Teaching Speaking

1998 ◽  
Vol 18 ◽  
pp. 102-123 ◽  
Author(s):  
Anne Burns
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Oral Language ◽  
Empirical Studies ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Language Pedagogy ◽  
Developmental Sequences ◽  
Negotiated Interaction ◽  
Language Classrooms

Much recent work on optimal conditions for the teaching of speaking in second and foreign language classrooms has been grounded in educational psycholinguistics or in cognitive and social psychology. Theoretical constructs for language pedagogy have been drawn extensively from empirical studies, underpinned by the central notions of second language acquisition: communicative competence (Canale and Swain 1980); comprehensible input (Krashen 1985), negotiated interaction (Ellis 1990, Gass and Varonis 1994, Long 1983, Pica, et al. 1989), input processing (VanPatten and Cadierno 1993), developmental sequences and routes of acquisition (Meisel, Clahsen and Pienemann 1981), and communication strategies (Faerch and Kasper 1983). Such constructs are widely taught in teacher preparation programs in second and foreign language teaching and clearly have relevance to oral language instructional practice.

NEGOTIATED INTERACTION IN TARGET LANGUAGE CLASSROOM DISCOURSE.Jamila Boulima. Amsterdam: Benjamins, 1999. Pp. xiv + 338. $79.00 cloth.

2001 ◽  
Vol 23 (1) ◽  
pp. 126-128
Author(s):  
Alison Mackey
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Target Language ◽  
Review Of The Literature ◽  
Comprehensive Review ◽  
Language Classroom ◽  
Negotiated Interaction ◽  
Language Classrooms ◽  
The Subject

The topic of this book, part of a new series published by Benjamins entitled Pragmatics and beyond, is negotiated interaction. It begins with a lengthy introduction to the subject matter, and then presents an empirical study of negotiated interaction in English as a foreign language classrooms in Morocco. The first two chapters (a third of the text) seek to operationalize interaction and define the role of negotiated interaction in second language acquisition (SLA). These chapters are useful in the sense that they provide a fairly comprehensive review of the literature prior to 1991. However, the field has come a long way since that time, and a decade of crucial work is missing from this 1999 book.

Raadsels van tweedetaalverwerving

2012 ◽  
Vol 1 (1) ◽  
pp. 150-159
Author(s):  
Jan H. Hulstijn
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Scientific Inquiry ◽  
Multidisciplinary Approach ◽  
First Language ◽  
Fast Acquisition ◽  
Developmental Sequences

This paper predicts that the study of second language acquisition, as a young discipline of scientific inquiry in its own right, faces a bright future, but only if its scholarly community critically re-examines some notions and assumptions that have too long been taken for granted. First, it is time to reconsider familiar dichotomies, such as second versus foreign language and natural versus instructed language learning. Furthermore, it is worth checking whether and to what extent the puzzling phenomena to be explained by language acquisition theories do really exist (such as uniformity and success and fast acquisition rates in first language acquisition and universal developmental sequences in second language acquisition). The paper furthermore pleas for a multidisciplinary approach to the explanation of the fundamental puzzles of first and second language acquisition and bilingualism, including bridging the divide between psycholinguistic and socio-cultural theories.

scholarly journals Book Review: Positive Psychology Perspectives on Foreign Language Learning and Teaching. Edited Collection by Danuta Gabryś-Barker and Dagmara Galajda.

2019 ◽  
Vol 1 (1) ◽  
pp. 142-147
Author(s):  
Sonja Babic
Keyword(s):  
Second Language Acquisition ◽  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Empirical Studies ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Human Functioning ◽  
Positive Character

Traditionally, within psychology, the focus has been on the negative aspects of human functioning and how to improve and treat problems. Positive Psychology (PP) emerged to balance the field by ensuring a consideration of both positive and negative dimensions; to examine what goes well in life as well as instances of disorder and dysfunction. As a result, PP concentrates on “positive emotion, positive character traits, and institutions that enable individuals to flourish” (MacIntyre, 2016, p. 3). PP has recently started gaining researchers’ attention in language learning and teaching (MacIntyre, Gregersen, & Mercer, 2016), although it is still in its infancy within Second Language Acquisition (SLA). This volume is one of the first few edited collections to address this nascent field. It comprises theoretical, practical and empirical studies of foreign language learning and teaching through the lens of PP. It encompasses four main sections, namely, introducing PP in SLA; focus on learners: positive interventions; focus on teachers: personal and professional wellbeing; and, focus on assessment: achievement and success.

