Exploring Facilitative and Debilitative Spaces: A Shift in Focus from Classrooms to Learning Systems

Language Learning ◽

Formal Education ◽

Learning Systems ◽

Short Paper ◽

Learning Spaces ◽

Holistic View ◽

Work Up ◽

Relevant Work

Physical classrooms are often overlooked in educational research. While teachers, students, materials, and methodologies have all been the foci of studies for many years, research into the spaces in which instructed second language acquisition takes place is, for the most part, absent in the literature. In Thomas (2018a, 2018b), I argued that exploring these spaces and the affordances they provide is a necessary endeavor if we are to offer a holistic view of learning. It should be noted that my discussion of learning spaces refers to formal education settings—classrooms—and not self-access centers. However, I believe that relevant work in the field of self-access learning can indeed inform classroom design in instructed settings. Therefore, I use this work to support my discussion. As a work-in-progress report, this short paper will first describe my work up until this point, and second, explain how my ideas about learning spaces have transformed over time. I will discuss a new direction in which this and other studies may take. This new direction involves viewing classroom spaces as complex language learning systems and harnessing successful strategies students use within these systems to allow learning to take place. This focus on learning spaces as complete systems, as opposed to just their physical characteristics, has implications for how students can be better prepared to learn beyond the classroom.

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

10.1558/isla.39398 ◽

2019 ◽

Vol 3 (2) ◽

Author(s):

Rick De Graaff

Keyword(s):

Language Learning ◽

Language Use ◽

Teaching Practice ◽

Task Complexity ◽

Language Performance ◽

Linguistic Complexity ◽

Language Pedagogy ◽

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.

Learning opportunities in peer-peer interaction: A case study of two L2 Mandarin Chinese learners

Chinese as a Second Language Research ◽

10.1515/caslar-2020-0008 ◽

2020 ◽

Vol 9 (2) ◽

pp. 199-226

Author(s):

Dan Jiang

Keyword(s):

Second Language ◽

Language Learning ◽

Mandarin Chinese ◽

Learning Opportunities ◽

French Immersion ◽

Chinese Learners ◽

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.

Investigating explicit and implicit L2 knowledge and learning: Replications of Erlam (2005) and Roehr-Brackin and Tellier (2019)

Language Teaching ◽

10.1017/s0261444820000415 ◽

2020 ◽

pp. 1-13

Author(s):

Karen Roehr-Brackin

Keyword(s):

Language Learning ◽

Explicit Instruction ◽

Theory And Practice ◽

Learning And Teaching ◽

Replication Studies ◽

Learner Differences ◽

Explicit And Implicit Knowledge ◽

Levelling Effect

Abstract This paper makes the case for close and approximate replications of Erlam (2005) and a conceptual replication of Roehr-Brackin and Tellier (2019). The two studies recommended for replication are informed by research on explicit and implicit knowledge, learning and teaching. They are ecologically valid classroom studies with either adolescent or child learners as participants and thus investigated as yet relatively under-represented populations in the field of instructed second language acquisition (SLA). Erlam (2005) identified a levelling effect of a particular method of explicit instruction, while Roehr-Brackin and Tellier (2019) showed that language-analytic ability has a role to play even in younger children's language learning. The researchers’ approaches duly reflect the need to take into account cognitive individual learner differences when working in intact classrooms. As the findings of each of the original studies have potentially profound implications for theory and practice in the field, replication is deemed both timely and desirable. In order to facilitate this endeavour, the key features of the original studies are summarised, and specific proposals on the methodological characteristics of suitable replication studies are put forward.

The Grammar Dimension in Instructed Second Language Learning : Advances in Instructed Second Language Acquisition Research

10.5040/9781472542113 ◽

2014 ◽

Keyword(s):

Second Language ◽

Instructed Second Language Acquisition

Language Acquisition ◽

Language Learning ◽

Second Language Learning ◽

Mother Tongues Roles' In English Language Learning

Langkawi Journal of The Association for Arabic and English ◽

10.31332/lkw.v4i1.747 ◽

2018 ◽

Vol 4 (1) ◽

pp. 1

Author(s):

Fery Seftiawan

Keyword(s):

