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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Connaissances et usages en langue seconde: colloque Nantes

Le colloque accueillera des communications qui exposent les résultats de recherches sur l'acquisition de langue seconde (y compris sur les langues d'héritage) et interrogent l'interface entre connaissances et usages en langue seconde. Sont encouragés des travaux mettant en place des dispositifs originaux pour accéder aux connaissances et usages des locuteurs, des travaux sur des langues peu étudiées et des études contrastives de productions de locuteurs plus ou moins exposés à des connaissances déclaratives.
Shona Whyte's insight:

Plenières : Nick Ellis, Barbara Köpke, Emma Marsden

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ELT Research on Flipboard

By Anthony Teacher | A magazine for peer-reviewed research articles about ESL and EFL. Note: a subscription to a journal database may be required for some articles.
Shona Whyte's insight:

43 journal articles saved by ELT professional Anthony Schmidt as relevant to classroom concerns.  Many are paywalled unfortunately.

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Chomsky vs Skinner: gloves off in the rematch

Chomsky vs Skinner: gloves off in the rematch | TELT | Scoop.it

Russ Mayne: Reality is not the neat history presented in so many EFL histories. In truth, almost every chain in the link is broken. Skinner wasn't the behaviorist he's painted as, he didn't inspire audiolingualism -whatever that is, and he wasn't overthrown by Chomsky, who isn't quite the 'hero' we might imagine.

 

Geoff Jordan: It’s true that elements of behaviourism survive in both behaviour therapy and laboratory-based animal learning theory, but, to quote the Stanford Encyclopaedia of philosophy, “ behaviourism is no longer a dominating research program” anywhere in the world. Why? Because it assumes that behaviour can be explained without reference to non-behavioural, mental (cognitive, representational, or interpretative) activity. Chomsky (1959) argued that behaviourist models of language learning cannot explain the rapid acquisition of language by young children. A child’s linguistic abilities are radically underdetermined by the evidence of verbal behaviour offered to the child in the short period in which he or she expresses those abilities.

Shona Whyte's insight:

I should have suspected this was in the works when we were invited to brainstorm our associations with audiolingualism on Twitter. I have some links on this topic here http://bit.ly/1GPj2jI

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Vocabulary learning: what the research says

Vocabulary learning: what the research says | TELT | Scoop.it
I’ve just read Peter Yongqi Gu (2003)Vocabulary Learning in a Second Language: Person, Task, Context and Strategies Here are a few interesting points which emerge. All references can be found at th...
Shona Whyte's insight:

Old-fashioned dictionary work, memorisation of translation pairs still have their place, research shows.  But other activities (and more research) are needed to go beyond word recognition to appropriate use.

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Shona Whyte's curator insight, February 23, 4:04 AM

How to learn more words so you can understand them, but also use them ...

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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 | TELT | 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?

 

Shona Whyte's insight:

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

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“Christ fucking shit merde!” On the variable power of multilingual swearing

“Christ fucking shit merde!” On the variable power of multilingual swearing | TELT | Scoop.it

The magnificent phrase in its title is from multilingual writer Nancy Huston, who used it in an interview when asked what she would say if she dropped a hammer on her foot.

Shona Whyte's insight:

Includes link to Dewaele video on this topic.

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EUROSLA : Aix, August 2015

EUROSLA : Aix, August 2015 | TELT | Scoop.it

EUROSLA 25, the 25th Annual Conference of the European Second Language Association.

 

The general theme of the Conference is « Second Language Acquisition : Implications for language sciences”.

 

You are kindly invited to submit abstracts for papers, posters, thematic colloquia and doctoral workshop related to this theme or to any other domain and subdomain of second language research.

 

Plenary speakers

 

-       Camilla BARDEL (Stockholm University)

-       Sandra BENAZZO (Université Paris 8)

-       Christine DIMROTH (Westfälische Wilhelms-Universität Münster)

-       Scott H. JARVIS (Ohio University)

-       Gabriele PALLOTI (Università degli Studi di Modena e Reggio Emilia (UNIMORE))

 

Key dates:

 

 - 27February 2015: Abstract submission deadline

- 24 April 2015: Notification of acceptance

- 27 April 2015: Early bird registration for presenters

- 1 June 2015: End of early bird of registration for presenters

- 2 June 2015: Early Early bird registration for delegates

- 14 July 2015: Full fee registration starts

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Hugh Dellar and The Lexical Approach Part 2

Hugh Dellar and The Lexical Approach Part 2 | TELT | Scoop.it
In the previous post, I looked at Hugh’s attempts to implement Michael Lewis' "Lexical Approach", and posed a few questions. Anticipating no response from Hugh, I addressed some of the questions my...
Shona Whyte's insight:

More close analysis of the lexical approach in comparison to the established cognitivist-interactionist paradigm with particular focus on conflicting uses of the concept of "noticing."  Jordan recommends Nattinger & DeCarrico.

