Dialogue in second language learning and teaching

2013 ◽  
Vol 3 (3) ◽  
pp. 388-402 ◽  
Author(s):  
Gergana Vitanova
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Language Teacher Education ◽  
Learning And Teaching ◽  
International Language

The paper contextualizes the concepts of dialogue and dialogism, as outlined by Bakhtin’s framework, in the fields of second language acquisition and applied linguistics. Specifically, it shows how dialogism could be applied to three distinct, but interconnected contexts: the context of immigrant second language learners, second and foreign language teacher education, and the increasingly important area of English as an international language. The paper argues that viewing language learners’ and their teachers’ identities as dialogic constructions and, particularly, the texts they produce as examples of active dialogic activities can help researchers and practitioners understand the active, agentive nature of the process of language acquisition better.

scholarly journals Review and Evaluation on the Sociocultural Theory and Bottleneck Hypothesis

2020 ◽  
Vol 3 (4) ◽  
pp. 58
Author(s):  
Fan Xu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Sociocultural Theory ◽  
Second Language Learners ◽  
Specific Aspect ◽  
Language Teachers ◽  
Psychology Education

Over the past three decades, a growing number of different theories in second language acquisition field have come out in an effort to provide explanations as to how language learning takes place, to figure out what variables are effective for second language acquisition as well as to offer guidance to mass second language learners and language teachers. Because behind every teaching approach exists certain kind of theory of language acquisition and good theory in turn can help students master language skills in an effective and efficient way.Each theory is considered to have contributed to the field by highlighting a specific aspect of the language acquisition process. Second language acquisition theories are intrinsically related with various disciplines such as applied linguistics, psychology, education, sociolinguistics, neurology, etc. Considering the impossibility to elaborate all second language theories, I will focus on sociocultural theory and bottleneck hypothesis in second language acquisition. There is an overview which follows the introduction to the Sociocultural Theory and Bottleneck Hypothesis and its contribution to second language acquisition respectively, and then I will evaluate them to see their contributions to the SLA disciplinary development.

scholarly journals Factors Influencing Second Language Learning Among Urban European Language Learners: A Qualitative Study

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
B. Poornima ◽  
Harini Jayaraman ◽  
Dr. Arun Kumar. A
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Learning Experience ◽  
European Language ◽  
Research Attention ◽  
Factors Influencing

Second-language acquisition, second-language learning, or L2 acquisition, is the process by which people learn a second language. The field of second-language acquisition is a sub discipline of applied linguistics, but also receives research attention from a variety of other disciplines, such as psychology and education. We aimed to understand the various factors influencing the second language learning among urban foreign language learners. Between February 2015 and September 2015, we conducted 10 in-depth interviews with a purposive sample of students learning European languages and five key informant interviews with European language teachers in Chennai. Audio recorded interviews were analysed thematically using NVivo 10. The mean age of the participants is 24.7 years. Most of the participants reported professional reasons to learn the language, uninteresting classrooms as a major reason for attrition and previous language learning experience affects their current learning. The need to integrate life and language skills in classes and activities to promote creativity was emphasized by most of them. About half of them said that there is a need to customize courses and use technology like smart boards for making classes more interactive. This paper discusses the findings of the study and its implications in second-language acquisition.

scholarly journals Role of Feedback and Negotiation in Interlanguage Development

2021 ◽  
Vol 3 (10) ◽  
pp. 07-13
Author(s):  
Shama-E Shahid
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Developmental Stages ◽  
Interlanguage Development ◽  
Negotiation For Meaning

A central theme in second language acquisition is Interlanguage, an idea grounded on the concept that the human brain activates an innate psychological structure in a second language learning process. It is a system that is constructed by second language learners. There is a distinct language system in second language learners’ utterances which is quite different from the native speakers (Selinker 1972, p. 209-241). Interlanguage varies under diverse contexts, e.g., one domain of IL can be different from another one in terms of fluency, accuracy, and complexity. However, interlanguage can cease developing or fossilize, in any of its developmental stages due to the complexities a learner faces in acquiring a second language.  According to Mitchell et al. (2013, p.60), under the platform of interaction, feedback, modified input, negotiation for meaning, and modified input come together to facilitate second language acquisition. It is evident from this point that Feedback and Negotiation are interrelated. This paper proposes to discuss these two subjects under the umbrella term interaction and argues the role of both of them on interlanguage development, concluding with an analysis of these techniques and the pedagogical implications.

