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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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TESL Canada Journal

http://teslcanadajournal.ca/index.php/tesl/article/view/1280


The aim of this article is to present and summarize the main research findings in the area of learning and teaching second language (L2) collocations. Being a large part of naturally occurring language, collocations and other types of multiword units (e.g., idioms, phrasal verbs, lexical bundles) have been identified as important aspects of L2 proficiency that need to be promoted through language instruction. However, while in recent years the field of applied linguistics has witnessed an impressive rise in the number of studies exploring the process of learning and using L2 collocations, there is still little consensus as to the most effective ways of enhancing this kind of knowledge. The aim of this article is to review the literature in this area, highlight the main findings pertaining to teaching English as a second (ESL) and foreign (EFL) learners, and point to future research directions.
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Participation, Equity, and Inclusion: L2 Digital Literacies Symposium

Participation, Equity, and Inclusion: L2 Digital Literacies Symposium | TELT | Scoop.it
Participation, a long-standing assessment category on language syllabi, has found a new conceptual life over the last few decades as digital literacies practices have become a part of everyday life and learning. This symposium aims to contribute to discussions of the role of digital literacies in second language learning and teaching and biliteracy development, by considering the ways in which technologically-mediated communication can enable new forms of participation and access, but also the ways in which participation in digital spaces is rarely full and equitable, but is more often than not fraught with questions of legitimacy and symbolic power.

We are currently accepting proposals for virtual presentations. See the CFP for details. Submission deadline: May 21, 2018.
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Qu’est-ce qui s’est passé ? Des questions stéréotypées chez les apprenants du français

Qu’est-ce qui s’est passé ? Des questions stéréotypées chez les apprenants du français | TELT | Scoop.it
Despite a good command of the grammar and the pronunciation of one’s second language, a non-native speaker often remains identifiable by his way of formulating his utterances, which do not necessarily correspond to those formulations found to be natural by native speakers of his new language. Difficulties associated with what Bardovi-Harlig (2009) called conventional expressions are most particularly found in the area of pragmatics, and these difficulties have attracted more and more interest from researchers in second language acquisition. The current article contributes to this research trend with an examination of a corpus constiting of responses to a discourse completion task completed by native speakers of French and Anglophone learners of French, with the goal of identifying those linguistic sequences preferred by the two groups in their realization of the speech act of questionning. The results reveal important differences between the natives’ and nonnatives’ use of linguistic stereotypes in formulating questions. In particular, the nonnatives tend to establish a one-to-one association between a linguistic string and a type of question.
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A statistical analysis of learner corpus data, experimental data and individual differences: Möller 2017

In contrast to Second Language Acquisition (SLA) research, the study of individual differences, so far, has not been a prime concern of Learner Corpus Research (LCR). Statistical analyses in LCR have mostly included no more than a single predictor. By assessing the impact of Content and Language Integrated Learning (CLIL) and its selectivity regarding, amongst others, cognitive and affective variables on the passive in corpus data and experimental data, we show that insights gained from such monofactorial approaches are necessarily limited. We formulate regression models containing multiple predictors to overcome these shortcomings, thus showing that data on learner variables can be related to learner corpus data as well as experimental data. Our results suggest that LCR needs to identify further variables which are relevant to explaining variability in text production, but which may not necessarily have received a lot of attention in the experimental approaches adopted by SLA research.
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Annual Review of Applied Linguistics | Younger learners

Annual Review of Applied Linguistics | Younger learners | TELT | Scoop.it
Latest volume of Annual Review of Applied Linguistics
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Multilingual Language Theories and Practices (MLTP2018): Valladolid, April 2018

Multilingual Language Theories and Practices (MLTP2018): Valladolid, April 2018 | TELT | Scoop.it
We invite papers in all areas of research in bi-/multilingualism, whether or not linked directly to the overarching conference theme, including, but not limited to, linguistics, sociolinguistics, psycholinguistics, neurolinguistics, clinical linguistics, education, bi-/multilingual societies.

Topics will include:

(multiple) language acquisition and learning (L3, L4, Lx);
psycho- and neurolinguistics of multilingualism;
translanguaging;
early bilingualism and heritage language development;
speech processing in bi-/multilinguals;
trans/multilingual language use in different contexts;
multilingual education;
bi-/multiculturalism;
bi-/multilingual language policies;
literacy in multiple languages (pluriliteracy);
intercultural and globalisation issues related to multilingualism.
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First call for papers: January 2018
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