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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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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
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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).
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Meta-analysis of use of technologies for teaching/learning second languages
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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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How constructs, theories and data help understand second language acquisition
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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.
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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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Marjolijn Verspoor: dynamic usage-based theory

Cognitive linguistics conference, Polish Cognitive Linguistics Association and the University of Wroclaw

 

A dynamic usage based (DUB) approach to language entails seeing language as a complex, dynamic system (Langacker 2000) and language development as a dynamic process. I will first argue that a usage based theory to language is very much in line with complex, dynamic systems theory (CDST), which might be argued to be a meta theory. Then I will argue that general CDST principles apply to first and second language development, and that by applying methods and techniques developed in CDST, we can gain new insights into language development from a dynamic usage based approach.

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Link to video of lecture

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VILLA project | VILLA

Controlled classroom input and elementary forms of linguistic organisationThe VILLA project investigates the very first phases of foreign language acquisition under controlled input conditions.The target language is Polish, and our learners are total beginners with five different native languages: French, German, Dutch, English, Italian.Follow-up project : Second Language Acquisition and Teaching : First Stages and Input Processing (International network - GDRI SLAT)
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Cited by Heather Hilton at Journée NeQ, Acedle, Paris 2016

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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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Chomsky Was Right, We Possess An Internal Grammar

Chomsky Was Right, We Possess An Internal Grammar | TELT | 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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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.”

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Breffni O'Rourke's curator insight, January 11, 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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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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Digital Literacies and Technology-Enhanced Language Learning: Oct 2015

Digital Literacies and Technology-Enhanced Language Learning: Oct 2015 | TELT | Scoop.it
Abstract submission deadline: August 1, 2016 As new technology-mediated forms of interaction, learning, and meaning making have increasingly become integrated into all domains of life, from everyday to academic, foreign language educators and researchers have embraced the concept of Digital Literacies to frame new understandings and pedagogies. At the same time, the field of CALL…
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Digital Literacies and Technology-Enhanced Language Learning - new deadline for abstracts 1 August.
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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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L'écoute stratégique en langue étrangère - Au son du fle - Michel Billières

L'écoute stratégique en langue étrangère - Au son du fle - Michel Billières | TELT | Scoop.it
L'écoute en langue étrangère est une entreprise souvent pénible et pleine d'obstacles paraissant infranchissables à de nombreux débutants noyés sous le flot de paroles ininterrompu d'un idiome non maîtrisé.
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Le comment et le pourquoi de la compréhension de l'oral
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Murielle Godement's curator insight, April 4, 3:46 AM
Le comment et le pourquoi de la compréhension de l'oral
Spyros Kaloghiros's curator insight, April 4, 10:30 PM
Le comment et le pourquoi de la compréhension de l'oral
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COMMENT SE CONSTRUISENT LES LANGUES ? | France Culture Plus

COMMENT SE CONSTRUISENT LES LANGUES ? | France Culture Plus | TELT | Scoop.it
Que serions-nous sans langage, sans cette faculté à questionner, raconter, plaisanter qui définit la forme de vie humaine ? Le langage est partout et la linguistique une science dont l’objet est inépuisable. Parcourons l’étendue de son domaine : l’origine des langues, leurs mutations, leurs caractéristiques particulières et les structures communes qui les réunissent.
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Audio interview with Charles Brasart, maître de conférences à l'université de Nantes (en français), linguiste de corpus. Le langage, les idées reçues, la recherche en linguistique, le bilinguisme
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Pascale Jallerat's curator insight, April 8, 10:31 AM
Les langues : pourquoi ? comment ? Comprendre ...pour enseigner ...
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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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Strong task-based language teaching from M Long, explained for teachers by G Jordan
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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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