue | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

Variability and Variation in Second Language Acquisition Orders: A Dynamic Reevaluation
 What Counts as a Developmental Sequence? Exemplar‐Based L2 Learning of English Questions
 Processing Determinism
 Announcements from the General Editor
 Orders and Sequences in the Acquisition of L2 Morphosyntax, 40 Years On: An Introduction to the Special Issue
 An Outline of Processability Theory and Its Relationship to Other Approaches to SLA
 Exploring Regularities and Dynamic Systems in L2 Development
 Discussion: How Different Can Perspectives on L2 Development Be?
 Natural or Artificial: Is the Route of L2 Development Teachable?

 


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Shona Whyte's curator insight, February 17, 2015 3:01 AM

Looks like an interesting issue.  $38 bucks per article for a PDF if you don't have institutional access ...

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Putting Prosody First: Frost & Picavet

Putting Prosody First: Frost & Picavet | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

This paper presents some of the difficulties of teaching languages, in particular English, in the context of LSP/LAP2 programmes in French universities. The main focus of this paper will be the importance of prosody, especially in English, as an area where these difficulties may be addressed. We will outline the various solutions that are currently being put into place as part of the Innovalangues project, a six-year international language teaching and research project headed by Université Stendhal (Grenoble 3), France. The project has substantial funding from the French Ministry of Higher Education and Research and its mission is to develop innovative tools and measures to help LSP/LAP learners reach B2 on the Common European Framework of Reference for Languages (CEFRL). The languages concerned are English, Italian, Spanish, Chinese, Japanese and possibly French as a foreign language. Initially the project will be focusing on the needs of Grenoble’s students, but the objective is to make the tools and resources developed freely available to the wider community. Oral production and reception are at the heart of Innovalangues. We believe, along with many other researchers, that prosody is key to comprehension and to intelligibility (Kjellin 1999a, Kjellin 1999b, Munro and Derwing 2011, Saito 2012), particularly given the important differences between English and French prosody (Delattre 1965; Hirst and Di Cristo 1998; Frost 2011). In this paper, we will present the particular difficulties inherent in teaching English (and other foreign languages) in the context of ESP/EAP3 in French universities and some of the solutions that we are implementing through this project (Picavet et al., 2012; Picavet et al 2013; Picavet and Frost 2014). These include an e-learning platform for which various tools are being developed, teacher training seminars focusing on prosody and the collection of data for research.


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Shona Whyte's curator insight, January 22, 2015 2:17 AM

Open access journal Research in Language - De Gruyter edited in Poland.

Innovalangues's curator insight, January 23, 2015 5:40 AM

Open access journal Research in Language - De Gruyter edited in Poland.

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Journal of Second Language Teaching & Research

Journal of Second Language Teaching & Research | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
This is an open-access journal which provides a platform both for established and early-career researchers. JSLTR is engaged with building a community of practice (both online and offline) and supports debate and scholarship in second language

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Shona Whyte's curator insight, November 4, 2014 10:26 AM

Just coming across this open access journal edited by Michael Thomas (via TOC alerts).

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Teaching Metacognition: How Students Think Is Key To High Achievement

Teaching Metacognition: How Students Think Is Key To High Achievement | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

"A few years ago, I came across some interesting research by cognitive psychologist Ronald T. Kellogg. He claimed that the mark of an expert writer is not years of practice or a hefty vocabulary, but rather an awareness of one’s audience. This made sense to me, and I wondered if it were true in other disciplines as well."


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Joy Power's curator insight, October 9, 2014 9:21 AM

Important research on learning for achievement.

María Dolores Díaz Noguera's curator insight, October 9, 2014 3:53 PM

Teaching Metacognition: How Students Think Is Key To High Achievement

Becky Roehrs's curator insight, October 13, 2014 9:51 PM

Research about how self-awareness can help you tap your learning potential

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Researching L2 fluency: G Lord

Analysing the fluency of L2 speech

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Shona Whyte's curator insight, April 10, 5:10 AM
Course outline 2014 with reference list
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Special Issue: New Directions in L2 Speech Fluency, Editors: Clare Wright and Parvaneh Tavakoli : International Review of Applied Linguistics in Language Teaching

Special Issue: New Directions in L2 Speech Fluency, Editors: Clare Wright and Parvaneh Tavakoli : International Review of Applied Linguistics in Language Teaching | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
Special Issue: New Directions in L2 Speech Fluency, Editors: Clare Wright and Parvaneh Tavakoli

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Shona Whyte's curator insight, June 15, 2016 1:59 AM
Open access at present; interesting set of papers, Skehan et al contains extremely clear presentation of Levelt's processing model as applied to L1 and L2 speech production.
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Language education and SLA: Ortega 2014

Plenary Speaker: Prof. Lourdes Ortega Topic: Language education and SLA: The search for reciprocal relevance Event: The 4th PolySystemic Language an

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Shona Whyte's curator insight, June 3, 2016 2:54 AM
Start just before 10:00
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Canadian Modern Language Review : What is the best age to learn a second/foreign language?


Carmen Muñoz
University of Barcelona
munoz@ub.edu

The answer to the question, ‘what is the best age to learn a second/foreign language?’ is ‘it depends.’ It depends on who is learning, where, in what teaching/learning conditions, and with what aims. Below, I outline some of the advantages and challenges that belong to the different stages of the life course.


