Second Language Acquisition Processes in the Classroom

2001
 |  Foreign Language Study
Second Language Acquisition Processes in the Classroom

Author: Amy Snyder Ohta

Publisher: Psychology Press

ISBN: 0805838015

Category: Foreign Language Study

Page: 324

View: 607

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"This is the first study to examine the private speech of adult learners as they participate in their foreign language classes, careful transcription of data reveals how learners work with new language in private speech, rehearsing for later use in social interaction. By using private speech and social interactive data, the book provides a learner-centered perspective on corrective feedback, showing how learners respond to the contrasting utterances of teachers and peers. Finally, this study is the first to examine how interactional style develops within the walls of a foreign language classroom in the first year of language study. Results show learners to be highly sensitive to pragmatic information, and that learners can move toward an appropriate interactional style through classroom interactive experience."--BOOK JACKET.

Second Language Acquisition Processes in the Classroom

2001-01-01
 |  Education
Second Language Acquisition Processes in the Classroom

Author: Amy Snyder Ohta

Publisher: Routledge

ISBN: 9781135649821

Category: Education

Page: 316

View: 311

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This book is the first study to examine how interactional style develops within the walls of a foreign language classroom in the first two years of language study. Results show learners to be highly sensitive to pragmatic information and that learners can move toward an appropriate interactional style through classroom interactive experience. The book shows how learners are most often sources who offer assistance and correction, with errors serving most often to stimulate further thinking about what form is correct. Analysis shows learners to be active in seeking corrective information in the classroom setting, not only from peer partners but also from the teacher. They are active in noticing how the teacher's utterances--even when addressed to others--contrast with their own, and utilize corrective feedback intended for other students. In addition, the results show that teacher-initiated corrective feedback addressed to individual learners is only one source of corrective feedback. Learners are shown to be active in both teacher-fronted and peer interactive settings. In newer L2 teaching methodologies which focus on the use of peer interactive tasks, the teacher's role has been de-emphasized. This book, however, shows how important the teacher's role is. The final chapter examines how the teacher can act to maximize the benefits of peer interactive tasks through how they design tasks and present them to the class. First, the chapter looks at how learners use English--their L1--in the classroom, concluding that how teachers present activities to the class has an impact on the amount of L1 used by students during peer interaction. Following up on this finding, the chapter works to address questions that teachers face in lesson planning and teaching. It presents a useful list of questions teachers can ask when designing peer interactive tasks in order to maximize the effectiveness of a wide variety of language learning tasks.

Second Language Acquisition Vs. Second Language Learning

2011-12
 | 
Second Language Acquisition Vs. Second Language Learning

Author: Matthias Dorsch

Publisher: GRIN Verlag

ISBN: 9783656049425

Category:

Page: 29

View: 388

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Seminar paper from the year 2010 in the subject English Language and Literature Studies - Linguistics, grade: 2,3, University of Stuttgart (Institut für Linguistik: Anglistik), course: Hauptseminar: Language Contact, language: English, abstract: This paper wants to examine the two processes of acquisition and learning, compare them to find differences and possible similarities and try to find ways to make use of the processes by taking influence on them through intelligent teaching. The field contains multiple approaches and positions among the different researchers. Within this paper, I want to accentuate the two main notions of the research. One of them considers acquisition to be the only effective way to gain language knowledge, the other argues for learning. As representatives of the respective stream, I want to highlight Stephen Krashen's research for the acquisition position and Robert DeKeyser and Catherine J. Doughty on the learning side. Finally, I want to try to derive a couple of possible implications from the research which could enhance second language teaching for the future.

Teaching Grammar in Second Language Classrooms

2011-03-17
 |  Education
Teaching Grammar in Second Language Classrooms

Author: Hossein Nassaji

Publisher: Routledge

ISBN: 9781136966033

Category: Education

Page: 184

View: 428

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Recent SLA research recognizes the necessity of attention to grammar and demonstrates that form-focused instruction is especially effective when it is incorporated into a meaningful communicative context. Designed specifically for second-language teachers, this text identifies and explores the various options for integrating a focus on grammar and a focus on communication in classroom contexts and offers concrete examples of teaching activities for each option. Each chapter includes a description of the option, its theoretical and empirical background, examples of activities illustrating in a non-technical manner how it can be implemented in the classroom, questions for reflection, and a list of useful resources that teachers can consult for further information.