Language Acquisition ◽

Foreign Language ◽

Language Learning ◽

Ethnic Group ◽

English Language ◽

Short Paper ◽

English Language Learning ◽

Medium Of Instruction ◽

Better Than

The Indonesian language as the medium of instruction indirectly affects all sectors of life across the nation. Starting from business, workplace, and entertainment to education, Indonesian language is used as the main standard language. The usage of the Indonesian language leads the hypothesized thought that it may in one side eradicate the existing tribal languages gradually. While in another side it may also have beneficial aspects like helping people (different ethnic group) to communicate as well as assisting remote learners to study English better. Due to the cases happen in two divergent conditions, this paper examines the use of Indonesian language in facilitating learners to study English. The result of this short paper shows that Indonesian language implication to some extent helps learners to study English better than those who use tribal language as their daily language to communicate. In term of second language acquisition, Indonesian language helps learners achieve some words through translation. Children in different region have different language acquisition as well as their style of learning a foreign language. Those who live in a “sophisticated” area are likely familiar with the Indonesian language that leads them learn English better than those who live in a suburban area.

Vision enhancement and language learning: A critical analysis of vision-building in an English for Academic Purposes programme

Language Teaching Research ◽

10.1177/13621688211014551 ◽

2021 ◽

pp. 136216882110145

Author(s):

Denny Vlaeva ◽

Zoltán Dörnyei

Keyword(s):

Second Language ◽

Language Learning ◽

English For Academic Purposes ◽

The Past ◽

Self Image ◽

L2 Motivation ◽

The Uk ◽

Future Vision

Future second language (L2) self-images have proven integral to L2 motivation, prompting several attempts to purposefully develop learners’ ideal L2 selves over the past decade through the use of vision-building techniques. Some of these ‘vision interventions’ have reported successfully enhancing learners’ L2 self-images and motivation; other studies, however, diverge from an unqualified success narrative, citing for example a lack of increase in learner effort despite stronger future vision. Data collection has also been typically restricted to the period of the intervention itself, and so insight into the long-term take-up of the introduced techniques, or how potential outcomes develop over time, remains limited. To gain further understanding into such issues, we have charted the evolving nature of the L2 vision intervention over the past decade, and complemented the learning from previous studies by conducting a five-week vision-building course with 25 learners of English for academic purposes (EAP) in the UK university-pathway system. Interview data gathered over the course of 10 months – the longest investigation of vision-building we are aware of – demonstrated fluctuating engagement with visualization, and accordingly, our analysis looks critically at the notion of self-image-centred intervention in instructed second language acquisition (SLA). While we believe that L2 vision can indeed be consciously enhanced, we argue that success depends largely on how general principles are adapted to specific learning contexts. The discussion highlights challenges that instructors may encounter in staging such interventions, and offers practical lessons for using self-images in the classroom.

Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2021.11.4.2 ◽

2021 ◽

Vol 11 (4) ◽

pp. 491-515

Author(s):

Lanxi Wang ◽

Peter MacIntyre

Keyword(s):

Second Language ◽

Language Learning ◽

Listening Comprehension ◽

Metacognitive Awareness ◽

Negative Effects ◽

Holistic View ◽

Listening Anxiety ◽

Second Language Listening ◽

L2 Listening

Emotion in second language acquisition (SLA) has recently received greater attention because it is largely implicated in daily conversations, which may affect second or foreign language (L2) use including listening comprehension. Most research into emotion and L2 listening comprehension is focused exclusively on anxiety, with an attempt to reduce its negative effects on individuals’ listening performance. With the arrival of positive psychology in SLA, researchers began to take a holistic view of a wider range of emotions including enjoyment that language learners experience during their L2 communication. The current study explored the relationships among listening anxiety, enjoyment, listening comprehension performance, and listening metacognitive awareness among a group of 410 international students in a Canadian university. Correlational analyses showed that listening anxiety was negatively correlated with enjoyment. However, these two variables shared only 18% of their variance, indicating that listening anxiety and enjoyment are related but independent emotions. This study suggests that anxiety and enjoyment in L2 listening are not the opposite ends of the same emotional continuum, but each serves a different purpose. L2 learners should work to find intriguing and enjoyable experiences in language learning, rather than focusing merely on reducing anxiety.

