How can register analysis inform task-based language teaching?

2021 ◽  
Author(s):  
William J. Crawford ◽  
Meixiu Zhang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Task Performance ◽  
Language Teaching ◽  
Empirical Work ◽  
Linguistic Features ◽  
Register Variation ◽  
Critical Issues ◽  
Instructed Second Language Acquisition ◽  
Register Analysis

Abstract For over 30 years, corpus research on register variation has expanded our understanding of language use by illustrating how linguistic features co-occur and vary in different situations of use (Biber & Conrad 2019). Over the same period, Task-based Language Teaching (TBLT) has provided a theoretical and empirical basis for research in instructed Second Language Acquisition/SLA (Ellis 2012). This paper illustrates how the methods and approaches used in register analysis offer a useful framework for understanding critical issues in TBLT (e.g., describing tasks and interpreting task performance). The paper compares register analysis and TBLT and then draws upon recent empirical work demonstrating how a register approach (a) identifies a wider range of linguistic and non-linguistic variables than are generally in TBLT; and, (b) provides a useful framework to functionally interpret task performance. The paper ends by discussing how a register perspective can benefit future areas of investigation in task-based second language research.

Neurolinguistics and second language teaching: A view from the crossroads

2016 ◽  
Vol 34 (1) ◽  
pp. 103-123 ◽  
Author(s):  
Stefano Rastelli
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Teaching ◽  
Language Instruction ◽  
Future Research ◽  
Second Language Instruction ◽  
Scientific Enterprise ◽  
Second Language Teaching ◽  
Short Period ◽  
Instructed Second Language Acquisition

The topic of this article is the link between research on the neurocognition of the teaching–acquisition interface and research on second language teaching. This recent scientific enterprise investigates whether and how different aspects of second language instruction may change both the anatomy and the functioning of an adult learner’s brain even in a short period of time. In this article, I analyse how neurolinguists have operationalized three aspects specifically related to second language teaching: (1) learners’ proficiency; (2) the between-groups experimental design; (3) the implicit vs. explicit teaching dichotomy. I suggest that the degree of replicability of such neurolinguistics studies can be increased by adopting non-circular operational definitions. Such definitions should not be based on psycholinguistic or neurolinguistic metrics, but on standards that are commonly discussed in the literature on instructed second language acquisition, second language teaching, and assessment. Finally, I suggest that for future research neurolinguists should consider the advantages of welcoming on board more developmental linguists and teachers.

Formulaic Language and Language Teaching

2012 ◽  
Vol 32 ◽  
pp. 111-129 ◽  
Author(s):  
Fanny Meunier
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Formulaic Language ◽  
Classroom Activities ◽  
Pedagogical Choices ◽  
Instructed Second Language Acquisition ◽  
Actual Learning

This article reviews the concrete effects that the theoretical findings on the formulaic nature of language have had in instructed second language acquisition (SLA). The introductory section includes some terminological comments and a general discussion on the validity of adopting a formulaic approach in second or foreign language teaching. The second section discusses various points in time when instructional intervention is possible and presents the rationale adopted in the article to trace elements of formulaicity in instructed SLA. The next three sections each center on one aspect of foreign language teaching, namely, input, classroom activities, and feedback. The discussion broaches pedagogical choices, teaching materials, types of activities, and tools currently available to teachers and learners. The results show that the increasingly refined understanding of the formulaic nature of language has clearly impacted second language teaching but that a number of questions still remain unanswered. These questions pertain to the types of formulas that deserve teaching time and to the assessment of the actual learning outcomes of using a formulaic approach.

Exploring the relationship between TBLT and ISLA

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Shawn Loewen ◽  
Masatoshi Sato
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Instructional Materials ◽  
Linguistic Resources ◽  
Theoretical Perspectives ◽  
Instructed Second Language Acquisition ◽  
L2 Instruction ◽  
The Relationship

