scholarly journals Web 2.0 Technology Meets Mobile Assisted Language Learning

2011 ◽  
Vol 41 (1) ◽  
pp. 161-175 ◽  
Author(s):  
Min Jung Jee
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Web 2.0 ◽  
Language Learning ◽  
Language Production ◽  
Mobile Technologies ◽  
Mobile Web ◽  
Language Pedagogy ◽  
Mobile Assisted Language Learning ◽  
Production And Consumption

This paper is intended to provide a brief introduction to a wide variety of emerging Web 2.0 and mobile technologies that can be used to great effect in foreign and second language teaching. Specifically, the unique potential and anticipated growth of mobile technologies for language production and consumption are discussed as an ideal opportunity to increase the authenticity, engagement and efficiency, and overall effectiveness of language learning within and beyond the classroom. A number of representative mobile Web 2.0 technologies will be examined and their applications to language pedagogy will be elucidated in conjunction with relevant paradigms of second language acquisition theory and instructional praxis. Implications for future innovation and opportunities for additional research will be discussed.

scholarly journals MOBILE ASSISTED LANGUAGE LEARNING FOR ENGINEERS

2019 ◽  
pp. 8-14
Author(s):  
Jatin Kapadiya
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Production ◽  
Language Teaching ◽  
Mobile Technologies ◽  
Mobile Web ◽  
Web 3.0 ◽  
Language Pedagogy ◽  
Mobile Assisted Language Learning

This paper is meant to provide a brief introduction to a variety of emerging Web 3.0 and mobile technologies and its application that can be used in Foreign Language Teaching and Second Language Teaching. Especially, the unique potential and anticipated growth of mobile technologies for language production and consumption are discussed as an ideal opportunity to improve the reliability, involvement and functionality, and overall effectiveness of language learning within and beyond the classroom. A number of representatives‟ mobile Web 3.0 technologies will be examined and their applications to language pedagogy will be elucidated in conjunction with relevant shifts of second language acquisition theory and instructional praxis. Implications for future innovation and opportunities for additional research will be discussed.

Enacting voices

2019 ◽  
Vol 2 (1) ◽  
pp. 45-70 ◽  
Author(s):  
Darren K. LaScotte
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Production ◽  
L2 Instruction ◽  
Clear Shift ◽  
The Voice ◽  
Practical Implications

Abstract The present study supports the idea of heteroglossia and its contributions to language learning in second language acquisition (SLA) theory and bilingualism. Bakhtin’s (1934/1981) theory of heteroglossia differs from variety and register in that when acquiring a language, one internalizes the voices of others. Viewing interlanguage through a heteroglossic lens, it is possible that these voices in heteroglossia may have an effect on second language (L2) users’ language production. By blending sociolinguistic and sociocultural frameworks, this study analyzed the complexity, accuracy, and fluency of two French-English bilinguals’ narratives. Findings demonstrate a clear shift in all three measures of the CAF framework when participants enacted the voice of a perceived interlocutor or perceived self, versus when they recounted a narrative. These findings support the notion that an individual may have variable linguistic systems, and raise other important theoretical and practical implications for SLA research and L2 instruction.

scholarly journals Usage-based Approaches to Second Language Acquisition: Cognitive and Social Aspects

2020 ◽  
Vol 11 (3) ◽  
pp. 473
Author(s):  
Yaghoob Javadi ◽  
Fakhereh Kazemirad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Production ◽  
Second Language Learning ◽  
First Language ◽  
Social Aspects ◽  
Language Experience ◽  
Learning Language

Usage-based approaches focus on learning language through engaging in the interpersonal communicative and cognitive processes. They consider language as the best accomplishment of our social and cognitive competences which bridges society and cognition. Based on usage-based approaches, language can be learned from language use, by means of social skills and generalizations over usage events in interaction. These approaches actually explore how language learning occurs through language experience. Therefore, usage-based approaches are input-dependent and experience-driven and assume frequency of usage as an inseparable part of language learning which plays an important role in the language production, language comprehension, and also grammaticality of the patterns. While usage-based approaches have been successful in showing how first language is learnt from the input, it is still less clear how these approaches can be made use of in second language learning. The present study provides an overview of the usage-based approaches to second language acquisition and their cognitive and social underpinnings. Firstly, the notion, underlying tenets, and major constructs of usage-based approaches are summarized. Then usage-based linguistics is described in detail. Finally, cognitive and social aspects of usage-based approaches are taken into account.