Second Language Acquisition and the Younger Learner

2008
 |  Language Arts & Disciplines
Second Language Acquisition and the Younger Learner

Author: Jenefer Philp

Publisher: John Benjamins Publishing

ISBN: 9789027219848

Category: Language Arts & Disciplines

Page: 344

View: 149

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This new volume of work highlights the distinctiveness of child SLA through a collection of different types of empirical research specific to younger learners. Characteristics of children's cognitive, emotional, and social development distinguish their experiences from those of adult L2 learners, creating intriguing issues for SLA research, and also raising important practical questions regarding effective pedagogical techniques for learners of different ages. While child SLA is often typically thought of as simple (and often enjoyable and universally effortless), in other words, as “child's play”, the complex portraits of young second language learners which emerge in the 16 papers collected in this book invite the reader to reconsider the reality for many younger learners. Chapters by internationally renowned authors together with reports by emerging researchers describe second and foreign language learning by children ranging from pre-schoolers to young adolescents, in home and school contexts, with caregivers, peers, and teachers as interlocutors.

Noticing Oral Corrective Feedback in the Second Language Classroom

2019-03-18
 |  Language Arts & Disciplines
Noticing Oral Corrective Feedback in the Second Language Classroom

Author: Eva Kartchava

Publisher: Rowman & Littlefield

ISBN: 9781498536783

Category: Language Arts & Disciplines

Page: 216

View: 952

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Noticing Oral Corrective Feedback in the Second Language Classroom: Background and Evidence provides a comprehensive overview of research into the role of noticing of form, details several original studies on the phenomenon, and outlines language teaching plans and strategies to augment noticing of errors in the language classroom.

Peer Interaction and Second Language Learning

2016-03-10
 |  Language Arts & Disciplines
Peer Interaction and Second Language Learning

Author: Masatoshi Sato

Publisher: John Benjamins Publishing Company

ISBN: 9789027267177

Category: Language Arts & Disciplines

Page: 399

View: 971

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This volume represents the first collection of empirical studies focusing on peer interaction for L2 learning. These studies aim to unveil the impact of mediating variables such as task type, mode of interaction, and social relationships on learners’ interactional behaviors and language development in this unique and pedagogically powerful learning context. To examine these issues, contributors employed quantitative, qualitative, and mixed-methods designs as well as cognitive, social, and sociocognitive theoretical frameworks. The majority of the studies are classroom based and were conducted in a rich array of settings covering five continents and encompassing a wide range of learner L1s and target languages. These settings include second and foreign language classrooms from primary to university level, content-based programs, online contexts, and after-school programs. To span the divide between research and practice, each study includes a section suggesting pedagogical implications.

Contemporary Approaches to Second Language Acquisition

2013-02-19
 |  Language Arts & Disciplines
Contemporary Approaches to Second Language Acquisition

Author: María del Pilar García Mayo

Publisher: John Benjamins Publishing

ISBN: 9789027272225

Category: Language Arts & Disciplines

Page: 265

View: 538

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Second language acquisition (SLA) is a field of inquiry that has increased in importance since the 1960s. Currently, researchers adopt multiple perspectives in the analysis of learner language, all of them providing different but complementary answers to the understanding of oral and written data produced by young and older learners in different settings. The main goal of this volume is to provide the reader with updated reviews of the major contemporary approaches to SLA, the research carried out within them and, wherever appropriate, the implications and/or applications for theory, research and pedagogy that might derive from the available empirical evidence. The book is intended for SLA researchers as well as for graduate (MA, Ph.D.) students in SLA research, applied linguistics and linguistics, as the different chapters will be a guide in their research within the approaches presented. The volume will also be of interest to professionals from other fields interested in the SLA process and the different explanations that have been put forward to account for it.

Error Correction in the Foreign Language Classroom

2013-08-13
 |  Language Arts & Disciplines
Error Correction in the Foreign Language Classroom

Author: Mirosław Pawlak

Publisher: Springer Science & Business Media

ISBN: 9783642384363

Category: Language Arts & Disciplines

Page: 288

View: 743

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The book aims to dispel some of the myths surrounding the place of oral and written error correction in language education by providing an exhaustive and up-to-date account of issues involved in this area, taking the stance that the provision of corrective feedback constitutes an integral part of form-focused instruction. This account places an equal emphasis on the relevant theoretical claims, the most recent research findings and everyday pedagogical concerns, particularly as they apply to the teaching of additional languages in the foreign language setting. The book will be of relevance and significance not only to specialists in the field of second language acquisition, but also to graduate and doctoral students carrying out research in the area of form-focused instruction and error correction. Many parts of the volume will also be of considerable interest and utility to teachers of foreign languages at different educational levels.

Conversational Interaction in Second Language Acquisition - Oxford Applied Linguistics

2013-12-02
 |  Study Aids
Conversational Interaction in Second Language Acquisition - Oxford Applied Linguistics

Author: Alison Mackey

Publisher: Oxford University Press

ISBN: 9780194423120

Category: Study Aids

Page: 504

View: 528

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This edited collection of empirical studies examines the link between interaction and second language learning. The studies provide readers with insights into a wide variety of issues at the centre of current research into the relationship between conversational interaction and second language learning outcomes.