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Shona Whyte's curator insight, May 20, 2016 7:11 AM
Short critical review with references to Munoz' own work.
DNL's curator insight, June 4, 2016 3:08 AM
That's why early English makes sens in the NL
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The TEFLology Podcast

The TEFLology Podcast | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
A Podcast about Language Teaching and Applied Linguistics (by TEFLology Podcast)

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Shona Whyte's curator insight, February 26, 2016 1:27 PM

Covering interviews with important figures, methods, and aspects of history of (English) language teaching

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Chomsky Was Right, We Possess An Internal Grammar

Chomsky Was Right, We Possess An Internal Grammar | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

A team of neuroscientists has found new support for MIT linguist Noam Chomsky’s decades-old theory that we possess an “internal grammar” that allows us to comprehend even nonsensical phrases.

 

 


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Shona Whyte's curator insight, January 10, 2016 4:12 AM

Poeppel: "Because we went to great lengths to design experimental conditions that control for statistical or sound cue contributions to processing, our findings show that we must use the grammar in our head,” explains Poeppel. “Our brains lock onto every word before working to comprehend phrases and sentences. The dynamics reveal that we undergo a grammar-based construction in the processing of language.”

Breffni O'Rourke's curator insight, January 11, 2016 8:18 AM

Via Shona Whyte, definitely one for the to-read list. I'll be interested to see whether the study shows that rules are the ONLY mechanism for parsing, or that it is one mechanism available in special conditions such as the ones the researchers created in the lab.

 

NB: in the Neuroscience News write-up, they say that we can recognise Chomsky's famous example “Colorless green ideas sleep furiously” as simultaneously nonsensical but grammatically well-formed because "the statistical relations between words are non-existent". Not so: see http://itre.cis.upenn.edu/~myl/languagelog/archives/000025.html


 

 

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Justifying Language Teacher Cognition Research

Justifying Language Teacher Cognition Research | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

One fundamental question teacher cognition research needs to address clearly is ‘why is it important to understand what teachers know, believe, think and feel?’ Today it is not enough to study, for example, teacher beliefs, for their own sake – a more concrete reason is needed. And for this reason I am critical (see Borg 2015) of papers which increasingly describe teacher cognition without any ulterior purpose or sense of how such insights might be of value. It can often be, though, difficult to provide a convincing answer to the ‘why’ question above, so let’s consider some examples.


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Shona Whyte's curator insight, November 5, 2015 11:43 AM

Discussion of ground rules for teacher cognition research

irvin's curator insight, November 5, 2015 3:57 PM

language teacher  cognition research

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Language and Linguistics | Top 25 articles 2014

Language and Linguistics | Top 25 articles 2014 | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

Access the 25 most read Language and Linguitics articles free today! This collection brings together the 25 top read articles of 2014 from a variety of Routledge journals in the Language and Linguistics portfolio.


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Pronunciation theory and practice: new issue of Journal of Academic Language & Learning

EditorialIntroduction to special issue: New directions in pronunciation theory and practice

Emmaline Lear, Michael Carey, Graeme Couper

 

Research Articles

Evidence that L2 production training can enhance perception

Gary Linebaugh, Thomas Bernard Roche

 

An L1 point of reference approach to pronunciation modification: Learner-centred alternatives to ‘listen and repeat’

Michael David Carey, Arizio Sweeting, Robert Mannell

 

“The tutor never asked me questions”: Pronunciation and student positioning at university

Shem Macdonald

 

Learners’ views of social issues in pronunciation learning

John Levis


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Shona Whyte's curator insight, March 10, 2015 11:11 AM

Open access articles

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Annual Review of Linguistics, 1(1):

Annual Review of Linguistics, 1(1): | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
Linguistics can be defined intensionally, as the scientific study of language, or extensionally, as what linguists do in their professional capacity. Over the past few decades, linguistic research has expanded and diversified into nearly every possible area of language science, and the volume, diversity, and quality of relevant publications have increased in proportion. Recognizing these changes, the Board of Directors of Annual Reviews has decided to add linguistics to their distinguished series of systematic examinations of current scientific literature. We are happy to launch the Annual Review of Linguistics with this first volume.

The goal of the Annual Review of Linguistics is to offer access to significant developments across our increasingly diverse field, including all scientific approaches to the study of speech, language, and communication, as well as significant applications of linguistics in technology, medicine, law, education, and public policy. Articles are written for an audience that is centered on the core disciplines of academic linguistics, but extends to researchers, teachers, and students in all fields that are concerned with the forms and functions of human language. If we succeed in our mission, articles should be of benefit to both specialists and nonspecialists, to experts as well as to students, to teachers of introductory courses, and to scholars in neighboring fields.

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Shona Whyte's curator insight, January 31, 2015 2:42 AM

New journal edited by Mark Liberman and Barbara Partee

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There is no language instinct – Vyvyan Evans

There is no language instinct – Vyvyan Evans | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it
For decades, the idea of a language instinct has dominated linguistics. It is simple, powerful and completely wrong

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Mike McCarthy on spoken grammar | Hancock McDonald ELT

Mike McCarthy on spoken grammar | Hancock McDonald ELT | ADQUISICIÓN DE SEGUNDAS LENGUAS-SECOND LANGUAGE ADQUISITION | Scoop.it

Mike McCarthy gave the opening plenary at English UK Academic (North) conference last Saturday (Oct 4 2014), revisiting the topic of the grammar of spoken English. Spoken language, he pointed out, is in no way an imperfect, poorly realized version of the written form. Quite to the contrary, the written form is an imperfect attempt at abstracting from the actual, living, functioning reality of the spoken form.


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Shona Whyte's curator insight, October 20, 2014 8:45 AM

See also link to comment from Mura Nava