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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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9èmes Journées Internationales de la Linguistique de corpus : Grenoble 3-6 juillet 2017

9èmes Journées Internationales de la Linguistique de corpus : Grenoble 3-6 juillet 2017 | TELT | Scoop.it

Les JLC’17 ont pour vocation de rassembler une communauté autour d'approches variées, aussi bien du point de vue méthodologique que disciplinaire et de promouvoir la linguistique de corpus et contribuer à l'évolution des pratiques scientifiques dans ce domaine. Elles visent ainsi à créer des passerelles entre différentes approches des corpus numériques. Les participant.e.s sont invité.e.s à confronter leurs outils et leurs expériences et à présenter leurs résultats. Dans la lignée des précédentes conférences, les JLC de Grenoble proposeront, durant trois jours, des présentations scientifiques, des conférences invitées et des sessions de discussion entre les participants. Par ailleurs, une journée et demie de formation aux outils et aux méthodes sera organisée. Autour de corpus écrits, oraux ou multimodaux, les contributions attendues pourront concerner, de manière non exhaustive :

- Approches linguistiques et corpus

- Méthodes et outils Variations, genres, discours

- Applications et usages des corpus : didactique, traduction, terminologie...


Pour contacter le comité d'organisation : jlc2017[at]univ-grenoble-alpes.fr

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Where are the points of agreement in language teaching?

Where are the points of agreement in language teaching? | TELT | Scoop.it
When I graduated from my master’s program in Linguistics with an emphasis on Second Language Acquisition, I suffered from a fundamental misunderstanding.
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Sarah-Elizabeth Cottrell on different approaches to foreign and second language teaching, from an MFL perspective
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ReCALL CfP: virtual world interactions

Call for papers for special issue on virtual worlds, edited by
Susanna Nocchi (Dublin Institute of Technology) Luisa Panichi (Università di Pisa), Randall Sadler (University of Illinois at Urbana-Champaign) and Ciara Wigham (Université de Lyon)
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CfP virtual worlds #CALL #ReCALL #eurocall @loopy63
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Linguistique appliquée et disciplinarisation - Linn et al 2011

Linguistique appliquée et disciplinarisation - Linn et al 2011 | TELT | Scoop.it
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1948 : apparition du terme Applied Linguistics à l’issue d’un programme d’ELT (English Language Teaching) organisé par Charles Fries à l’English Language Institute fondé en 1941 à l’université du Michigan

1957 : création de la School of Applied Linguistics à l’Université d’Edimbourg

1958 : création du Centre de linguistique appliquée à Besançon par Bernard Quemada, faisant suite à celle de l’Institut de Langue et civilisation française par B. Quemada en 1954

1959 : création de ATALA (Association pour l’étude et le développement de la Traduction Automatique et de la Linguistique Appliquée)

1959 : création du Center for Applied Linguistics (CAL) à l’Université de Michigan, dirigé par Charles Ferguson et financé par la fondation Ford

1960 : « The year of Africa » Conference on University training and research in the use of English as a second / foreign language, organisé par le British Council à Londres

1961 : conférence du Commonwealth sur l’enseignement de l’anglais comme langue seconde, Makerere, Ouganda

1962 : publication du n°1 des Études de Linguistique Appliquée dirigé par B. Quemada

1964: création de l’AILA (Association Internationale de Linguistique Appliquée) à l’issue du colloque de Nancy (1er président : Bernard Pottier)

1964 : création de la première chaire de linguistique appliquée à l’Université d’Essex

1965 : création de l’AFLA (Association Française de Linguistique Appliquée)

1967 : création de la BAAL (British Applied Linguistic Association) par Peter Strevens et Michael Halliday entre autres ; le premier président est Pit Corder

1968 : création de la GAL (Gesellschaft für Angewandte Linguistik), Université de Bayreuth

1977 : création de l’AAAL (American Association for Applied Linguistics)

1980 : naissance de la revue Applied Linguistics (Oxford University Press) co- financée par les associations BAAL et AAAL

1994 : création de VERBAL (Verband für Angewandte Linguistik), Université de Vienne
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On the limitations of linguistics applied. Widdowson 2000

On the limitations of linguistics applied. Applied Linguistics 21, 3-25 on ResearchGate, the professional network for scientists.
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Two perspectives on language problems as experienced in the real world, via
1. "linguistics applied:" the imposition of necessarily partial linguistic account on the reality of language experience
2. "applied linguistics:" the accommodation of a linguistic account to other partial perspectives on language so as to arrive at a relevant reformulation of `real world' problems.
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The CALL-SLA interface: Plonsky & Ziegler 2016

