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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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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 | TELT | 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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New issue - open access
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The real TBLT in Long 2016: Critical ELT

The real TBLT in Long 2016: Critical ELT | TELT | Scoop.it
TBLT stands ELT on its head doesn't it? What's a task, anyway? My posts on TBLT have led various people, many of them MA students, to ask me to clear up some misunderstandings. So here I offer bits and pieces from Mike Long’s 2016 article which I hope will clarify his version of TBLT. As usual, I’ve torn his well…
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Strong task-based language teaching from M Long, explained for teachers by G Jordan
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Javier Sánchez Bolado's curator insight, March 28, 5:12 AM
Strong task-based language teaching from M Long, explained for teachers by G Jordan
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L2 interactional competences: 2017 conference

L2 interactional competences: 2017 conference | TELT | Scoop.it
Under the heading ‘L2 interactional competences and practices in a second language’ (ICOP-L2), this conference brings together researchers from various horizons (e.g. linguistics, education, sociology) who investigate how people engage in second language talk-in-interaction: What are the basic ingredients of L2 interactional competence? How does such competence vary across situations and over time? How do L2 speakers use the linguistic resources at their disposal to accomplish social actions in coordination with others? How do linguistic and other resources (gaze, gesture, posture) work together in L2 talk? How does social interaction structure learning processes and learning products? How can L2 interactional competence and learning through interaction be addressed in educational contexts?  These are among the questions that will be tackled during the conference.
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CfP May 2016
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Agra hotal's curator insight, March 10, 11:34 AM
Book Now Hotel with cheap rate near Tajmahal on http://www.hotelatagra.com 
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Research Bites: Reading, Pronunciation, and the Phonological Loop

Summary and reaction to “Phonology in Second Language Reading: Not an Optional Extra”, Walter (2008)
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Accessible summary of research on reading/pronunciation connection, with implications or at least an invitation to discuss implications for ELT
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THE *OFFICIAL ANDREASCY*'s curator insight, March 5, 2:26 AM
Accessible summary of research on reading/pronunciation connection, with implications or at least an invitation to discuss implications for ELT
Pilar Moral's curator insight, March 13, 6:57 AM
Accessible summary of research on reading/pronunciation connection, with implications or at least an invitation to discuss implications for ELT
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Formulaicity in SL learning: Myles, 2016

Formulaicity in SL learning: Myles, 2016 | TELT | Scoop.it

Video recording of Prof Florence Myles’ plenary talk. Please note the audio does not start until after the first 22 secs.

Prof Myles’ plenary

Group photo for FLaRN 2016: Identifying Formulaic Language methodology workshop

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Luke Plonsky - Meta-analysis Bibliography

Meta-analysis in Applied Linguistics

This following is a list of references for meta-analysis and research synthesis in applied linguistics. It includes approximately 150 meta-analyses and papers/presentations on topics related to meta-analytic and research synthetic methods.

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What is says on the tin, i.e, not exactly light reading ...

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Entrenchment & conventionalization model: Schmid, 2015

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Researcher cited by Marjolin Verspoor at Acedle emergentism day

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Cognition as a dynamic system: Smith 2005

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"...cognition just is an event in time, the emergent product of many heterogeneous systems bound to each other and to the world in real time. Developmental change must reside in the real time changes—in the accrual of changes that happen in the system or the order of milliseconds and seconds—that emerge in this real time activity. These are the core ideas of dynamic systems theory: emergence of new forms in time as a consequence of many decentralized and local interactions. We may have to abandon some old constructs if we are fully to understand the temporal coupling of cognition to the body, to the world, and to other social entities."  Cited by Wander Lowie at Acedle seminar on emergentism

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Second language research and teaching: 10 videocasts

Second language research and teaching: 10 videocasts | TELT | Scoop.it

The Musicuentos Black Box is a collection of video podcasts and other media resources designed to address the great disconnect in world language teaching: the lack of effective communication between researchers investigating how people learn language and the teachers working to help those people develop communicative language skills.

Shona Whyte's insight:

I just watched the second in this series of 10 videocasts which aim to make second language research accessible to language teachers by summarising and illustrating articles by researchers like Long, VanPatten, Krashen, Lantolf. No. 2 is on VanPatten's Two faces of SLA http://dialnet.unirioja.es/servlet/articulo?codigo=3358525 and seems to make a nice job of presenting the author's main points.

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SLA-VanPatten | What everyone should know about second language acquisition

SLA-VanPatten | What everyone should know about second language acquisition | TELT | Scoop.it

1 What's in your head is not what you think is there

2 Practice is not what it's cracked up to be

3 Communication is distinct from mental representation

4 You cannot automatically blame the first language

5 Language acquisition isn't always about aptitude

6 Acquisition is just too complex to reduce to simple ideas - there are no shortcuts

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6 short videos which T/F quizzes, 10-15 minutes.

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Tea with BVP

Tea with BVP | TELT | Scoop.it
Your weekly dose of professional development and comedy: Live every Thursday – Subscribe Tea With BVP is a weekly radio show hosted by Bill VanPatten and the Center for Language Teaching Advancement at Michigan State University.  Bill and his co-hosts, Angelika Kraemer and Walter Hopkins, answer questions live on air about language, language acquisition, language teaching, and any…
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Car Talk meets SLA, they say

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Syntactic and lexical development in EAP writing

Mazgutova and Kormos, 2015, Syntactic and lexical development in an intensive English for Academic Purposes programme, Journal of Second language writing

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Meticulous study of writing development by 39 EFL students using several measures of syntactic complexity and lexical diversity. The study compared a B2 undergraduate group with a C1 graduate class, and found

 

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Psychology of Language Learning: Finland 2016

The conference will address among other things such key issues in the field as

learners and teachers as individuals with all their characteristics, including self-concept, motivation, identities, beliefs, agency, emotions, strategies, styles, etc., the learning process and its outcomes, and the diversity of contexts.

