scholarly journals The L2 Passionate Interactional Imperative (for short “The L2 Pie”): It’s Hot or It’s Not!

2011 ◽  
pp. 87-90
Author(s):  
Tim Murphey
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Normal Development ◽  
American Association ◽  
Applied Linguistics ◽  
Great Part ◽  
Older Age ◽  
Emotional Bonding ◽  
The World

At the American Association of Applied Linguistics (AAAL) 2011 conference, John Schumann described how Lee, Dina, Joaquin, Mates & Schumann’s (2010) interactional instinct unfolds between infants and caregivers such that learning an L1 is assured in normal development through emotional bonding between infants and caregivers which is substantiated by motivation, proficiency, and opportunities (all co-constructing concepts). In subsequent second language learning at an older age, these three characteristics are not environmentally and contextually assured, and this seems to account for a great part of the shortcomings of much of the late-L2 instruction in the world (Lee, Dina, Joaquin, Mates & Schumann, 2010).

Googleology for second language learning

2021 ◽  
Vol 11 (2) ◽  
pp. 453-469
Author(s):  
Patrizia Giampieri
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Language Skills ◽  
Linguistic Research ◽  
Advanced Search ◽  
The World ◽  
Google Search

Abstract The World Wide Web has often been considered too vast to be consulted for linguistic purposes or for language learning. This paper will explore whether second language learners can be taught how to navigate the web (i.e., how to perform Google linguistic research, or “Googleology”), in order to improve their language skills. To this aim, a 2 h trial lesson was organized. The trial lesson was delivered to 78 apprentices, divided into groups of 10–15, over a period of six months. During the lesson, the participants were taught how to work with Google Advanced Search syntax. At the end of the lesson, they applied the newly-acquired skills by completing a few tasks concerning term and/or collocational search. The paper findings will highlight that, despite initial hesitation or inaccuracies in completing the exercises, the tasks were performed well. The participants considered the lesson interesting, useful and enjoyable. They felt engaged irrespective of the level of their second language (L2) knowledge, and were more confident in approaching Google Search for linguistic purposes.

World CALL: Are We Connected?

2019 ◽  
Vol 39 ◽  
pp. 59-73
Author(s):  
Mike Levy
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Digital Literacy ◽  
Second Language Learning ◽  
New Technologies ◽  
The Internet ◽  
Authentic Materials ◽  
Input And Output ◽  
Language Classroom ◽  
The World

AbstractIn the last 20 years we have moved from a somewhat idealistic vision of the internet to one that is far more nuanced and complex. Disruption and change now surround us in a more uncertain and unpredictable world (Foer, 2017; Greenfield, 2017; Lanier, 2018; O'Neil, 2016). This article examines some of the key changes in the wider world and how they may relate to the use of new technologies in second language learning. This topic is approached from three perspectives that have thus far been relatively unexplored. First, the article looks at digital literacy, a cognate field that has long been motivated by issues and concerns relating to educational technology and the classroom–world connection. Second, it considers the role and use of authentic materials and texts. Third, it contrasts notions of input and output as these terms apply to humans and machines, and as they are used in research on second language learning.The goal throughout is to highlight the benefits of increased connectivity between the wider world and the world of the language classroom. Through increased awareness and informed debate, it is hoped this will place us in a stronger position to understand and plan for the changes ahead.

scholarly journals Sampling Bias and the Problem of Generalizability in Applied Linguistics

2020 ◽  
Vol 40 ◽  
pp. 134-142 ◽  
Author(s):  
Sible Andringa ◽  
Aline Godfroid
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Applied Linguistics ◽  
Sampling Bias ◽  
Biased Sampling ◽  
Important Concept ◽  
Insight Into ◽  
Learning And Instruction

AbstractIn this final contribution to the issue, we discuss the important concept of generalizability and how it relates to applied linguists’ ability to serve language learners of all shades and grades. We provide insight into how biased sampling in Applied Linguistics currently is and how such bias may skew the knowledge that we, applied linguists, are building about second language learning and instruction. For example, our conclusions are often framed as universally-applying, even though the samples that have given rise to them are highly specific and Western, Educated, Industrialized, Rich, and Democratic (WEIRD; Henrich, Heine, & Norenzayan, 2010). We end with a call for research and replication in more diverse contexts and with more diverse samples to promote progress in the field of Applied Linguistics as ARAL celebrates its 40th anniversary.

