scholarly journals What's in a name? The quest for new metaphors for second language acquisition

2014 ◽  
Vol 53 (1) ◽  
pp. 145-162
Author(s):  
Vera Lucia Menezes Oliveira e Paiva
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Present Article ◽  
Applied Linguistics ◽  
Complex Phenomenon ◽  
Cognitive Studies ◽  
Metaphor And Metonymy

The present article focuses on a series of metaphors found in texts on language and language learning, and discusses the criticisms of the acquisition metaphor and the addition of participation as a new concept to represent language learning. The main theoretical proposals for second language acquisition (SLA) have been selected in order to verify which theories use acquisition and which use participation. While scrutinizing those texts, I found that other metaphors have also been proposed; however, acquisition and participation are still the most prevalent. Participation has been used as a metaphor since Sfard (1998) and has been well accepted in Applied Linguistics. Therefore, I present the cognitive view of metaphor and metonymy and demonstrate that, according to the cognitive studies on metaphor, participation cannot be seen as a metaphor, but rather as a metonym. To prove this, I use the metonymic model proposed by Lakoff (1990) as support. I conclude, agreeing with Ortega (2009) that a metaphorical polyphony can help us understand the complex phenomenon of language and language learning. Nevertheless, metonyms must not be disregarded.

Symposium – Perspectives on Motivation for Second Language Learning on the 50th Anniversary of Gardner & Lambert (1959)

2010 ◽  
Vol 43 (3) ◽  
pp. 374-377 ◽  
Author(s):  
Peter MacIntyre
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
State Of The Art ◽  
Applied Linguistics ◽  
50Th Anniversary ◽  
Seminal Paper ◽  
Canadian Association

Held at the Association canadienne de linguistique appliquée/Canadian Association of Applied Linguistics Conference, Ottawa, Canada; 28 May 2009.With the 50th anniversary of Robert C. Gardner and Wallace Lambert's seminal paper ‘Motivational variables in second language acquisition’ (Gardner & Lambert 1959), we paused to reflect on the contributions the work has inspired and the state of the art in the study of motivation research.

scholarly journals Emotions and Instructed Language Learning: Proposing a Second Language Emotions and Positive Psychology Model

2020 ◽  
Vol 11 ◽  
Author(s):  
Kaiqi Shao ◽  
Laura J. Nicholson ◽  
Gulsah Kutuk ◽  
Fei Lei
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Positive Psychology ◽  
Language Learning ◽  
Present Article ◽  
Positive Emotions ◽  
Theoretical Models ◽  
Psychology Education ◽  
Instructed Sla

Although emotion research and positive psychology (PP) have recently gained strong momentum in the field of second language acquisition (SLA), theoretical models linking language emotion and PP research, which offer insights for both research and intervention practice are lacking. To address this gap, the present article first introduces the origin, concept, and research around PP. Next, it summarizes recent research on PP and emotions in SLA. Finally, by triangulating emotion theories and research in the fields of psychology, education, and SLA, we propose a new model, which merges the three pillars of PP (positive institutions, positive characteristics, and positive emotions) with the antecedents, outcomes, and interventions of second language (L2) emotions (the L2EPP model). The value of the model to L2 pedagogy and research is highlighted in the context of the importance of integrating PP into the area of emotions and instructed SLA.

scholarly journals Hypothesis of Interaction: Reflections on its Theoretical and Practical Contributions for Second Language Acquisition (SLA)

2014 ◽  
Vol 2 (3) ◽  
pp. 294 ◽  
Author(s):  
Ahmed A. Al Khateeb
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Applied Linguistics ◽  
Interaction Hypothesis

<p><em>This article is about one of the most influential hypothesis in the fields of applied linguistics and language learning. It is based on the work of a number of scholars who contributed to the understanding of this hypothesis such as Steve Krashen, Mike Long, Teresa Pica and Merrill Swain. It starts with a brief introduction about the significance of interaction hypothesis generally in language learning in general and its central role in second language acquisition (SLA). The next section reviews some of the fundamental works and studies that have investigated the theoretical and practical understanding of this phenomenon and its relationship to learners’ achievement. It also highlights the contribution of interaction hypothesis to learning in two basic areas: noticing and feedback. There are explanatory examples presented in the following section in order to show how interactional modification techniques are used by learners. The last section presents some concluding thoughts pertaining to this topic with a focus on how it can be employed in language learning classrooms.</em></p>

scholarly journals From the editor

2017 ◽  
Vol 6 (3) ◽  
pp. 111
Author(s):  
Assoc. Prof. Dr. Ali Rahimi
Keyword(s):  
Second Language ◽  
Discourse Analysis ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Second Language Teaching

 From the Editor Assoc. Prof. Dr. Ali RahimiMessage from EditorDear Readers,It is a great honor for us to publish August 2016 - Vol 6, No 3 of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://www.gjflt.eu/Global Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics. Keyword and Full Video Captioning in Listening Comprehension, Infants’ Acquisition of Words Before Concepts, Pragmatics, Task Complexity , Language Use of Patients With Early-Onset Alzheimer’s Disease, Headings in Theses and Research Articles in Applied Linguistics, and Developing Intercultural Competence have been included in this issue. The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Associate Professor Dr. Ali Rahimi,Editor – in Chief, Bangkok University

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.

Engagement in language learning: A systematic review of 20 years of research methods and definitions

2021 ◽  
pp. 136216882110012
Author(s):  
Phil Hiver ◽  
Ali H. Al-Hoorie ◽  
Joseph P. Vitta ◽  
Janice Wu
Keyword(s):  
Systematic Review ◽  
Qualitative Research ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Applied Linguistics ◽  
Inclusion Criteria ◽  
Learner Engagement ◽  
Quantitative And Qualitative Research ◽  
Active Learner

At the turn of the new millennium, in an article published in Language Teaching Research in 2000, Dörnyei and Kormos proposed that ‘active learner engagement is a key concern’ for all instructed language learning. Since then, language engagement research has increased exponentially. In this article, we present a systematic review of 20 years of language engagement research. To ensure robust coverage, we searched 21 major journals on second language acquisition (SLA) and applied linguistics and identified 112 reports satisfying our inclusion criteria. The results of our analysis of these reports highlighted the adoption of heterogeneous methods and conceptual frameworks in the language engagement literature, as well as indicating a need to refine the definitions and operationalizations of engagement in both quantitative and qualitative research. Based on these findings, we attempted to clarify some lingering ambiguity around fundamental definitions, and to more clearly delineate the scope and target of language engagement research. We also discuss future avenues to further advance understanding of the nature, mechanisms, and outcomes resulting from engagement in language learning.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

APTITUDE AND SECOND LANGUAGE ACQUISITION

2005 ◽  
Vol 25 ◽  
pp. 46-73 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Theoretical Frameworks ◽  
Aptitude Tests ◽  
Advanced Level ◽  
Learning Success ◽  
And Performance

Recent second language acquisition (SLA) research into the cognitive abilities implicated in implicit, incidental, and explicit learning, and in learning and performance on tasks differing in their information processing demands has prompted new theoretical frameworks for conceptualizing L2 aptitude. This research is reviewed and related to measures of abilities operationalized in existing aptitude tests, as well as to measures of abilities that are the focus of more recent research in cognitive psychology. Finally, prospects for developing aptitude tests to serve the purposes of predicting both early and advanced level language learning success are discussed in the light of the SLA findings and aptitude frameworks reviewed.

(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.

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