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Digital literacies in L2 classroom: hybrid symposium, October 2014

Digital literacies in L2 classroom: hybrid symposium, October 2014 | TELT | Scoop.it
Poster presentations are online October 6 to 11, with opportunities for asynchronous and synchronous exchange with the authors. Details will be announced here. Abstracts coming soon. Create, collab...
Shona Whyte's insight:

List of presentations which can be accessed online asychronously and perhaps with live chat.

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Learning Theory & SLA: undergraduate course

Learning Theory & SLA: undergraduate course | TELT | Scoop.it

 This course investigates the learning of foreign, or second, languages from four different perspectives, using an online e-learning resource to explore behaviourism, cognitivism, constructivism and socio-constructivism.

 

The course presents each theory in terms of general learning, then as it applies to language, including major figures and key concepts for each.

Shona Whyte's insight:

Getting ready for the new semester - undergraduate course on learning theories and how they influence different approaches to teaching and learning second languages

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Epistemological issues in L2 research and teaching

Epistemological issues in L2 research and teaching | TELT | Scoop.it
Some quotes (English, français) on what we do when we conduct L2 research, who is involved, for what reasons, and how we go about it.
Shona Whyte's insight:

Hulstijn, Young, Ortega, Talmy, N. Ellis ; Besse, Puren, Colpaert, Bertin, Tardieu

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Digital Literacies In and Beyond the L2 Classroom

Digital Literacies In and Beyond the L2 Classroom | TELT | Scoop.it

As digital technologies continue to radically change the social acts of meaning making in which we engage, boundaries once taken for granted between semiotic consumption and production and among various modes and medialities have begun to break down, pushing applied linguists and scholars of language pedagogy to reconsider conceptualizations of literacy in teaching and learning language and cultures. If new literacies afford new forms of meaning making, then they also demand new understandings of the ways in which we acquire and evaluate knowledge and communicate. For more, check out a brief slideshow on (new) digital L2 (multi)literac(y/ies).a hybrid symposium of research and practice

Shona Whyte's insight:

I just sent in an abstract for the virtual poster session - the IWB as a stepping stone to integrating digital media in the language classroom

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Late Second Language Learners’ Oral Proficiency - Saito - 2015

"How long does it take for late L2 learners to reach ultimate attainment and how extensively can they improve their L2 oral ability?"


 

"First and foremost, the current results indicated that experience effects were evident for linguistic correlates of comprehensibility rather than accentedness. As learners gain L2 experience, they may prioritize the development of good prosody, optimal speech rate, as well as proper vocabulary and grammar usage (over segmental accuracy and sophisticated use of vocabulary and grammar) for the purpose of achieving successful communication in their private, business, and academic settings. The findings can be well accounted for by an interactionist view, which states that comprehensibility rather than ac- centedness is what learners essentially aim to achieve during their interactions with interlocutors and that comprehensibility is a crucial variable, especially in late SLA (Gass & Mackey, 2006)."

Shona Whyte's insight:

Carefully designed and controlled study of 39 Japanese users of English L2 in Canada showed that the comprehensibility of their speech improved with length of residence, but not listeners' perceptions of its accentedness. Even long-term residents (13 years) were perceived as significantly different from a native-speaker baseline, and analyses of pronunciation, fluency, vocabulary and grammar confirmed the difference.

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Elsevier linguistics: 25 top most downloaded

Elsevier linguistics: 25 top most downloaded | TELT | Scoop.it

TOP 25 downloaded articles: Elsevier Linguistics etc

Shona Whyte's insight:

Elsevier has System, Journal of Second Language Writing, ESP, and Journal of Pragmatics, so for second language research and teacher education there are articles on native/non-native teachers, feedback on errors, politeness phenomena.

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Involvement Load Hypothesis: Hulstijn & Laufer 2001

According to the ILH, tasks with a higher involvement load are considered to be more effective for word learning and retention than tasks with lower involvement loads. For comparison purposes, each task is assigned a specific number which relates to an involvement load index. Total absence of a factor is assigned 0, a moderate presence is assigned 1 and strong presence is assigned a score of 2.

NEED
(0) Absent: Learner doesn’t need to understand or produce word.
(1) Moderate: Learner is required to learn the word by external source (teacher).
(2) Strong: Learner makes decision to learn or produce the word.

 

SEARCH
(0) Absent: Meaning or translation of word is provided.
(1) Present: Learner must look up meaning / translation of a word.

 

EVALUATION
(0) Absent: Words are not compared with other words.
(1) Moderate: Words are compared to other words in provided contexts.
(2) Strong: Words are compared to other words in self-created contexts.

