scholarly journals Experiential Learning in Second-Language Classrooms

2003 ◽  
Vol 20 (2) ◽  
pp. 52 ◽  
Author(s):  
Sonja Knutson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Experiential Learning ◽  
Student Voice ◽  
Theoretical Foundation ◽  
Learning Experience ◽  
Language Classroom ◽  
Language Classrooms ◽  
A Current

This article is a discussion of some of the issues surrounding experiential learning in the second-language classroom. Experiential learning is defined by the inclusion of phases of reflection designed to help the learner relate a current learning experience to past and future experience. The author seeks to establish a theoretical foundation for incorporating experiential phases into the second-language classroom by exploring past methods of teaching English as a second language, as well as looking at research in the field of second-language acquisition in the light of experiential methodology. The implications of experiential learning to second-language acquisition, in particular the aspects of motivation and investment, are explored, and some pitfalls of the experiential curriculum and their possible solutions are discussed. Finally, some possible projects adaptable to experiential methods are outlined, and areas needing further research, especially in the area of student voice and empowerment, are proposed.

(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.

Input spacing in second language classroom settings: Replications of Bird (2010) and Serrano (2011)

2020 ◽  
pp. 1-10
Author(s):  
John Rogers
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Internal Validity ◽  
Practice Effects ◽  
Practice Research ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Distributed Instruction ◽  
Authentic Classroom

Abstract This paper proposes the replication of Bird's (2010) and Serrano's (2011) studies, which examined distribution of practice effects in second language acquisition (SLA). These studies, which took place in authentic classroom contexts, produced conflicting results regarding the degree to which the learning of a second language (L2) benefited from distributed instruction. In the first part of the paper, I discuss the distribution of practice research in the learning and teaching of L2s. I then describe Bird's (2010) and Serrano's (2011) work, and highlight the strengths and limitations of the approaches of these studies. Finally, a number of approaches to approximate replications are suggested for each study in order to assess the reliability, internal validity, and generalizability of the original findings

Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom

2011 ◽  
Vol 47 (1) ◽  
pp. 80-91 ◽  
Author(s):  
Zoltán Dörnyei
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Dynamic Systems ◽  
System Modelling ◽  
Complex Dynamic ◽  
Qualitative Modelling ◽  
Complex Dynamic Systems ◽  
Systems Research ◽  
Language Classroom

While approaching second language acquisition from a complex dynamic systems perspective makes a lot of intuitive sense, it is difficult for a number of reasons to operationalise such a dynamic approach in research terms. For example, the most common research paradigms in the social sciences tend to examine variables in relative isolation rather than as part of a system or network, and most established quantitative data analytical procedures (e.g. correlation analysis or structural equation modelling) are based on linear rather than nonlinear relationships. In this paper I will first summarise some of the main challenges of dynamic systems research in general and then present a concrete research template that can be applied to investigate instructed second language acquisition. This approach involves a special type of qualitative system modelling – ‘retrodictive qualitative modelling’ – that reverses the usual research direction by starting at the end – the system outcomes – and then tracing back to see why certain components of the system ended up with one outcome option and not another. By way of illustration I will provide examples from two classroom-oriented research projects in which the language classroom was taken to be the dynamic system, and the system outcome options were the various learner prototypes (e.g. motivated, laid back, passive) observed in the classroom.

scholarly journals Research into practice: The task-based approach to instructed second language acquisition

2017 ◽  
Vol 50 (3) ◽  
pp. 412-424 ◽  
Author(s):  
Martin East
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Empirical Support ◽  
Research And Practice ◽  
Experiential Approach ◽  
Instructed Second Language Acquisition ◽  
Language Classrooms ◽  
Theory Research

This article discusses the phenomenon of task-based language teaching (TBLT) in instructed additional language settings. It begins from the premise that, despite considerable theoretical and empirical support, TBLT remains a contested endeavour. Critics of TBLT argue that, particularly with regard to time-limited foreign language instructional contexts, TBLT's learner-centred and experiential approach to second language acquisition fails to provide an adequately structured environment that allows for sufficient exposure to frequent language, and processing and practising of grammatical form. At the same time, differences emerge between how TBLT is conceptualised in theory and how TBLT is operationalised practically in many additional language classrooms. These realities signal the need to look at the interface between theory, research and practice. The article considers what current research into TBLT has not succeeded in getting through to classrooms, what has succeeded in getting through reasonably well, and what has been over-applied. It is concluded that the under- and over-application of theory and research in practice highlight the difficulty in identifying exactly what TBLT is or should be in instructed contexts. The article proposes a way forward to strengthen the effectiveness of the TBLT endeavour.

