Effects of proficiency differences and patterns of pair interaction on second language learning: collaborative dialogue between adult ESL learners

2007 ◽  
Vol 11 (2) ◽  
pp. 121-142 ◽  
Author(s):  
Yuko Watanabe ◽  
Merrill Swain
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Pair Interaction ◽  
Learning Collaborative ◽  
Collaborative Dialogue ◽  
Adult Esl ◽  
Esl Learners

The provision and uptake of different types of recasts in child and adult ESL learners

2010 ◽  
Vol 33 (3) ◽  
pp. 26.1-26.22
Author(s):  
Rhonda Oliver ◽  
Ellen Grote
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Conversational Interaction ◽  
Adult Esl ◽  
Language Research ◽  
Different Types ◽  
Facilitative Role ◽  
Esl Learners ◽  
The Impact

The role of conversational interaction in second language research has increasingly been seen as playing a facilitative role in second language learning. As such there have been a number of studies focussing on different types of interaction, including feedback such as recasts, and their potential role in second language learning. In this study, using Sheen’s (2006) taxonomy, we compare various types of recasts delivered to child ESL learners. Further, we examine two variables: context (teacher-fronted classrooms versus pair work, including NNS-NNS and NNS-NS dyads) and age (the results of this study with children are compared with the results from Sheen’s (2006) study of adults) and the impact these factors have on this form of feedback. We also examine the opportunity for, and the actual uptake that may follow these recasts, for child ESL learners. The findings suggest that age and context make a difference, both in relation to the provision of recasts (in terms of their type and characteristics), as well as in relation to their uptake, though to a lesser extent. Context also influences the opportunity for uptake afforded to child learners. The theoretical and pedagogical implications of these results are outlined at the conclusion of this paper.

The provision and uptake of different types of recasts in child and adult ESL learners

2010 ◽  
Vol 33 (3) ◽  
pp. 26.1-26.22 ◽  
Author(s):  
Rhonda Oliver ◽  
Ellen Grote
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Conversational Interaction ◽  
Adult Esl ◽  
Language Research ◽  
Different Types ◽  
Facilitative Role ◽  
Esl Learners ◽  
The Impact

The role of conversational interaction in second language research has increasingly been seen as playing a facilitative role in second language learning. As such there have been a number of studies focussing on different types of interaction, including feedback such as recasts, and their potential role in second language learning. In this study, using Sheen’s (2006) taxonomy, we compare various types of recasts delivered to child ESL learners. Further, we examine two variables: context (teacher-fronted classrooms versus pair work, including NNS-NNS and NNS-NS dyads) and age (the results of this study with children are compared with the results from Sheen’s (2006) study of adults) and the impact these factors have on this form of feedback. We also examine the opportunity for, and the actual uptake that may follow these recasts, for child ESL learners. The findings suggest that age and context make a difference, both in relation to the provision of recasts (in terms of their type and characteristics), as well as in relation to their uptake, though to a lesser extent. Context also influences the opportunity for uptake afforded to child learners. The theoretical and pedagogical implications of these results are outlined at the conclusion of this paper.

9. PEER-PEER DIALOGUE AS A MEANS OF SECOND LANGUAGE LEARNING

2002 ◽  
Vol 22 ◽  
pp. 171-185 ◽  
Author(s):  
Merrill Swain ◽  
Lindsay Brooks ◽  
Agustina Tocalli-Beller
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Theoretical Perspective ◽  
Peer Collaboration ◽  
Mediated Learning ◽  
Collaborative Dialogue ◽  
Peer Dialogue ◽  
Reading Activities ◽  
Cognition And Knowledge

From the theoretical perspective of a sociocultural theory of mind, cognition and knowledge are dialogically constructed. Embedded in this theoretical framework, this chapter reviews research studies in which peer-peer dialogue is linked to second language learning as students engage in writing, speaking, listening and reading activities. The review takes the stance that the type of dialogue of particular significance in the language learning process is collaborative dialogue, or that which occurs when learners encounter linguistic problems and attempt to solve them together. In such conditions language is used both as a communicative and cognitive tool. From the studies reviewed, we conclude that peer-peer collaborative dialogue mediates second language learning. We also conclude that although the studies reported few adverse effects of peer collaboration, teaching learners how and why to collaborate may be important to enhance peer-mediated learning. The chapter calls for more research which provides clear evidence of the connections between peer-peer dialogue and second language learning and more studies which investigate longer term learning. Such studies linking peer-peer dialogue to language learning can be instructive for teachers, researchers, and learners, and make us all more aware of the process of learning a second language.