scholarly journals Usage-based Linguistics and Second Language Learning and Teaching

2021 ◽  
Vol 8 (8) ◽  
pp. 173-175
Author(s):  
Ying Zhou ◽  
◽  
Yu Wang ◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Empirical Studies ◽  
Research Area ◽  
Comprehensive Review ◽  
Related Research ◽  
Learning And Teaching

Research on usage-based linguistics on second language acquisition has been fruitful in the international arena, but it is still in its infancy in China. In order to promote related research in China, this paper presents a comprehensive review of this research area. First, an introduction to usage-based linguistics is presented, then a review of its empirical studies is provided and finally the implications of usage-based linguistics on second language learning and teaching are discussed.

Word Concreteness and Word Translatability: Relations and Implications for Second Language Acquisition

2015 ◽  
Vol 38 (4) ◽  
Author(s):  
Bo Hu ◽  
Lili Tian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Chinese Word ◽  
Learning And Teaching ◽  
Word Concreteness

AbstractThis study examined the relation between word concreteness and word translatability. Translatability was operationalized in terms of both lexical and semantic cross-transparency. Two separate scales were used to measure the level of concreteness of 123 target English words and their translatability into Chinese. The results of this study showed that word concreteness and translatability are significantly correlated, and that word concreteness determines the extent of semantic closeness between the translation of English and Chinese word pairs. Concreteness might be a variable that influences how translatable a word is between English and Chinese. However, this influence mainly applies to the semantic cross-transparency between the two languages, not the lexical cross-transparency. A link was proposed between the levels of translatability of a translation pair according to concreteness and associated properties. The paper also discusses the implications of the findings for second language learning and teaching, in particular the “translation effect” and teachers’ “codeswitching” behavior.

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

Googleology for second language learning

2021 ◽  
Vol 11 (2) ◽  
pp. 453-469
Author(s):  
Patrizia Giampieri
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Language Skills ◽  
Linguistic Research ◽  
Advanced Search ◽  
The World ◽  
Google Search

Abstract The World Wide Web has often been considered too vast to be consulted for linguistic purposes or for language learning. This paper will explore whether second language learners can be taught how to navigate the web (i.e., how to perform Google linguistic research, or “Googleology”), in order to improve their language skills. To this aim, a 2 h trial lesson was organized. The trial lesson was delivered to 78 apprentices, divided into groups of 10–15, over a period of six months. During the lesson, the participants were taught how to work with Google Advanced Search syntax. At the end of the lesson, they applied the newly-acquired skills by completing a few tasks concerning term and/or collocational search. The paper findings will highlight that, despite initial hesitation or inaccuracies in completing the exercises, the tasks were performed well. The participants considered the lesson interesting, useful and enjoyable. They felt engaged irrespective of the level of their second language (L2) knowledge, and were more confident in approaching Google Search for linguistic purposes.

scholarly journals An Overview of Motivation: The Challenges and the Importance of Motivation for Second Language Acquisition

2016 ◽  
Vol 4 (1) ◽  
pp. 53 ◽  
Author(s):  
Zahra Mahdikhani
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Affective Filter ◽  
Strategy Model ◽  
Language Exposure ◽  
Reinforcement Model ◽  
Knowledge Communication

<p>The importance of the learner's attitudes and motivation plays a major role for most psycholinguists, either in a language learning situation or in a second language acquisition context. A quick look at the major theories of language acquisition can be helpful to establish this. Krashen's monitor model argues attitudes and motivation most influential in unconscious language acquisition. The learner's motivational level acts as an affective filter on language intake (Krashen 1981, p. 102). In another model language learning begins when the learner feels motivated to communicate something to someone (see Carroll's conscious reinforcement model, 1981). Reinforcement takes place when the desired end is obtained. Bialystok's strategy model (1978) demonstrates that it can be assumed that learners will seek language exposure only if they feel motivated. Therefore, using their explicit and/or implicit knowledge, communication will take place. This study investigates the challenges and the importance of motivation for second language learning or SL acquisition.</p>

scholarly journals Christopher Brumfit Award 2014

2015 ◽  
Vol 48 (4) ◽  
pp. 433-433
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2014 Christopher Brumfit thesis award is Dr Hilde van Zeeland. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

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