Understanding the Sequential Resources for Doing Humor in the Language Classroom

2015 ◽  
Vol 28 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Elizabeth Reddington ◽  
Hansun Zhang Waring
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Workplace Communication ◽  
Analytic Framework ◽  
Social Functions ◽  
Naturally Occurring ◽  
Everyday Talk ◽  
Language Classroom ◽  
Preliminary Consideration ◽  
Do So

AbstractHumor scholars have made great strides in identifying markers of humor such as prosody and laughter as well as the various social functions of humor in both everyday talk and workplace communication. Less research has been devoted to understanding the mechanisms of humor or how humor is done in naturally occurring interaction. Based on videotaped data from adult English-as-a-second-language (ESL) classrooms, we describe a specific set of sequential resources for producing humor in the language classroom and do so within a conversation analytic framework. We also give some preliminary consideration to the applicability of the findings in other interactional contexts as well as to the question of whether participants are oriented towards moments of humor as opportunities for language learning.

(In)Commensurable Discourse: Researchers and Practitioners Bring Pragmatics to Language Learning

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Julie M. Sykes
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Empirical Research ◽  
Primary Component ◽  
Theory And Practice ◽  
Language Classroom ◽  
Growing Body ◽  
Valuable Role

AbstractThe recent surge in a growing body of empirical research is evidence of a strong theoretical push towards L2 pragmatic acquisition in the field of second language acquisition; yet, the reality is that we see very little evidence of pragmatics instruction in L2 contexts, suggesting a notable disconnect between theory and practice. This viewpoints article explores the valuable role both researchers and practitioners play in bridging the gap between theory and practice with the intention of bringing pragmatics to the forefront of the language classroom. It briefly discusses the importance of including pragmatics as a primary component of second language (L2) learning and then explores various obstacles to pragmatics instruction, paying special attention to the role both researchers and practitioners can play in overcoming them. Examples from current projects related to L2 Spanish pragmatics are presented where relevant.

Literacy in a Second Language

1989 ◽  
Vol 10 ◽  
pp. 145-162 ◽  
Author(s):  
William Grabe
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Learning Context ◽  
Second Language Literacy ◽  
Reading And Writing ◽  
Learning Contexts ◽  
Language Literacy ◽  
Do So

As literacy has emerged to become a major issue in the 1980s, and will continue to do so in the 1990s, the only sure claim to be made is that the notion of literacy is extremely complex and fraught with generally accepted “myths,” hidden assumptions, over-generalizations, and simple all-inclusive responses to the challenges presented. This scenario is no less appropriate to the second language learning context than it is to the first language learning context. Thus, any examination of second language literacy requires discussion of both first language and second perspectives. It is naive to assume that the difficulties, complexities, contradictions, and debates in first language literacy do not apply equally to the large majority of second language learning contexts. Accordingly, second language literacy will be discussed in light of first language perspectives on literacy, reading, and writing, expanding these perspectives into second language contexts. (It should be noted that two excellent reviews of reading and writing in a second language appeared in ARAL IX (Carrell 1989a, Hudelson 1989a). This review should be seen as complementary to these two earlier articles.)

Language Learning Environments

2021 ◽  
Author(s):  
Phil Benson
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Conceptual Framework ◽  
Learning Environments ◽  
Second Language Learning ◽  
Do So

This book is the first in-depth examination of the application of theories of space to issues of second language learning. The author outlines a new conceptual framework for researching SLA that centres on the idea of 'language learning environments' and demonstrates that where people learn languages is equally as important as how they do so.