The parameter of aspect in second language acquisition

1999 ◽  
Vol 15 (3) ◽  
pp. 283-317 ◽  
Author(s):  
Roumyana Slabakova
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Direct Access ◽  
Theoretical Treatment ◽  
Slavic Languages ◽  
Language Classrooms ◽  
New Evidence

The goal of this article is to present a detailed study of the second language acquisition (SLA) of English aspect by native speakers of Slavic languages. A parameterized distinction between English and Slavic aspect accounts for the subtle differences between English and Slavic telic and atelic sentences. Based on a syntax-theoretical treatment of aspect, the article investigates the process of SLA of aspect in Slavic speakers at three levels of proficiency in English: low intermediate, high intermediate and advanced. Second language (L2) learners are found to be capable of resetting the aspectual parameter value to the English setting, thus successfully acquiring a property of language almost never taught in language classrooms. The article also studies the acquisition of a cluster of constructions, which syntactic research relates to the English value of the aspectual parameter, and which have been found to appear together in the speech of English children (Snyder and Stromswold, 1997): double objects, verb–particles and resultatives. Results indicate that each of these constructions forms part of this aspect-related cluster and that knowledge of aspect and knowledge of the cluster co-occur. The results of the experimental study bring new evidence to bear on the theoretical choice between direct access to the L2 value (Epstein et al., 1996; Flynn, 1996) or starting out the process of acquisition with the L1 value of a parameter (Schwartz & Sprouse, 1994;1996),supporting the latter view.

scholarly journals Factors Influencing Second Language Learning Among Urban European Language Learners: A Qualitative Study

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
B. Poornima ◽  
Harini Jayaraman ◽  
Dr. Arun Kumar. A
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Learning Experience ◽  
European Language ◽  
Research Attention ◽  
Factors Influencing

Second-language acquisition, second-language learning, or L2 acquisition, is the process by which people learn a second language. The field of second-language acquisition is a sub discipline of applied linguistics, but also receives research attention from a variety of other disciplines, such as psychology and education. We aimed to understand the various factors influencing the second language learning among urban foreign language learners. Between February 2015 and September 2015, we conducted 10 in-depth interviews with a purposive sample of students learning European languages and five key informant interviews with European language teachers in Chennai. Audio recorded interviews were analysed thematically using NVivo 10. The mean age of the participants is 24.7 years. Most of the participants reported professional reasons to learn the language, uninteresting classrooms as a major reason for attrition and previous language learning experience affects their current learning. The need to integrate life and language skills in classes and activities to promote creativity was emphasized by most of them. About half of them said that there is a need to customize courses and use technology like smart boards for making classes more interactive. This paper discusses the findings of the study and its implications in second-language acquisition.

scholarly journals Second Language Acquisition through Task Based Language Teaching

2019 ◽  
Vol 8 (4) ◽  
pp. 7472-7474
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Classroom Environment ◽  
Major Part ◽  
Language Teaching ◽  
Task Design ◽  
New Method ◽  
Language Classroom ◽  
Real Value

The classroom environment plays a major part in learning. The atmosphere is more essential for a student. The Students have a different psychological stimulus when performing the activities inside the classroom. The classroom atmosphere helps the students in learning the foreign language.TBLT is being applied inside the language classroom. With the new method, the teachers try to correlate the contents and the task design of teaching closer to their profession, because student participants can find it out easy for communicating via different stages tocarryout the tasksin all aspects of capabilitiesin second language acquisition. This paper is focused from all perspectivesof Task Based Language Teaching particularly in terms of meaning and concept, certain issues of conventional language teaching andexplaining the real value of execution of Tasks in language classroom .

Second language acquisition: perceptions and possibilities

1993 ◽  
Vol 9 (2) ◽  
pp. 173-187 ◽  
Author(s):  
Jacquelyn Schachter
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Linguistic Theory ◽  
Important Research ◽  
Pedagogical Decisions ◽  
Language Classrooms ◽  
Academic Politics

In this article I shall attempt to characterize some of the stresses and strains experienced by researchers in the field of second language acquisition (SLA), both intellectual and personal. I shall offer my perspective on how we are responding, and how we should be responding, to those stresses and strains. Together with this discussion of academic politics, I will interweave two research lines I consider important, research lines unique to the field of SLA, which should have impact both on linguistic theory making and on appropriate pedagogical decisions involving language classrooms.

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