 

For example, if a teacher provides students with some new words and their definitions and asks students to create original sentences with them, the task would be assigned the following involvement load score:
Need: Moderate, (1): the assignment is imposed by the teacher.
Search: Absent (0): the definitions are provided.
Evaluation: (2) High: the students need to write their own original sentences.
Total Score: 3

 

The results of the test found that retention of the new vocabulary directly correlated with involvement load. Participants who had completed tasks with the lowest involvement load scored lowest and those who had completed tasks with the highest involvement load scored highest. This provides evidence in support of the ILH.

Shona Whyte's insight:

From Geoff Jordan and Dan Brown: research supporting engaging learners to improve vocabulary learning.

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Research shows grammar syllabus can't work: Geoff Jordan

Research shows grammar syllabus can't work: Geoff Jordan | TELT | Scoop.it

Geoff Jordan: "[In] most English language teaching […] students are led through units of a coursebook, spending much of the time working on isolated linguistic structures and carefully-controlled vocabulary in a sequence which is externally predetermined and imposed on them by the textbook writer.

 

BUT

Research suggests that interlanguage development progresses in stages and that it’s impossible to alter stage order or to make learners skip stages. Thus, teachability is constrained by learnability and any coursebook-driven syllabus which attempts to impose an external linguistic syllabus on learners is futile: learning happens in spite of and not because of the course design.

 

Futile because

[According to Mike Long] : "Controlling grammar, vocabulary and sentence length results in a limited source of target-language use upon which learners must rely in order to learn the code. The often tiny samples are worked and reworked in class, whether practiced until rote-memorized, milked meta-linguistically, or both, and learners are expected to learn the full language on the basis of access to such limited data”.

Shona Whyte's insight:

I just reblogged this; it's worth following the links in the original post, and taking a look round Jordan's blog for further arguments.

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New directions in ELT: more controversy

New directions in ELT: more controversy | TELT | Scoop.it
Not for the first time, I’ve been sucked into an online discussion with Geoff Jordan. If you’re not familiar with Geoff’s work you should check out his blog here. As well as being able to write wit...
Shona Whyte's insight:

Interesting debate on methods and the ELT establishment from Steve Brown and Geoff Jordan

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Studies in Second Language Learning and Teaching: open access journal

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.
Shona Whyte's insight:

2014 volumes include a special issue on motivation (MacIntyre, Horwitz) and one on age effects (de Bot, Singleton)

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Principles and practice: Geoff Jordan

Principles and practice: Geoff Jordan | TELT | Scoop.it

Methodological Principles of TBLT

In the elaboration of their task-based syllabus, Doughty and Long articulate ten Methodological Principles (MPs) which inform pedagogic procedures. While the principles are language teaching universals, the pedagogic procedures comprise the potentially infinite range of local options for realizing the principles at the classroom level. I’ve discussed these 10 MPs elsewhere, but let me just sketch a few of them here.

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A Closer Look at Task-Based Language Teaching: Geoff Jordan

A Closer Look at Task-Based Language Teaching: Geoff Jordan | TELT | Scoop.it
In the last post, I gave a brief summary of Doughty and Long’s 10 “Methodological Principles”, which form the rationale for their particular approach to TBLT. In this and following posts I’d like t...
Shona Whyte's insight:

Closely argued analysis of how TBLT might respect cognitivist-interactionist approaches to SLA.

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Language resource centres: CERCLL

Language resource centres: CERCLL | TELT | Scoop.it
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University of Arizona's CERCLL has a list of US language resource centres with links to many free resources for teaching and learning second languages

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Second language teaching methods: Geoff Jordan's picks

Second language teaching methods: Geoff Jordan's picks | TELT | Scoop.it

Geoffrey Jordan explains why the silent method, suggestopedia, and community language learning should be consigned to the history books, recommends multiple intelligences get the same treatment, and comes out in favour of task-based learning combined with a genuinely learner-centred approach (process syllabus).  

Shona Whyte's insight:

Cogently and entertainingly argued as usual, with links to further resources.

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Bridging the Gap

Bridging the Gap | TELT | Scoop.it
The article discussed here consists of contributions from 9 different authors, all present at a colloquium at the 2013 meeting of the American Association for Applied Linguistics in Dallas, Texas. ...
Shona Whyte's insight:

Geoff Jordan's summaries of a recent SSLA collective article on cognitivist versus socio-cultural approaches to SL research.  The actual article seems to be still freely accessible.

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SLA and SL teaching reading: Geoff Jordan

SLA and SL teaching reading: Geoff Jordan | TELT | Scoop.it

Grammar, CLT, intro to SLA titles with Jordan's annotations.

Shona Whyte's insight:

Short list of good titles, graduate level.

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