Deployment of the formulaic utterance “how about∼” in task-based second language classroom discussions

2021 ◽  
Vol 18 (4) ◽  
pp. 425-446
Author(s):  
David Aline ◽  
Yuri Hosoda
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Fine Grained ◽  
Japanese Learners Of English ◽  
Language Classroom ◽  
Alternative Procedures ◽  
Japanese Learners

Abstract Formulaic speech has long been of interest in studies of second language learning and pragmatic use as production and comprehension of formulaic utterances requires less processing and production effort and, therefore, allows for greater fluency. This study scrutinizes the sequential positions and actions of one formulaic utterance “how about∼” from the participants’ perspective. This conversation analytic study offers a fine-grained microanalysis of student interaction during classroom peer discussion activities. The data consist of over 54 h of video-recorded classroom interaction. Analysis revealed several positions and actions of “how about∼” as it occurs during peer discussions by Japanese learners of English. Emerging from analysis was a focus on how learners deploy this formulaic utterance to achieve various actions within sequences of interaction. Analysis revealed that participants used “how about∼” for (a) explicitly selecting next speaker, (b) shifting topics, (c) proposing a solution, and (d) suggesting alternative procedures. Although the formula was deployed to perform these four different actions, consistent throughout all instances was the disclosure of learner orientation to the progressivity of the task interaction. The findings show how language learners deploy this formulaic utterance in discussion tasks designed for language learning and highlights the pragmatic functions of this phrase.

scholarly journals Teachers’ Perception of Motivational Strategies in the Language Classroom

EL LE ◽  
2019 ◽  
Author(s):  
Giacomo Cucinotta
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Classroom Climate ◽  
Second Language Learning ◽  
Cross Cultural ◽  
Language Teachers ◽  
Motivational Strategies ◽  
Language Classroom

Motivation can determine success or failure in second language learning process, however there is a limited number of published investigations dedicated to motivational strategies in a European context. The purpose of the present study is to replicate Cheng’s and Dörnyei’s (2007) research to test the validity of their findings in a different cultural milieu. 101 foreign language (FL) and second language (L2) teachers were asked to rate a list of 47 motivational strategies according based on the degree of importance they perceived. In addition, they were also invited to specify how they acquainted with each strategy. The results of the study suggest that, even though the use of motivational strategies is decidedly context-dependent, the prevailing importance of some strategies might be cross-cultural. In particular, strategies related to classroom climate could also be considered as preconditions to employ further strategies. The highest-rated strategies are also indicated as acquired mostly through experience, which highlights the far too little attention that motivational strategies have so far received in education programmes for the formation of language teachers.

World CALL: Are We Connected?

2019 ◽  
Vol 39 ◽  
pp. 59-73
Author(s):  
Mike Levy
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Digital Literacy ◽  
Second Language Learning ◽  
New Technologies ◽  
The Internet ◽  
Authentic Materials ◽  
Input And Output ◽  
Language Classroom ◽  
The World

AbstractIn the last 20 years we have moved from a somewhat idealistic vision of the internet to one that is far more nuanced and complex. Disruption and change now surround us in a more uncertain and unpredictable world (Foer, 2017; Greenfield, 2017; Lanier, 2018; O'Neil, 2016). This article examines some of the key changes in the wider world and how they may relate to the use of new technologies in second language learning. This topic is approached from three perspectives that have thus far been relatively unexplored. First, the article looks at digital literacy, a cognate field that has long been motivated by issues and concerns relating to educational technology and the classroom–world connection. Second, it considers the role and use of authentic materials and texts. Third, it contrasts notions of input and output as these terms apply to humans and machines, and as they are used in research on second language learning.The goal throughout is to highlight the benefits of increased connectivity between the wider world and the world of the language classroom. Through increased awareness and informed debate, it is hoped this will place us in a stronger position to understand and plan for the changes ahead.

Comprehension, Comprehensibility, and Learning in the Second Language Classroom

1985 ◽  
Vol 7 (2) ◽  
pp. 216-232 ◽  
Author(s):  
Craig Chaudron
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Behavior ◽  
Positive Influence ◽  
Language Instruction ◽  
Target Language ◽  
Instructional Behaviors ◽  
Language Classroom ◽  
L2 Development ◽  
Instructional Settings