Abstract The relationship between task-based language teaching (TBLT) and instructed second language acquisition (ISLA) is a close one. Both are concerned primarily with facilitating the development of second language (L2) learners’ linguistic proficiency. This article begins by providing a brief description of both terms. TBLT has been described as an approach to language teaching, comprised primarily of a needs analysis, development of meaning-focused instructional materials, and assessment. The central construct is the task, which provides opportunities for learners to use their own linguistic resources as they engage in meaning-focused interaction. In contrast, ISLA provides a taxonomy of multiple approaches to L2 teaching and learning, based on various theoretical perspectives. As such, ISLA includes TBLT, especially as both have a particular interest in the cognitive-interactionist approach to L2 instruction. Differences between the two terms include a focus on explicit instruction in ISLA that is not present in most versions of TBLT. In addition, ISLA does not consist of an all-encompassing curricular approach to L2 instruction. Finally, ISLA has been less focused on needs analyses and assessment in comparison to TBLT. This article ends with a consideration of areas of mutual concern, as well as perspectives from each that might benefit the other.

Monolingual versus multilingual foreign language teaching: French and Arabic at beginning levels

2021 ◽  
pp. 136216882199034
Author(s):  
Amanda Brown
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Empirical Work ◽  
Target Language ◽  
Quasi Experimental ◽  
Almost All ◽  
Quiz Scores

Macaro has stated that the choice between a monolingual, immersive, target language-only pedagogy versus a non-immersive, multilingual pedagogy is ‘probably the most fundamental question facing second language acquisition (SLA) researchers, language teachers, and policymakers’. Recognizing that prior empirical work on monolingual versus multilingual approaches has primarily been (1) descriptive, (2) in the context of English as a second or foreign language, and (3) very short term, often with one brief treatment, this intervention study examines the effectiveness of use of the L1/non-target language in the L2 classroom in a quasi-experimental, 10-week study examining French, a commonly learned foreign language, and Arabic, a less commonly learned foreign language, at beginning levels of proficiency in a community-based setting with 25 hours of instruction. Groups experiencing multilingual instruction outperformed those experiencing monolingual instruction in both languages with different instructors at almost all time periods and in almost all skill areas. Moderate to large effect sizes were found in inferential analyses of aggregated weekly progress quiz scores and scores in writing and vocabulary, and statistically significant differences between groups in Arabic were obtained in analyses of aggregated quiz scores overall and scores for writing. These findings support theoretical position statements and a growing body of empirical research arguing for the potential benefits of inclusion of non-target languages in second language teaching and learning.

Learning opportunities in peer-peer interaction: A case study of two L2 Mandarin Chinese learners

2020 ◽  
Vol 9 (2) ◽  
pp. 199-226
Author(s):  
Dan Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Mandarin Chinese ◽  
Learning Opportunities ◽  
French Immersion ◽  
Chinese Learners ◽  
Instructed Second Language Acquisition ◽  
Negotiation For Meaning

AbstractThe roles of interaction have been studied for several decades. Recent studies have turned to investigate “the details of which components of interaction might be more or less effective in which contexts with which learners” (Loewen, Shawn & Masatoshi Sato. 2018. Interaction and instructed second language acquisition. Language Teaching 51(3). 285–329: 286). This case study, based on three unstructured interactions outside the classroom between two L2 Mandarin Chinese learners, investigates the learning opportunities these interactions brought about in terms of helping them to increase in control over forms that had already been encountered inside the classroom. Using the concept of the language-related episode (Swain, Merrill & Sharon Lapkin. 1998. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 82(3). 320–337), this study sets focus on learning opportunities for lexis- and grammar-related items. It finds learning opportunities arise as the two peers negotiate for meaning motivated by the need to comprehend, strive to use the L2 to express/co-express themselves, and improve their form through the other’s feedback. In addition, lexis-related learning is found to be very positive in this study. The dictionary played an indispensable role in facilitating the learners when they encountered lexis-related issues. Further, it enabled the learners to learn new vocabulary when driven by communicative needs. In comparison, the grammar-related learning is found to be relatively complicated. And the fact the learners had nowhere to resort to concerning grammatical issues attributed to it. In terms of the different types of interactions, compared to learning through negotiation for meaning and feedback, output and co-construction/collaboration were found to be most productive in promoting the learning.

