Probing the evidence: Can we bridge the theory-practice gap in language research? Book Review

2019 ◽  
Vol 2 (3) ◽  
Author(s):  
Pierre-Luc Paquet
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Pedagogy ◽  
Language Research ◽  
Instructed Second Language Acquisition ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
Second Language Pedagogy ◽  
Research Book

This manuscript reviews Sato and Loewen (Eds.) book "Evidence-Based Second Language Pedagogy: A Collection of Instructed Second Language Acquisition Studies" which aim to provide researchers and L2 teachers with empirical evidence which can inform both SLA theories and L2 teaching.

scholarly journals Evidence-Based Second Language Pedagogy : A Collection of Instructed Second Language Acquisition Studies, edited by M. Sato and S. Lowen (2019)

2020 ◽  
Vol 4 (1) ◽  
pp. 96-99
Author(s):  
Adriana Mendes Porcellato
Keyword(s):  
New York ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Evidence Based ◽  
Language Pedagogy ◽  
Instructed Second Language Acquisition ◽  
Second Language Pedagogy

Evidence-Based Second Language Pedagogy : A Collection of Instructed Second Language Acquisition Studies Edited by M. Sato and S. Lowen (2019) New York/Abingdon: Routledge, 338pp.

Second Language Acquisition Research and Language Pedagogy: A Critical View

2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Language Research ◽  
Class 1 ◽  
Research Findings

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>

Cognitive Semantic ways of teaching figurative phrases

2011 ◽  
Vol 9 (1) ◽  
pp. 227-261 ◽  
Author(s):  
Frank Boers
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Applied Linguistics ◽  
Language Pedagogy ◽  
Positive Effects ◽  
Published Evidence ◽  
Cognitive Semantic ◽  
Scope Of Application ◽  
Second Language Pedagogy

In this article I review studies published between 1996 and 2010 in which the effectiveness of Cognitive-Semantics informed second language pedagogy was put to the test. Altogether, the published evidence is manifestly favourable, although questions remain as to the scope of application of the approach and the precise properties that produce its positive effects. It must also be recognised that Cognitive Semantic ventures into language pedagogy stand a lot to gain from a closer collaboration with ‘mainstream’ applied linguistics, not only with regard to general insights into the nature of second language acquisition but also with regard to this type of research methodology.

scholarly journals The Interactional Relationship between Learning Mechanisms and Other Factors (Learning Conditions/Individual Differences) in Second Language Acquisition

Impact ◽  
2020 ◽  
Vol 2020 (9) ◽  
pp. 29-31
Author(s):  
Kaoru Koyanagi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Education ◽  
Scientific Discipline ◽  
Learning Mechanisms ◽  
Language Pedagogy ◽  
Second Language Education ◽  
Instructed Second Language Acquisition ◽  
Motivation Beliefs

Second language acquisition is the process of acquiring a second language. Second language acquisition also refers to the scientific discipline that looks at this process. Research on instructed second language acquisition can shed light on learning mechanisms and processes, helping to advance second language education. Professor Kaoru Koyanagi, who collected data from French students of Japanese at the National Institute for Oriental Languages and Civilizations in France, is exploring how learning mechanisms interact with other factors such as learners' aptitude, motivation, beliefs etc. to help uncover new knowledge that could contribute to Japanese language pedagogy.

PERSPECTIVES ON FOREIGN AND SECOND LANGUAGE PEDAGOGY: ESSAYS PRESENTED TO KIRSTEN HAASTRUP ON THE OCCASION OF HER SIXTIETH BIRTHDAY. Dorte Albrechtsen, Birgit Henriksen, Inger M. Mees, and Erik Poulsen (Eds.). Odense: Odense University Press, 1998, Pp. 304. $32.00 paper.

2000 ◽  
Vol 22 (4) ◽  
pp. 585-586
Author(s):  
Dorothy Rissel
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Classroom Practices ◽  
Sixtieth Birthday ◽  
Language Pedagogy ◽  
Language Classroom ◽  
L2 Development ◽  
Second Language Pedagogy

The title of this volume, Perspectives on Foreign and Second Language Pedagogy, leads one to expect treatises on the relative merits of varying second-language classroom practices. Nothing could be farther from reality. It is, rather, a collection of essays addressing issues in second language acquisition, most with relevance to learner processes, context, and L2 development, with special emphasis on vocabulary.

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