... Statistical results indicate a small relative effect ( ES = .512) for the use of technology in L2 learning, suggesting that learners participating in CALL contexts may have better learning outcomes than those in traditional educational contexts . Absolute effects also provide strong evidence for the efficacy of CALL ( ES = .84). Results demonstrate positive benefits for CALL glossing ( ES = .60) and CMC ( ES = .33) relative to non-CALL contexts, although more research i s needed to understand the full impact of game -based or mobi le-assisted language learning. Syntheses also seem to support a general trend towards a developmental advantage for CALL (e.g. , Lai & Li, 2011; Sauro, 2011; Zhao, 2003; although see Lee et al. , 20 15, for an exception).
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Teaching and learning foreign languages: Studies in Applied Linguistics, 2014

Teaching and learning foreign languages: Studies in Applied Linguistics, 2014 | TELT | Scoop.it
Open access articles
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Special issue of open access Czech applied linguistics journal
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Routledge Applied Linguistics: A Compilation of Cutting Edge Research - Routledge

Routledge Applied Linguistics: A Compilation of Cutting Edge Research - Routledge | TELT | Scoop.it
Routledge Applied Linguistics: A Compilation of Cutting Edge Research is a FreeBook brought to you by Routledge. It contains a collection of curated content from some of our top titles and leading experts.
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Free download
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A language family tree - Minna Sundberg

A language family tree - Minna Sundberg | TELT | Scoop.it
Minna Sundberg’s illustration maps the relationships between Indo-European and Uralic languages
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Theoretical Constructs in SLA

Theoretical Constructs in SLA | TELT | Scoop.it
Here again is my short contribution to Robinson, P. (ed) 2013 The Encyclopedia of SLA London, Routledge. 1. Introduction Theoretical constructs in SLA include such terms as interlanguage, variable competence, motivation, and noticing. These constructs are used in the service of theories which attempt to explain phenomena, and thus, in order to understand how the term "theoretical…
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How constructs, theories and data help understand second language acquisition
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Javier Sánchez Bolado's curator insight, March 30, 2016 1:53 AM
How constructs, theories and data help understand second language acquisition
Carmenne Kalyaniwala-Thapliyal's curator insight, March 30, 2016 3:13 AM
How constructs, theories and data help understand second language acquisition
José M. Perea Parres's curator insight, March 30, 2016 3:44 PM
How constructs, theories and data help understand second language acquisition
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CriticElt: Geoff Jordan's critical take on ELT

CriticElt: Geoff Jordan's critical take on ELT | TELT | Scoop.it
This blog is dedicated to criticism. It offers
- Critical suggestions and resources for those doing
-  post graduate courses in teaching English as a foreign language. A critical appraisal of what’s happening in the world of English Language Teaching.

The commercialisation of the ELT industry (estimated to be worth more than $20 billion) and the corresponding weakening of genuinely educational concerns, means that today most teachers are forced to teach in a way that shows scant regard for their worth, their training, their opinions, their job satisfaction, or the use of appropriate methods and materials. The biggest single reason for this sorry state of affairs, and the biggest single obstacle to good ELT, is the coursebook.
Shona Whyte's insight:
Applied linguist and EFL teacher educator Geoff Jordan has this unapologetically "critical" collection of resources, analyses and reflections on dfiferent aspects of theory and practice in ELT. (If you want compliments, phone your mother, as advised in the AA Gill quote on Jordan's homepage.)
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There's No Such Thing as a ’Language’: McWhorter, 2015

There's No Such Thing as a ’Language’: McWhorter, 2015 | TELT | Scoop.it
The realities of speech are much more complicated than the words used to describe it.
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Languages and dialects revisited by McWhorter

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Why practice makes perfect sense: Anderson, 2016

Among the many lesson planning paradigms used in English language teacher education over the last 40 years, PPP has proven to be one of the most popular and most durable (see Figure 1) despite regular criticism in literature emanating from the Anglophone centre of ELT theory. After presenting a brief history of the paradigm and outlining the main criticisms directed at PPP, especially in the 1990s, I discuss some important research findings from SLA studies since the turn of the century that lend support to PPP-type lesson structures. I briefly analyse parallels between PPP and other teaching paradigms deriving from skill learning theory, linking these paradigms to the expectations of many learners worldwide, and the organisation of content in many mainstream ELT coursebooks. I identify three potential contexts for using PPP, including that of primary and secondary teachers working in low- and middle-income countries, and describe a PPP lesson structure from my own work as a teacher and teacher trainer compatible with best Jason Anderson practice in mainstream teaching. While I caution that PPP cannot and should not be used to structure every lesson, I argue that it can be an appropriate and effective vehicle for the teaching of grammar, functional language and lexis, especially at lower levels of proficiency (up to B2), where the majority of ELT around the world happens, and is likely to happen for the foreseeable future (Graddol 2014).
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In defence of PPP.
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ELT Journal | Key Concepts in ELT

ELT Journal | Key Concepts in ELT | TELT | Scoop.it

'Key Concepts in ELT' is a feature of the Journal that aims to assist readers to develop an appreciation of central ideas in ELT, and to approach the content of articles from a perspective informed by current debate on aspects of theory and practice.

