scholarly journals The Analysis of the Features of Interaction in Instructed SLA

2021 ◽  
Vol 11 (4) ◽  
pp. 447-456
Author(s):  
Yanfang Lu
Keyword(s):  
Language Production ◽  
Negotiation Of Meaning ◽  
Focus On Form ◽  
Interactional Pattern ◽  
Instructed Sla ◽  
Interactional Patterns ◽  
Meaningful Communication

This study investigates the interaction in university instructed setting in China. It reveals the interactional patterns, the strategies used in the negotiation of meaning and language forms being negotiated in classroom. The results show that the most frequently used interactional pattern and strategy of negotiation of meaning is IRF and comprehension check. But data shows that more complicated interactional patterns such as IRF(I)RF, IR [I1 R1 (I2 R2)] F and IR1F1 / R2F2 are being used. They are beneficial in promoting students’ language production. And we also found that there is focus on form in the negotiation of meaning, which can help to raise learner’s awareness of language forms in meaningful communication.

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

scholarly journals Teaching and Learning Interactional Patterns in Speaking Subject at Several Higher Educational Institutions

2019 ◽  
Vol 9 (12) ◽  
pp. 1480
Author(s):  
Ngatmini Ngatmini
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Early Stage ◽  
Video Recording ◽  
Educational Institutions ◽  
Interactional Competence ◽  
Learning And Teaching ◽  
Interactional Pattern ◽  
Ethnographic Approach ◽  
Interactional Patterns

This study seeks to find the models applied in interactional pattern of teaching and learning activities on speaking subject in both religious and non-religious universities. In this qualitative study, a realistic ethnographic approach was used. The researchers played a key role as the research instrument. The data are lecturers and students' speech fragments in learning and teaching speaking skills. The instruments were technically obtained through observation using video recording. The data sources are the lecturers and students’ spoken transcripts. The result of this study proved that teaching and learning interactional patterns on speaking subject at the religious based universities revealed that they are under the lecturers’ control. In religious universities, the lecturers speak more than students (TTT), whereas in non-religious universities students are given more speaking opportunities (STT). Interaction occurs when students construct their experience and knowledge with the received information. Lecturers at both universities were not able to facilitate students developing and expressing their ideas. Both religious and non-religious universities’ learning and teaching interactional patterns at the speaking subjects implemented towards constructivism. Through generative learning strategy, some elements reflect each step of the strategies, although at an early stage. It is necessary to develop varied learning models which engage students’ active participation. In addition, there should be an understanding towards the concept of classroom interactional competence.

scholarly journals Task-based Language Learning in Bilingual Montessori Elementary Schools: Customizing Foreign Language Learning and Promoting L2 Speaking Skills

2012 ◽  
Vol 54 (4) ◽  
Author(s):  
Jana Winnefeld
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Information Exchange ◽  
Language Production ◽  
Foreign Language Learning ◽  
Negotiation Of Meaning ◽  
L2 Learning ◽  
L2 Production ◽  
Speaking Skills

Foreign language learning has been a part of German elementary schools for several years now. Montessori schools focusing on individual learning, i.e. mostly independent from the teacher and based on auto-education, interest, and free choice, are also asked to teach an L2. The original lack of a concept of L2 learning for this environment has brought forth different approaches. Bilingual education seems to be feasible and applicable in Montessori education. The downside to this is that even in a bilingual classroom the Montessori way of learning may not allow for very much oral production of the foreign language. The role of L2 production (cf. Swain 1985, 1995, 2005) for language acquisition has been theoretically claimed and empirically investigated. Output can have a positive influence on L2 learning (cf. e.g. Izumi 2002, Keck et al. 2006). This also applies to interaction (cf. Long 1996), where negotiation of meaning and modified output are factors supporting L2 development (cf. e.g. de la Fuente 2002, McDonough 2005). Task-based Language Learning (TBLL) presents itself as one way to promote oral language production and to provide opportunities for meaning-negotiation. Especially tasks with required information exchange and a closed outcome have been shown to be beneficial for the elicitation of negotiation of meaning and modified output. This paper argues that TBLL is a promising approach for the facilitation of L2 production and thus the development of speaking skills in a Montessori context. It also hypothesizes that TBLL can be implemented in a bilingual Montessori environment while still making the Montessori way of learning possible. Different tasks on various topics, examples of which are presented in this article, can lay the foundation for this. Offering such tasks in a bilingual Montessori elementary classroom promises to foster language production and the use of communication strategies like negotiation of meaning, both being facilitative for L2 acquisition. This hypothesis remains to be tested in future research.