scholarly journals Mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS): A conceptual framework

2020 ◽  
Vol 36 (6) ◽  
pp. 34-52
Author(s):  
Olga Viberg ◽  
Barbara Wasson ◽  
Agnes Kukulska-Hulme
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Conceptual Framework ◽  
Language Learners ◽  
Learning Analytics ◽  
Target Language ◽  
Self Regulated Learning ◽  
Mobile Assisted Language Learning ◽  
Regulated Learning

Many adult second and foreign language learners have insufficient opportunities to engage in language learning. However, their successful acquisition of a target language is critical for various reasons, including their fast integration in a host country and their smooth adaptation to new work or educational settings. This suggests that they need additional support to succeed in their second language acquisition. We argue that such support would benefit from recent advances in the fields of mobile-assisted language learning, self-regulated language learning, and learning analytics. In particular, this paper offers a conceptual framework, mobile-assisted language learning through learning analytics for self-regulated learning (MALLAS), to help learning designers support second language learners through the use of learning analytics to enable self-regulated learning. Although the MALLAS framework is presented here as an analytical tool that can be used to operationalise the support of mobile-assisted language learning in a specific exemplary learning context, it would be of interest to researchers who wish to better understand and support self-regulated language learning in mobile contexts. Implications for practice and policy: MALLAS is a conceptual framework that captures the dimensions of self-regulated language learning and learning analytics that are required to support mobile-assisted language learning. Designers of mobile-assisted language learning solutions using MALLAS will have a solution with sound theoretically underpinned solution. Learning designers can use MALLAS as a guide to direct their design choices regarding the development of mobile-assisted language learning apps and services.

scholarly journals Pre-service teacher education: Observing senior teachers through the theoretical lens of Ellis’s principles of instructed language learning

2021 ◽  
Vol 8 (1) ◽  
pp. 20-52
Author(s):  
Emilia Petrocelli
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Second Language Teacher Education ◽  
Training Project ◽  
Language Pedagogy ◽  
Practice Questions

EN The study is based on a training project completed in Italy as part of a qualifying course for high school teachers of L2 English. The project moves around the framework that Rod Ellis proposed in 2010 on the relationship between Second Language Acquisition and Language Pedagogy and it argues the need for student teachers (STs) to take the role of classroom researchers during their learning process and carry out critical observations through a solid theoretical lens, such as the 10 principles for instructed language learning by Ellis (2005a, 2005b). Three case studies are analyzed to explore how STs observed classroom activities armed with the knowledge of the principles. Data is based on feedback they gave during seminar discussions and remarks made in written reports. Moreover, a follow-up survey of informants after five years’ in-service practice questions whether and how this experience influenced the quality and degree of their understanding of teaching and learning. Considering these results, suggestions are made for future implementations of this kind of project. Key words: INSTRUCTED LANGUAGE LEARNING, SECOND LANGUAGE TEACHER EDUCATION, LANGUAGE PEDAGOGY, COMMUNICATIVE APPROACH, ITALIAN SECONDARY SCHOOL, ENGLISH AS A FOREIGN LANGUAGE (EFL) ES El estudio se basa en un proyecto de capacitación realizado en Italia como parte de un curso de cualificación para profesores de inglés como L2 de nivel secundario. El proyecto se basó en el marco que Rod Ellis propuso en 2010 sobre la relación entre la adquisición de segundas lenguas y la pedagogía lingüística. Este estudio sostiene que los estudiantes necesitan recibir una lente teórica sólida para la observación crítica, como los 10 principios para el aprendizaje de idiomas instruido de Ellis (2005a, b), y asumir el papel de investigadores dentro del aula durante su proceso de aprendizaje. La análisis de tres estudios de caso explora cómo los estudiantes observaron las actividades del aula armados con el conocimiento de los principios. Los datos se basan en los comentarios que dieron durante los debates del seminario y en las observaciones realizadas en los informes escritos. Además, una encuesta de seguimiento de los informantes después de cinco años de docencia en servicio cuestiona si esta experiencia influyó, y de qué manera, en la calidad y el grado de su comprensión de la enseñanza y el aprendizaje. Teniendo en cuenta estos resultados, se hacen sugerencias para futuras implementaciones de este tipo de proyectos. Palabras clave: APRENDIZAJE DE IDIOMAS INSTRUIDO, CAPACITACIÓN DE PROFESORES DE SEGUNDA LENGUA, PEDAGOGÍA DEL LENGUAJE, ENFOQUE COMUNICATIVO, ESCUELA SECUNDARIA ITALIANA, INGLÉS COMO LENGUA EXTRANJERA IT Lo studio si basa su un progetto di tirocinio inserito in un corso di abilitazione per docenti d’inglese nella scuola superiore (TFA). Il progetto si ispira al quadro teorico proposto da Rod Ellis nel 2010 sul legame tra acquisizione della seconda lingua e didattica delle lingue e si basa sull’idea che i tirocinanti debbano effettuare le osservazioni in classe vestendo i panni di ricercatori, con una lente teorica solida come i 10 principi per l’insegnamento delle lingue di Ellis (2005a, b). L’analisi esplora il processo di formazione dei tirocinanti in tre casi studio e le modalità in cui essi si sono mossi nell’osservazione delle lezioni di lingua, armati della conoscenza dei principi di Ellis. I dati includono le riflessioni dei tirocinanti durante le discussioni seminariali e nelle loro relazioni di fine percorso. Inoltre, dopo cinque anni d’insegnamento di ruolo, quegli stessi tirocinanti sono stati intervistati per ricevere informazioni su se e come questa esperienza abbia influenzato la qualità e il livello della loro consapevolezza dei processi di insegnamento e apprendimento. Sulla base dei risultati, vengono avanzate alcune proposte per lo sviluppo di questo tipo di progetti. Parole chiave: APPRENDIMENTO DELLA LINGUA, FORMAZIONE PER DOCENTI DI LINGUA, DIDATTICA, APPROCCIO COMUNICATIVO, SCUOLA SECONDARIA ITALIANA, INGLESE COME LINGUA STRANIERA