scholarly journals Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

2021 ◽  
Author(s):  
Momoye Sugiman
Keyword(s):  
Second Language ◽  
Cultural Identity ◽  
Language Learning ◽  
Second Language Learning ◽  
Publicly Funded ◽  
Esl Teachers ◽  
Esl Programs ◽  
Esl Learners ◽  
Depth Interviews ◽  
Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

scholarly journals An Evaluation of Chatbots as Software Aids to Learning English as a Second Language

2008 ◽  
Vol 13 ◽  
pp. 2
Author(s):  
David Coniam
Keyword(s):  
Second Language ◽  
Speech Recognition ◽  
Language Learning ◽  
Second Language Learning ◽  
Command Line ◽  
Esl Learners ◽  
The Way ◽  
Learning English ◽  
Esl Classroom

<p>'Chatbot' programs are pieces of software that can hold a conversation, or interact, in English. This paper explores the potential of chatbots for ESL (English as a Second Language) learning from a pedagogical perspective. From the command-line days of Eliza, chatbots have matured considerably – to the point where many chatbots now involve an avatar interface, with speech recognition also becoming available as a feature. The paper evaluates six chatbots currently available either online or for purchase. The evaluation examines chatbots from the perspective of their interfaces as a human-looking or sounding partner to chat with, as well as their usability as pieces of software suitable for ESL learners. To put some of these issues in perspective and provide insights into their use, the paper also reports on the use of some chatbots in<br />the ESL classroom. The paper concludes with an analysis of chatbots currently available, noting that while chatbots have matured considerably since the early days of Eliza, they still have a long way to go before they can interact with students in the way that researchers such as Atwell (1999) envisage.</p>

scholarly journals Learning in a Content-Based, Collaboratively Structured Course: The Experience of an Adult ESL Learner

1994 ◽  
Vol 12 (1) ◽  
pp. 15 ◽  
Author(s):  
Merrill Swain
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Japanese Woman ◽  
Language Learner ◽  
Social Dimensions ◽  
Second Language Learner ◽  
Group Settings ◽  
Adult Esl ◽  
The Social

In this article the emotive, social aspects of learning ESL in small group settings are explored. The feelings and beliefs of one learner, an adult Japanese woman, are captured as she reflects on her classroom experiences. It is argued that her conscious reflection about her negative emotions and their sources allowed her to act on them, resulting in enhanced second language learning. It is also argued that it may be as important to help learners deal with the social dimensions as the cognitive dimensions of second language learning in order to experience success as a second language learner.

scholarly journals Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

2021 ◽  
Author(s):  
Momoye Sugiman
Keyword(s):  
Second Language ◽  
Cultural Identity ◽  
Language Learning ◽  
Second Language Learning ◽  
Publicly Funded ◽  
Esl Teachers ◽  
Esl Programs ◽  
Esl Learners ◽  
Depth Interviews ◽  
Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

scholarly journals Teaching Pragmatic Competence: A Journey from Teaching Cultural Facts to Teaching Cultural Awareness

2014 ◽  
Vol 30 (7) ◽  
pp. 82 ◽  
Author(s):  
Iryna Lenchuk ◽  
Amer Ahmed
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Cultural Awareness ◽  
Second Language Learning ◽  
Native Speakers ◽  
Pragmatic Competence ◽  
Federally Funded ◽  
Esl Teachers ◽  
Language Classroom ◽  
Esl Learners

Pragmatic competence is one of the essential competences taught in the second language classroom. The Canadian Language Benchmarks (CCLB, 2012a), the standard document referred to in any federally funded program of ESL teach- ing in Canada, acknowledges the importance of this competence, yet at the same time notes the limited resources available to help ESL teachers address it in the classroom. Informed by the theoretical construct of communicative competence and its application to second language learning, the article offers an exemplar of the whats and hows of teaching pragmatics in the ESL classroom. The article stresses the importance of making explicit to the learners the sociolinguistic and sociocultural variables that underlie native speakers’ linguistic choices. It is hoped that ESL learners will thus develop a better understanding of the reasons that make native speakers choose one linguistic expression rather than others when performing a certain linguistic act. The speech act of complimenting is used here as an exemplar.

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