The Relationship between Attention and Extraneous Load

Theory and Practice of Second Language Acquisition ◽

10.31261/tapsla.9986 ◽

2021 ◽

Vol 7 (2) ◽

pp. 61-82

Author(s):

Christopher J. L. Hughes ◽

Jamie Costley ◽

Christopher Lange

Keyword(s):

Second Language ◽

Language Learning ◽

Language Learners ◽

Second Language Learning ◽

Online Courses ◽

Cognitive Architecture ◽

Extraneous Load ◽

The Relationship

There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist language learners by taking advantage of theories on human cognitive architecture. This paper seeks to move the conversation on how this integration might be achieved by presenting findings from survey data conducted with learners enrolled online courses at a cyber-university in South Korea (n = 68). Findings show a statistically significant positive relationship between distraction and extraneous load. These results are used to postulate a model for explaining the how the effects of extraneous load on attention can be integrated into second language learning theory. Pedagogic implications of this are the value of explicitly signaling key vocabulary and grammar, ensure spatial and temporal considerations are made when using multimodal instruction, and placing learners at the center of decisions on the blend of media they experience in instruction.

Editorial

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2016.6.1.1 ◽

2016 ◽

Vol 6 (1) ◽

pp. 13-18 ◽

Cited By ~ 2

Author(s):

Hossein Nassaji

Keyword(s):

Second Language ◽

Language Learning ◽

Classroom Instruction ◽

Classroom Context ◽

L2 Acquisition ◽

Classroom Learning ◽

Recent Developments ◽

Instructed Sla

The focus of this special issue is instructed second language acquisition (ISLA). It is to explore some of the most recent developments in this area of SLA research and its implications for classroom instruction. Drawing on some current definitions (Leow, 2015; Loewen, 2015; Nassaji, 2015; Nassaji & Fotos, 2010), ISLA is defined as an area of SLA that investigates not only the effects but also the processes and mechanisms involved in any form-focused intervention (explicit or implicit) with the aim of facilitating language learning and development. Instructed SLA differs from naturalistic SLA, which refers to second language (L2) acquisition taking place through exposure to language in naturalistic language learning settings with no formal intervention (Doughty, 2003). It is also different from classroom instruction with no focus on form. Furthermore, although instructed SLA is often taken to refer to what is learned inside the classroom, instructed SLA can also take place outside the classroom through, for xample, various instructional strategies (such as feedback, tasks, or explanation) that are often associated with instruction. Of course, this does not mean that the processes involved in SLA in and outside the classroom are exactly the same. Although there might be commonalities in learning processes, the classroom context has its unique features that might have an impact on learning. For example, in classroom learning a group of learners come together in a particular place to learn the language jointly during a given period of time. This might have an impact on learning opportunities in terms of the nature of the discourse created, learners’ participation, interaction, and engagement with language. As Allwright (1984, p. 156) pointed out, language interaction in the classroom setting is collectively constructed by all learners and “the importance of interaction in classroom learning is precisely that it entails this joint management of learning.”

Instructed second language acquisition (ISLA)

10.1558/isla.33314 ◽

2017 ◽

Vol 1 (1) ◽

pp. 7-44 ◽

Cited By ~ 14

Author(s):

Michael M. Long

Keyword(s):

Second Language ◽

Language Acquisition ◽

Language Learning ◽

New Technology ◽

Learning Task ◽

Learning Conditions ◽

New Instrumentation ◽

Meta Analyses

Definitions are proposed for instructed second language acquisition (ISLA) and ISLA research. The quantity of research is partly driven by external geopolitical forces, its quality improved by such methodological developments as the growing deployment of statistical meta-analyses, new technology, especially eyetracking, and new instrumentation, e.g. Hi-Lab, a measure of aptitudes for both explicit and implicit language learning. Three major constraints on the design of L2 instruction are that: (1) the learning task is too large for either explicit or implicit learning alone; (2) direct effects of instruction are limited to manipulations of the linguistic environment, with intended cognitive processes ultimately under learner control; and (3) development of implicit knowledge is the priority. Three learning conditions that speak to what can best be achieved through incidental and intentional language learning are illustrated by recent studies of (1) resetting L1 parameters and dealing with blocking, and (2) instance learning of lexical items and collocations. Comparisons of L2 learning under the three conditions can help resolve long-standing disagreements over the merits of codefocused and meaning-focused instructional approaches.