Two questions are fundamental to research on second language learning in instructional settings: (1) Does second language instruction have a positive influence on acquisition? and (2) If so, what factors in instruction make a difference, how, and for whom? This paper considers theory and research on second language classroom behavior that is aimed toward answering the second question, given evidence that the answer to the first one is affirmative.Theory suggests that the provision of comprehensible input, a focus on formal aspects of the target language, and the learner's opportunity to practice the target language, all may contribute to L2 development. Empirical research is reviewed to explore what modifications of teacher speech might influence comprehensibility, whether amount of exposure to target forms is related to learners' development, and which instructional behaviors might lead to productive practice with and knowledge about the target language.

scholarly journals How does CLIL affect the acquisition of reading comprehension in the mother tongue? A comparative study in secondary education

2017 ◽  
pp. 7-26
Author(s):  
Esther Nieto
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Secondary Education ◽  
Language Learning ◽  
Second Language Learning ◽  
Reading Skills ◽  
Mother Tongue ◽  
L1 And L2 ◽  
The Impact ◽  
Do So

In the last two decades, CLIL (content and language integrated learning) programmes, in which school subjects such as history, geography or mathematics are taught by means of an additional language, have rapidly spread over all the world, since CLIL has been deemed to be an innovative and effective approach for second language learning. Therefore, research on CLIL has precisely focused on the acquisition of the L2, while other aspects, such as the assimilation of the content taught by means of the second language or the impact of CLIL programmes on the mother tongue have received less attention.In this sense, this paper examines how CLIL programmes affect the development of reading comprehension in the mother tongue. To do so, the outcomes in a test of reading comprehension of CLIL (n = 1,119) and non-CLIL students (= 15,984) enrolled in the 2nd year of secondary education (13-14 years-old) were compared. The results indicated that the acquisition of literal reading comprehension and inferential reading comprehension in the mother tongue significantly benefit from CLIL, whereas no significant differences have been detected in critical reading comprehension. The reading skills most benefited by CLIL were global comprehension, lexical comprehension, understanding of space-time relationships, integration of extra-textual information, and identification of extra-textual relations.These data are explained by the critical importance of reading strategies to succeed in CLIL settings, and by the transfer of these strategies between L1 and L2 and vice versa. This hypothesis is supported by previous research on immersion programmes.

Culture Through Poetry

2020 ◽  
pp. 29-43
Author(s):  
Hannah Grace Morrison
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Environment ◽  
Language Poetry ◽  
Cultural Artifact ◽  
Language Structure ◽  
Basic Language ◽  
Language Classroom ◽  
The Many ◽  
Culture And Language

Culture is an essential and challenging part of teaching a second language. For the basic language classroom, instructors play a fundamental role in presenting and creating a space for learning about language forms themselves and learning about how that language is used in context. Poetry is a unique way to analyze both language and cultural artifact. There are a plethora of forms that are represented within poetry, and there are many ways to connect language learning to culture itself. Instructors must take initiative and be intentional with each activity that is incorporated into learning a new language. Poetry is but one of the many ways that culture and language can be analyzed thoroughly, and in this chapter, poetry forms are analyzed as both language structure examples and as a cultural and contextual resource that enriches the classroom environment.

The use of English as a lingua franca in the Japanese second language classroom

2018 ◽  
Vol 7 (1) ◽  
pp. 131-151 ◽  
Author(s):  
Blake Turnbull
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Environments ◽  
First Language ◽  
Lingua Franca ◽  
Proficiency Level ◽  
Language Classroom ◽  
English Speaking

AbstractDespite the growing interest surrounding the use and role of the first language in the second language classroom, the vast majority of research in the field has been conducted in classrooms where English is taught as a second language in English-speaking countries. Very little research has investigated the role of English as a lingua franca (ELF) in other language learning environments, such as those in which Japanese is learnt as a second language (JSL) in Japan. This paper investigates the purposes for which ELF is employed, and the perspectives of learners from multilingual and multicultural backgrounds on the use of ELF, in the JSL classroom. The findings show that English is employed to varying degrees in relation to proficiency level, and that learners themselves are generally welcoming of this use. The author suggests that learners seek security and comfort in what they already know, with ELF easing the gap between their L1 and their developing Japanese skills.

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