As part of the conference we are proud to announce three plenary speakers:

Phil Benson, Macquarie University, Sydney, AustraliaMaggie Kubanyiova, University of Birmingham, UKSarah Mercer, University of Graz, Austria
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Follows EuroSLA; looks interesting

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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, 1:53 AM
How constructs, theories and data help understand second language acquisition
Carmenne K. Thapliyal's curator insight, March 30, 3:13 AM
How constructs, theories and data help understand second language acquisition
José M. Perea Parres's curator insight, March 30, 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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The Modern Language Journal - Volume 100, Issue S1 - Supplement 2016 - Wiley Online Library

The Modern Language Journal - Volume 100, Issue S1 - Supplement 2016 - Wiley Online Library | TELT | Scoop.it
Open access issue
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Open access issue with lots of survey and state-of-the-art papers
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Second Language Research Forum | Teachers College Columbia University

Instructed SLA

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Plenaries: Ellis, Byrnes, Lyster, Long

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Where Is the Native Speaker Now? - Cook - 2015 - TESOL Quarterly

Where Is the Native Speaker Now? - Cook - 2015 - TESOL Quarterly | TELT | Scoop.it

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

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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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Tracking L2 acquisition in immigrant secondary school pupils: Michael Evans

Tracking L2 acquisition in immigrant secondary school pupils: Michael Evans | TELT | Scoop.it

Two case studies:

22 recently-arrived migrant pupils

Language data: 2 open ended writing tasks, 30 minutes, some prompts were provided, 1 year interval

What was analysed? Formal features (word count, spelling mistakes, connectives, tenses, complex sentences.)

70 interviews, 30 min approx

Analyses of the 3 longest turns

Study of conjecture in the language of EAL pupils + Direct/indirect speech

 

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Complex systems & applied linguistics: Larsen-Freeman & Cameron, 2008 (review)

Complex systems & applied linguistics: Larsen-Freeman & Cameron, 2008 (review) | TELT | Scoop.it
Complex Systems and Applied Linguistics by Diane Larsen-Freeman and Lynne Cameron. Oxford: Oxford University Press, 2008, 287 pp. Review by Brian Ellis University of California, Los Angeles In their book Complex Systems and Applied Linguistics, Diane Larsen- Freeman and Lynne Cameron argue that language is a complex adaptive system. As they describe, complex adaptive systems of all types share several features in common. They are made up of aggregates of diverse elements or agents that interact locally and which may form interconnected subsystems. They are dynamic, in a constant state of change. Their processes are non-linear, sensitive to initial condi- tions, controlled from the bottom up, and abide by a predictable unpredictability (sometimes referred to as chaos). They are open, not closed systems, which means their complexity is sustained far from equilibrium by input (of energy or informa- tion) into that system. They adapt in response to changes in their environment. Finally, this environment or context is not separate from the system but part of it. In all of these ways, language is a complex adaptive system, but this book goes a great deal beyond simply making that point. First, the authors develop complex- ity theory as a metaphor for language. They then address each of the main topics of research in applied linguistics through the lens of this metaphor. Along the way, they exemplify the practical use of the complexity metaphor by re-analyzing empirical data from past research. The first three chapters review complexity theory and form a road map for applying complexity theory as a metaphor in language research. The remaining chapters then put this framework to use by reinterpreting data from research in all the core areas of applied linguistics - language acquisition, second language learn- ing, language testing and foreign language instruction. Furthermore, the authors do a tremendous job relating complexity theory to numerous other fields of research, from formal linguistics to conversation analysis, synthesizing their own coherent view in the process. Without presenting themselves as overtly critical of alternative perspectives, the authors strongly favor a discourse-centered approach that utilizes complexity theory to better understand and model language dynamics. Chapter 1 introduces the reader to a complexity perspective. The main idea is that the world is not composed of ‘things’ but of perceived stabilities that emerge from complex system dynamics. From this perspective, language is an open, con- tinually evolving complex system. Chapter 2 summarizes the defining characteristics of complex systems, while chapter 3 identifies types and trajectories of change that occur in them (covering such oddities as strange attractors). For language scholars unfamiliar with but interested in learning more about complexity theory, this book Issues in Applied Linguistics © 2008, Regents of the University of California ISSN 1050-4273 Vol. 16 No. 2, 197-198
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Cited by Daniel Véronique in response to Lowie's presentation on CDST - pedagogical implications

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CDST approach to SLA: de Bot, Lowie & Verspoor 2007

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Journée NeQ in Paris today

https://dl.dropboxusercontent.com/u/4676944/NeQ2016-Affiche.pdf

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

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Van Patten talks to Krashen: Tea With BVP

Van Patten talks to Krashen: Tea With BVP | TELT | Scoop.it
*The* call-in talk show with a touch of comedy for those interested in
second language acquisition and language teaching. Hosted by Bill VanPatten
and the Center for Language Teaching Advancement at Michigan State
University.
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Latest episode is an interview with Krashen at ACTFL.

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abinaya's curator insight, November 23, 2015 6:50 AM

 I am wondering what your thoughts on this Tea with BVP are? .....  http://goo.gl/Z7yG70

Alenka Andrin's curator insight, November 24, 2015 6:54 AM

Latest episode is an interview with Krashen at ACTFL.

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Complexity theory for ELT: Diane Larsen-Freeman

Complexity theory for ELT: Diane Larsen-Freeman | TELT | 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."

Shona Whyte's insight:

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

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