SOCIOCULTURAL THEORY AND SECOND LANGUAGE LEARNING. James P. Lantolf (Ed.). Oxford: Oxford University Press, 2000. Pp. 297. £20.90 paper.

2002 ◽  
Vol 24 (3) ◽  
pp. 490-491 ◽  
Author(s):  
Catherine Howell
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Sociocultural Theory ◽  
Second Language Learning ◽  
Input Output ◽  
Language Pedagogy ◽  
Oxford University ◽  
Oxford University Press

Sociocultural Theory and Second Language Learning, edited by James Lantolf, contains nine research reports and two theoretical papers that introduce the sociocultural tradition to the wider field of second language acquisition (SLA) and provide specific examples of questions and methodologies that emerge from the sociocultural framework. Sociocultural theory expands the types of inquiry addressed by the field of SLA research by suggesting a participation metaphor of language learning as an alternative to, or an expansion of, the more widespread input-output or computational metaphor. Although the book is designed primarily for researchers, most chapters also explore ways that sociocultural theory and research can inform language pedagogy.

You’ve got to crack a few eggs to make an omelette. Linguistic complexity and instruction in SLA

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Rick De Graaff
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Use ◽  
Teaching Practice ◽  
Task Complexity ◽  
Language Performance ◽  
Linguistic Complexity ◽  
Language Pedagogy ◽  
Instructed Second Language Acquisition ◽  
The One

In this epilogue, I take a teaching practice and teacher education perspective on complexity in Instructed Second Language Acquisition. I take the stance that it is essential to understand if and how linguistic complexity relates to learning challenges, what the implications are for language pedagogy, and how this challenges the role of the teacher. Research shows that differences in task complexity may lead to differences in linguistic complexity in language learners’ speech or writing. Different tasks (e.g. descriptive vs narrative) and different modes (oral vs written) may lead to different types and levels of complexity in language use. On the one hand, this is a challenge for language assessment, as complexity in language performance may be affected by task characteristics. On the other hand, it is an opportunity for language teaching: using a diversity of tasks, modes and text types may evoke and stretch lexically and syntactically complex language use. I maintain that it is essential for teachers to understand that it is at least as important to aim for development in complexity as it is to aim for development in accuracy. Namely, that ‘errors’ in language learning are part of the deal: complex tasks lead to complex language use, including lexical and syntactical errors, but they are a necessary prerequisite for language development.

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.

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.

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.

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