scholarly journals Developing Reflective and Investigative Skills in Teacher Preparation Programs: The design and implementation of the Classroom Research Component at the Foreign Language Program of Universidad del Valle

2011 ◽  
pp. 22
Author(s):  
Rosalba Cárdenas Ramos ◽  
Carmen Cecilia Faustino
Keyword(s):  
Foreign Language ◽  
Linguistic Competence ◽  
Classroom Research ◽  
Foreign Languages ◽  
Teacher Preparation Programs ◽  
Initial Training ◽  
Preparation Programs ◽  
Language Program ◽  
Design And Implementation

In this article we want to describe our process and experience in studying, designing, planning and implementing the Classroom Research Component in the first five semesters of the Licenciatura program at the School of Language Science, Universidad del Valle. We want to stress the role of Classroom Research in our students’ initial training and in our own professional development. We also want to show the  importance of preparing students and future teachers who possess not only linguistic competence in the foreign languages, but also competences that allow them to reflect, analyze and find ways of improving their professional practice.The description of this experience leads us to share our achievements, difficulties and plans for future development.

scholarly journals Beliefs, Attitudes, and Reflections of EFL Pre-service Teachers when Exploring Critical Literacy Theories to Prepare and Implement Critical Lessons.

2015 ◽  
Vol 17 (2) ◽  
pp. 179 ◽  
Author(s):  
Claudia Patricia Gutierrez
Keyword(s):  
Teacher Preparation ◽  
Foreign Language ◽  
Critical Literacy ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Language Teacher ◽  
Vast Number ◽  
Efl Teachers

<p>Foreign language teaching and learning is an issue of high relevance nowadays in Colombia. Unfortunately, language teaching has often been reduced to the mastery of language structures, disregarding the vast number of possibilities that language teaching provides to involve students in the discussion and analysis of issues that affect their everyday life. Shifting language teaching toward this goal, however, has to start in language teacher preparation programs. To gain a better understanding of the implication of this shift, this study explored the beliefs, attitudes, and reflections of three student-teachers, from a foreign language teaching program at a public university, towards the exploration of critical literacy theories, and the design and implementation of critical lessons. Data collected included audio-recordings of group discussions and individual interviews with the three participants, their reflections in different stages, lesson plans, and class observations of their lesson implementation. Results from this study suggest that exposing future EFL teachers to critical literacy approaches to language teaching can have different effects on their perspectives towards education and their teaching practice. Thus, their beliefs and attitudes towards Critical Literacy Theories can be continuously transformed as they face various situations in the exploration and implementation of these theories.</p><p>Key words: <em>pre-service EFL teachers, Critical Literacies, Language teacher preparation programs, Teaching practicum.</em></p>

scholarly journals Research into practice: The task-based approach to instructed second language acquisition

2017 ◽  
Vol 50 (3) ◽  
pp. 412-424 ◽  
Author(s):  
Martin East
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Empirical Support ◽  
Research And Practice ◽  
Experiential Approach ◽  
Instructed Second Language Acquisition ◽  
Language Classrooms ◽  
Theory Research

This article discusses the phenomenon of task-based language teaching (TBLT) in instructed additional language settings. It begins from the premise that, despite considerable theoretical and empirical support, TBLT remains a contested endeavour. Critics of TBLT argue that, particularly with regard to time-limited foreign language instructional contexts, TBLT's learner-centred and experiential approach to second language acquisition fails to provide an adequately structured environment that allows for sufficient exposure to frequent language, and processing and practising of grammatical form. At the same time, differences emerge between how TBLT is conceptualised in theory and how TBLT is operationalised practically in many additional language classrooms. These realities signal the need to look at the interface between theory, research and practice. The article considers what current research into TBLT has not succeeded in getting through to classrooms, what has succeeded in getting through reasonably well, and what has been over-applied. It is concluded that the under- and over-application of theory and research in practice highlight the difficulty in identifying exactly what TBLT is or should be in instructed contexts. The article proposes a way forward to strengthen the effectiveness of the TBLT endeavour.