Pragmatic information in constructions

2021 ◽  
Vol 34 ◽  
Author(s):  
Einat Kuzai
Keyword(s):  
Conversation Analysis ◽  
Preliminary Evidence ◽  
Discourse Marker ◽  
Interactional Pattern ◽  
Pragmatic Information ◽  
Recent Advances ◽  
Diachronic Analysis ◽  
Interactional Patterns

Abstract Despite recent advances in Construction Pragmatics, a systematic way for delimiting coded pragmatic information has yet to be offered. This squib provides a step in establishing such an account by assessing what kind of pragmatic information speakers generalize from various usage-events. Drawing on findings from Conversation Analysis, I propose a distinction between pragmatic functions as speakers’ actions, and interactional patterns as discourse-information sequences. A synchronic examination of the Hebrew multifunctional discourse marker ′at/a yode′a/′at (′you know.prs.sg.m/f′) demonstrates the consistent use of the construction in an interactional pattern across numerous usage-events. A qualitative diachronic analysis of ′at/a yode′a/′at suggests that speakers may associate forms with interactional patterns rather than with functions. This preliminary evidence provides support for the generalization of interactional patterns.

scholarly journals Unpacking the Concept of Complexity in the Instructed SLA Research: Towards an Acquisitional Definition

2018 ◽  
Vol 6 (1) ◽  
pp. 65
Author(s):  
Ji-Yung Jung
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Target Language ◽  
Processing Instruction ◽  
Focus On Form ◽  
Cognitive Constraints ◽  
Input Enhancement ◽  
Instructed Second Language Acquisition ◽  
Instructed Sla

<p><em>Over the past few decades, the field of second language acquisition (SLA) has seen a remarkable increase of interest in the study of instructed second language acquisition (ISLA), which “investigates second language (L2) learning or acquisition that occurs as a result of teaching” (Loewen, 2014, p. 2). The importance of this subfield has particularly been emphasized for the sake of adult L2 learners, who, due to biological and cognitive constraints, have difficulty acquiring a target language (TL) solely based on naturalistic input (e.g., Han, 2004; Long, 1990). For this, ISLA research has suggested the utilization of focus on form (FonF), a pedagogical approach that attempts to engage learners’ metalinguistic attention in an otherwise solely meaning-based environment (Doughty &amp; Williams, 1998; Long, 1991; Long &amp; Robinson, 1998). According to Doughty and Williams (1998), FonF involves an array of pedagogical options, ranging from implicit techniques (e.g., input flood, input enhancement, and recasts) that attempt to attract leaners’ attention to form, to explicit techniques (e.g., processing instruction, consciousness-raising, and dictogloss) that attempt to direct their attention to form.</em></p>

Differences in the task-supported negotiations of younger and older EFL children: From repair into prevention

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Maria Angeles Hidalgo
Keyword(s):  
Foreign Language ◽  
Age Groups ◽  
Negotiation Of Meaning ◽  
Focus On Form ◽  
Efl Learners ◽  
Collaborative Task ◽  
Young Learners ◽  
Interactionist Perspective ◽  
Communication Breakdowns ◽  
Two Age Groups

Abstract The benefits of task-supported interaction are especially noticeable when negotiation of meaning (NoM) occurs. Despite the large amount of research on interaction, children’s ability to collaborate and to understand their partners’ needs remains under-researched. This capacity has been questioned, and has been claimed to develop with age. From an interactionist perspective, we have analysed the oral interactions of 80 Spanish young learners (YLs) of English as a foreign language (EFL) from two age groups (8–9 and 10–11), when performing a collaborative task. Specifically, we have examined the nature of NoM and the strategies YLs use. Significant differences between the groups were identified: whereas younger children negotiate mostly to repair communication breakdowns, older YLs show a greater concern about their interlocutor’s needs. As in previous research addressing this population, focus on form strategies are rare. This study sheds light on our understanding of how young EFL learners negotiate in task-supported interactions.

Issues in Language Sample Collection and Analysis With Children Using AAC

2014 ◽  
Vol 23 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Gail Van Tatenhove
Keyword(s):  
Clinical Practice ◽  
Augmentative And Alternative Communication ◽  
Language Production ◽  
Expressive Language ◽  
Sample Analysis ◽  
Alternative Communication ◽  
Sample Collection ◽  
Speech Language Pathologists ◽  
Language Sample Analysis ◽  
Language Sample

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.

Lexical Access Problems Lead to Disfluencies in Speech

2010 ◽  
Vol 57 (3) ◽  
pp. 169-177 ◽  
Author(s):  
Robert J. Hartsuiker ◽  
Lies Notebaert
Keyword(s):  
Lexical Access ◽  
Picture Naming ◽  
Language Production ◽  
Line Drawings ◽  
Name Agreement ◽  
Access Problems ◽  
Agreement Condition

A picture naming experiment in Dutch tested whether disfluencies in speech can arise from difficulties in lexical access. Speakers described networks consisting of line drawings and paths connecting these drawings, and we manipulated picture name agreement. Consistent with our hypothesis, there were more pauses and more self-corrections in the low name agreement condition than the high name agreement condition, but there was no effect on repetitions. We also considered determiner frequency. There were more self-corrections and more repetitions when the picture name required the less frequent (neuter-gender) determiner “het” than the more frequent (common-gender) determiner “de”. These data suggest that difficulties in distinct stages of language production result in distinct patterns of disfluencies.

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