scholarly journals Inflation Metaphor in Contemporary American English

2015 ◽  
Vol 5 (6) ◽  
pp. 21
Author(s):  
Chunyu Hu ◽  
Zhi Chen
Keyword(s):  
Second Language ◽  
Language Learning ◽  
General Public ◽  
Second Language Learning ◽  
American English ◽  
Potential Threat ◽  
Constant Attention ◽  
Teaching Of Economics ◽  
The World

<p>Inflation is often regarded as a dangerous phenomenon which poses a potential threat to economies in the world. It is thus an entity that demands the constant attention of economists, policymakers and the general public. In order to make this abstract entry more concrete and vivid, a number of metaphorical expressions are used to depict inflation. Building on previous studies that relied on researchers’ intuition or a small corpus, this paper sets out to investigate the use of inflation metaphor by examining a 450-million-word Corpus of Contemporary American English (COCA). The results show that there exist a considerable number of metaphorical collocates of inflation, which can be grouped into separate yet closely related categories: INFLATION IS FIRE, INFLATION IS DISEASE, INFLATION IS AN ANIMAL, INFLATION IS AN ENEMY, INFLATION IS A RACER, INFLATION IS A MACHINE, and the like. This study shows how these metaphors function in specific contexts, and how they structure and reframe our thinking about inflation and other related economic concepts. These findings have pedagogical implications for both teaching of economics and second language learning of relevant words and phrases.</p>

Updating the interlanguage hypothesis

1981 ◽  
Vol 3 (2) ◽  
pp. 201-220 ◽  
Author(s):  
Larry Selinker ◽  
John T. Lamendella
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Applied Linguistics ◽  
International Congress ◽  
Second International

The first public presentation of the ideas leading up to the Interlanguage (IL) Hypothesis occurred a decade ago at the Second International Congress of Applied Linguistics (Selinker 1969; presented in greater detail in Selinker 1972). At that time, it was stated that, in attempting to understand the phenomenon of second-language learning, the field was at a stage where there existed an “inability to unambiguously identify the phenomena we wish to study” (Selinker 1969:35). That first presentation of the IL notion focused on the “psychologically relevant data of second-language learning,” trying to describe what it was that should be studied; the paper attempted to provide some theoretical constructs which would help identify and explain that data.

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 The Unloved Variable of Extraversion and Academic Achievement in SLA

2014 ◽  
Vol 4 (1) ◽  
pp. 340-346
Author(s):  
Fakharh Muhabat ◽  
Muhammad Shahbaz
Keyword(s):  
Academic Achievement ◽  
Second Language ◽  
Public Sector ◽  
Language Learning ◽  
Second Language Learning ◽  
Theoretical Framework ◽  
Personality Types ◽  
Academic Achievements ◽  
The World ◽  
Descriptive Method

This study is based on extraversion vs. introversion and their relation with academic achievements. It is conducted to find effects of these two personality types in SLA. It is a qualitative type of research and descriptive method is used for this research. Eysenck's theory of personality is used as a theoretical framework. Data is collected through interview from twenty students studying at a public sector university. After analyzing the data, this research supports the claim of applied linguists who believe that extraversion has the advantage in second language learning and extroverts obtained higher marks. This research is beneficial for those future researchers who want to conduct research on personality types and achievement in Pakistan and elsewhere in the world.

Generative phonology and contrastive studies

1976 ◽  
Vol 21 (2) ◽  
pp. 171-179 ◽  
Author(s):  
Jacek Fisiak
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Applied Linguistics ◽  
Language Teachers ◽  
Precise Formulation ◽  
Clear Cut ◽  
Theoretical Status ◽  
Methodological Status ◽  
The Relationship

The development of contrastive studies (CS) in recent years, judging by the proliferation of projects and published materials, has been accompanied since the late sixties by vigorous discussions and controversies concerning the theoretical status of CS, their form and their place in both general and applied linguistics.Many linguists and language teachers have gone so far as to reject the validity and usefulness of CS (cf. Alatis, 1968). It seems that this attitude results from a number of misunderstandings created by such factors as the peculiar methodological status of CS, the lack of a clear-cut distinction between theoretical and applied CS (Stockwell, 1968:25; Fisiak, 1971:88ff), and the lack of any precise formulation of the different aims of theoretical CS and applied CS, as well as the confusion of the relationship between CS, psycholinguistic theories of interference and errors, and the theory of second language learning (Zabrocki, 1976). Some confusion also stems from the misunderstanding of the relationship between CS and linguistic theory.

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