scholarly journals Foreign Language Students’ Perceptions of Their Identity

2019 ◽  
Vol 5 (1) ◽  
pp. 93-112
Author(s):  
Liliana Piasecka
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Social Relations ◽  
Social Practice ◽  
Sense Of Self ◽  
Empirical Studies ◽  
Foreign Language Learning ◽  
Language Identity ◽  
Foreign Language Study

Foreign language learning innvolves cognitive, affective and social functioning of the persons involved in this experience. As a social practice, it is also related to the learners’ perceptions of their identity, specifically to their language identity which refers to the relationship between one’s sense of self and the language used to communicate. This implies that using a system of communication, the speaker develops a new sense of self that remains in a dynamic relation with other senses of self, based on (an)other language(s) the person knows.Language learners’ identity is no longer defined as fixed and stable but as “complex, contradictory and multifaceted” (Norton 1997, p. 419). It is dynamic because learners enter into various discourses and negotiate their position within different communities of practice. Language both shapes and is shaped by identity of its users.This article discusses how students of English as a foreign language perceive the role of this language in their construction of selves/identity. First, postmodern conceptualisations of identity and identity categories are presented along with their relevance to the field of Second Language Acquisition. Second, selected empirical studies pertaining to adult immigrant contexts, foreign language contexts and study abroad contexts are briefly reported. Then the results of an empirical study on the students’ of English (n=83) perceptions of their identity in the context of foreign language study are introduced. The study revealed that most of the participants realise complex relations between language learning and their identity and are aware of the effects that studying English (as well as other foreign languages) has on them. English gave them new possibilities in life, allowed them to communicate with people worldwide and make friends with them. They have new and interesting prospects for the future. It affected their personality by making them more open-minded and tolerant of otherness. The knowledge of English gives the students power, prestige, and opportunities to live and work in a changing world of complex social relations.

Developing Intercultural Awareness Within Teacher Preparation Program

2017 ◽  
pp. 189-206
Author(s):  
Wenying Zhou ◽  
Sheila Austin
Keyword(s):  
Teacher Preparation ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Chinese Language ◽  
Cross Cultural ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Intercultural Awareness ◽  
The U.S

As more expatriate Chinese language teachers are recruited to teach in American K-12 schools, there is an increasing need for American university teacher preparation programs to address the challenges they are experiencing, as well as how they should cope. With years' experience and a uniquely cross-cultural breadth, this book chapter first examines the cultural differences between the U.S. and China in classroom management, class communication, teaching styles and instructional strategies. To identify the cross-cultural teaching difficulties, as well as the situational and cultural factors that impact the failure of teaching in cross-cultural situations, literature was then reviewed from the fields of teaching Chinese as a foreign language and cross-cultural Chinese language teaching. Last, employing Byram's intercultural competence model, this book chapter suggests ways in which intercultural awareness and intercultural competence be incorporated in higher education foreign language teacher preparation programs in the U.S.

Lisa Loeb Fellowship: Cultural Encounters as a Lens for Foreign Language Acquisition and Pedagogy

2000 ◽  
Vol 182 (3) ◽  
pp. 98-117 ◽  
Author(s):  
Melissa Tobey Labelle ◽  
Lisa Dembs ◽  
Kate Eisner
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Education ◽  
Full Time ◽  
Foreign Language Pedagogy ◽  
Cultural Encounters ◽  
Language Pedagogy ◽  
Boston University ◽  
Travel Fellowship

This article investigates the interplay of second language acquisition, foreign language pedagogy, and cultural insights through the lens of the Lisa Loeb cross-cultural travel fellowship through Boston University. The participant observers were three full-time Boston University graduate students in the School of Education's Modern Foreign Language Education program who spent six weeks abroad in countries that speak the language they now instruct as full-time language educators.

Sign in / Sign up

Export Citation Format

Share Document