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.

scholarly journals Zarządzanie uwagą na lekcji języka obcego w fazie percepcji i przetwarzania struktur językowych

Neofilolog ◽  
2010 ◽  
pp. 173-183
Author(s):  
Agnieszka Kubiczek
Keyword(s):  
Second Language ◽  
Cognitive Psychology ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Theoretical Background ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
Language Data

This paper focuses on the connection between cognitive psychology and foreign language pedagogy in the context of perception and processing of language structures. It describes second language acquisition as theprocessing of language information, which is influenced by attention focused on language data. The concept of instructed learning assumes the possibility of manipulating learners’ attention by the teacher. The paperprovides a theoretical background referring to such issues and also examples of how this kind of knowledge can be used in the classroom.

scholarly journals The Performing Arts in Second Language Acquisition

2008 ◽  
Vol II (1) ◽  
pp. 17-39
Author(s):  
Mark Lauer
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Performing Arts ◽  
Language Education ◽  
Black Box ◽  
The Novel ◽  
Georgetown University

This paper is a report on the experience of dramatizing Hans Peter Richter’s novel Damals war es Friedrich (1961). Subsequent to the discussion of the novel in an upper division German class, students and I worked on a dramatized version of the text. The play was performed in the Black Box Theater at Georgetown University, Washington D.C., on April 11, 2006. The first part of the report will illustrate how the work on the play was embedded within the context of a literacy approach towards teaching German as a foreign language. In addition to outlining the benefits of including a theater performance in language education, as experienced during the rehearsals and the performance of the play, the second part of the report will discuss how the project was carried out. This paper is a report on the experience of dramatizing Hans Peter Richter’s novel Damals war es Friedrich (1961). Subsequent to the discussion of the novel in an upper division German class, students and I worked on a dramatized version of the text. The play was performed in the Black Box Theater at Georgetown University, Washington D.C., on April 11, 2006. The first part of the report will illustrate how the work on the play was embedded within the context of a literacy approach towards teaching German as a foreign language. In addition to outlining the benefits of including a theater performance in language education, as experienced during the rehearsals and the performance of the play, the second part of the report will discuss how the project was carried out.

scholarly journals Learning Malay with Poems: From Understanding Stylistics to Blogging Poetic Expressions

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Jyh Wee Sew
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Sibling Relationship ◽  
Generation Gap ◽  
Foreign Language Pedagogy ◽  
Language Pedagogy ◽  
Discursive Strategies ◽  
A Value ◽  
Linguistic Categories

We provide a bifocal account on teaching techniques and learning achievements in suggesting that Malay poems, as a resource, are beneficial to foreign language pedagogy. The teaching focus was the Malay poetic-discursive strategies at the stylistic levels. By examining the structures of three poems, the pedagogy positions Malay poems as communicative assembles of Malay linguistic categories for conveying a series of messages. A learning focus is in place toward the production of a poem in the weblogs for developing the confidence to communicate in Malay. The learning results in three submissions from four tertiary learners who produce reflective poetic expressions with visual stimulations. Their creative outputs indicate that poetry offers a cathartic avenue for developing interpersonal intelligence. Writing about sibling relationship, inter-generation gap and conviction for success, the poem project perpetuates intrinsic values thus complementing the pragmatic reasons typically associated with foreign language education. In this respect, language pedagogy using Malay poems is a value-adding practice relevant in foreign language education.

scholarly journals The Interactional Relationship between Learning Mechanisms and Other Factors (Learning Conditions/Individual Differences) in Second Language Acquisition

Impact ◽  
2020 ◽  
Vol 2020 (9) ◽  
pp. 29-31
Author(s):  
Kaoru Koyanagi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Education ◽  
Scientific Discipline ◽  
Learning Mechanisms ◽  
Language Pedagogy ◽  
Second Language Education ◽  
Instructed Second Language Acquisition ◽  
Motivation Beliefs

Second language acquisition is the process of acquiring a second language. Second language acquisition also refers to the scientific discipline that looks at this process. Research on instructed second language acquisition can shed light on learning mechanisms and processes, helping to advance second language education. Professor Kaoru Koyanagi, who collected data from French students of Japanese at the National Institute for Oriental Languages and Civilizations in France, is exploring how learning mechanisms interact with other factors such as learners' aptitude, motivation, beliefs etc. to help uncover new knowledge that could contribute to Japanese language pedagogy.

scholarly journals Implicit Teaching Strategies on Grammar Instruction: Students’ Prevailing Stance

2019 ◽  
Vol 20 (2) ◽  
pp. 109-124
Author(s):  
Rizki Indra Guci ◽  
◽  
Nur Arifah Drajati
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Teaching Strategies ◽  
Language Education ◽  
Grammar Instruction ◽  
Implicit Instruction ◽  
Language Pedagogy ◽  
Grammar Teaching ◽  
Teachers And Students ◽  
English Students

Grammar teaching in foreign language education has been maintained by most theories as one thing playing a significant role in facilitating the process of learning to read, write, speak, and understand a foreign language. However, scholars label that role as controversial both in the research of second language acquisition (SLA) and language pedagogy. Thus, such condition results in a potential cause of confusion to teachers and students, then leads the researchers to a thoughtful theoretical debate on the topic of the way grammar should be taught: explicitly or implicitly. The aim of the present case study was to gain an insight into the prevailing stance of Indonesian English students on grammar teaching enrolled in a senior high school. To this end, a questionnaire as well as interview sessions were developed and validated based on one construct pair from SLA literature: explicit versus implicit instruction. The findings, in general, showed that the students were found to prefer implicit over explicit instruction. Nonetheless, the stance somewhat changed depending on the proficiency level of students. As an implication, this study supported Indonesian English students to maintain their stance on implicit teaching strategies on grammar instruction, regarding the help they can get in the process of natural acquisition of language.

Second Language Acquisition Research and Language Pedagogy: A Critical View

2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Language Research ◽  
Class 1 ◽  
Research Findings

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>

What we have to explain in foreign language learning

1996 ◽  
Vol 19 (4) ◽  
pp. 718-718 ◽  
Author(s):  
Robert Bley-Vroman
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Theory ◽  
Foreign Language Learning ◽  
Fundamental Difference ◽  
Human Cognition ◽  
Development Theory

AbstractWhile child language development theory must explain invariant “success,” foreign language learning theory must explain variation and lack of success. The fundamental difference hypothesis (FDH) outlines such a theory. Epstein et al. ignore the explanatory burden, mischaracterize the FDH, and underestimate the resources of human cognition. The field of second language acquisition is not divided into camps by views on “access” to UG.

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