The list given below is an up-to-date guide to all 'Key Concepts' that have been published in the Journal. The list contains links to the original articles, which are available to download free of charge (PDF file).

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Free access to short articles with references on key concepts in language teaching/learning
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INTERVIEW WITH MARTA GONZÁLEZ-LLORET AND VILSON LEFFA: Building an interface between SLA and Technology

I think that as a SLA researcher, it is very important not to let the technology "blind" your research. So many "new shiny" technologies appear that it is very tempting to focus on the technology itself rather than in the language learning. This is the same for teachers, curriculum developers and administrators. Bringing technology in the language classroom has to be a decision made based on SLA research and conscious pedagogical choices. The technology should follow, or better "accompany" the language teaching methodology and pedagogical choices.
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Interesting discussion of relations between theory and practice, research and pedagogy, plus references with links
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Applied Linguistics | Highly Cited Articles

Applied Linguistics | Highly Cited Articles | TELT | Scoop.it
Highly Cited Articles Impact Factor Increase: 3.250 The latest Journal Citation Reports® have recently been released and revealed that Applied Linguistics’ latest Impact Factor has risen significantly from 1.453 to 3.250*. The journal is now ranked 2nd out of 178 journals in the 'Linguistics' category. To celebrate this increase we have made a selection of the most cited articles from the journal free to read online.
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Open access to some highly cited papers
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La linguistique appliquée à l’enseignement des langues secondes aux États-Unis, en France et en Grande-Bretagne

La linguistique appliquée à l’enseignement des langues secondes aux États-Unis, en France et en Grande-Bretagne | TELT | Scoop.it
Shona Whyte's insight:
Berthet distingue suivant Widdowson la tradition britannique (applied Linguistics) de la tradition américaine (Linguistics applied) (la différence entre les deux traditions est due en partie à la place accordée à l’enseignement, place plus importante en Grande-Bretagne où les premiers linguistes appliqués ont souvent d’abord été des enseignants d’anglais langue étrangère, notamment pour le compte du British Council)

[The di€fference between these modes of intervention is that in the case of linguistics applied the assumption is that the problem can be reformulated by the direct and unilateral application of concepts and terms deriving from linguistic enquiry itself. That is to say, language problems are amenable to linguistic solutions. In the case of applied linguistics, intervention is crucially a matter of mediation. Here there is the recognition that linguistic insights are not self-evident but a matter of interpretation; that ideas and findings from linguistics can only be made relevant in reference to other perceptions and perspectives that define the context of the problem. Applied linguistics is in this respect a multilateral process which, of its nature, has to relate and reconcile di€fferent representations of reality, including that of linguistics without excluding others. Widdowson, 2000. On the limitations of linguistics applied. Applied Linguistics 21, 3-25. ]

Aux États-Unis, dans le souci d’une scientificité poppérienne qui retient la leçon de Chomsky, les chercheurs conçoivent comme un préalable la mise à distance des considérations méthodologiques qui ressort selon eux de la pedagogy. Une théorie de l’acquisition des langues secondes leur apparaît comme un champ d’étude légitime, auquel peuvent éventuellement s’adjoindre des considérations méthodologiques.

En France, les recherches sur l’enseignement-apprentissage des langues ont donné naissance à une discipline appelée la didactique des langues étrangères. Cette discipline, notamment à la suite des travaux de Robert Galisson (par exemple 1985, 1988, 1989, 1997, 1998) a cherché autonomie et légitimité en dehors des sciences du langage. On peut noter que les défenseurs les plus ardents de l’autonomie disciplinaire de la didactique des langues, pourfendeurs de toute forme d’« applicationisme », sont aussi ceux qui se sont montrés les plus critiques face à l’approche communicative et aux travaux du Conseil de l’Europe. Ceux qui, au contraire, ont participé pleinement aux travaux du Conseil et à la diffusion de l’approche communicative 10 puis à l’approche actionnelle sont ceux qui se trouvent le plus près de la linguistique appliquée britannique ou accordent une place plus centrale dans leurs travaux à certaines disciplines des sciences du langage, comme l’analyse du discours
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The CALL-SLA interface: Plonsky & Ziegler 2016

... Statistical results indicate a small relative effect ( ES = .512) for the use of technology in L2 learning, suggesting that learners participating in CALL contexts may have better learning outcomes than those in traditional educational contexts . Absolute effects also provide strong evidence for the efficacy of CALL ( ES = .84). Results demonstrate positive benefits for CALL glossing ( ES = .60) and CMC ( ES = .33) relative to non-CALL contexts, although more research i s needed to understand the full impact of game -based or mobi le-assisted language learning. Syntheses also seem to support a general trend towards a developmental advantage for CALL (e.g. , Lai & Li, 2011; Sauro, 2011; Zhao, 2003; although see Lee et al. , 20 15, for an exception).