Reflecting on task-based language teaching from an Instructed SLA perspective

2021 ◽  
pp. 1-13
Author(s):  
Nina Spada
Keyword(s):  
Second Language Acquisition ◽  
Explicit Knowledge ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Assessment Practices ◽  
Distinguishing Characteristic ◽  
Instructional Activities ◽  
Instructed Second Language Acquisition ◽  
Theory Research ◽  
Instructed Sla

Abstract Task-based language teaching (TBLT) and instructed second language acquisition (ISLA) have much in common in terms of theory, research, and educational relevance. The distinguishing characteristic between the two is that TBLT adopts communicative tasks as the central unit for instruction and assessment, whereas ISLA comprises a broader range of instructional activities and assessment practices. In this presentation, I focus on two of the conference themes: Instruction and Outcomes. With respect to Instruction, I draw attention to the pedagogical timing of form-focused instruction (FFI) and corrective feedback. I discuss relevant studies within ISLA and TBLT and argue that TBLT is particularly well-suited to investigating questions about the timing of FFI. In discussing Outcomes, I consider differences in how outcomes are measured in TBLT (i.e. performance) and ISLA (i.e. development) and the different aspects of language examined within each, for example, accuracy, implicit/explicit knowledge in ISLA and complexity, accuracy and fluency in TBLT. I discuss underlying similarities between fluency and implicit knowledge, how they are measured, and propose research to investigate the pedagogical timing of FFI in relation to fluency development. I conclude with a brief discussion of the need for a balance between theoretically and pedagogically motivated research within ISLA and TBLT.

scholarly journals MEASUREMENT PROPERTIES OF A STANDARDIZED ELICITED IMITATION TEST: AN INTEGRATIVE DATA ANALYSIS

2021 ◽  
pp. 1-27
Author(s):  
Daniel R. Isbell ◽  
Young-A Son
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
Second Language Acquisition ◽  
Item Difficulty ◽  
Measurement Properties ◽  
Linguistic Features ◽  
Elicited Imitation ◽  
Integrative Data Analysis ◽  
Rater Severity ◽  
Study Participants

Abstract Elicited Imitation Tests (EITs) are commonly used in second language acquisition (SLA)/bilingualism research contexts to assess the general oral proficiency of study participants. While previous studies have provided valuable EIT construct-related validity evidence, some key gaps remain. This study uses an integrative data analysis to further probe the validity of the Korean EIT score interpretations by examining the performances of 318 Korean learners (198 second language, 79 foreign language, and 41 heritage) on the Korean EIT scored by five different raters. Expanding on previous EIT validation efforts, this study (a) examined both inter-rater reliability and differences in rater severity, (b) explored measurement bias across subpopulations of language learners, (c) identified relevant linguistic features which relate to item difficulty, and (d) provided a norm-referenced interpretation for Korean EIT scores. Overall, findings suggest that the Korean EIT can be used in diverse SLA/bilingualism research contexts, as it measures ability similarly across subgroups and raters.

Acquiring variable commands at home and abroad: Examining optatives and imperatives in L1 and L2 Spanish

2020 ◽  
Vol 13 (1) ◽  
pp. 79-113
Author(s):  
Farrah Neumann ◽  
Matthew Kanwit
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Future Research ◽  
Control Group ◽  
Before And After ◽  
The Individual ◽  
At Home

AbstractSince many linguistic structures are variable (i. e. conveyed by multiple forms), building a second-language grammar critically involves developing sociolinguistic competence (Canale and Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1). 1–47), including knowledge of contexts in which to use one form over another (Bayley and Langman. 2004. Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching 42(4). 303–318). Consequently, researchers interested in such competence have increasingly analyzed the study-abroad context to gauge learners’ ability to approximate local norms following a stay abroad, due to the quality and quantity of input to which learners may gain access (Lafford. 2006. The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In Carol Klee & Timothy Face (eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages, 1–25. Somerville, MA: Cascadilla Proceedings Project). Nevertheless, the present study is the first to examine native or learner variation between imperative (e. g. ven ‘come’) and optative Spanish commands (e. g. que vengas ‘come’). We first performed a corpus analysis to determine the linguistic factors to manipulate in a contextualized task, which elicited commands from learners before and after four weeks abroad in Alcalá de Henares, Spain. Their overall rates of selection and predictive factors were compared to local native speakers (NSs) and a control group of at-home learners.Results revealed that the abroad learners more closely approached NS rates of selection following the stay abroad. Nonetheless, for both learner groups conditioning by independent variables only partially approximated the NS system, which was more complex than previously suggested.

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