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15
The political language of
, 1988
"... A study investigated whether, when second language learners engage in second-language interaction, opportunities to comprehend and produce the second language are conditioned by their gender and/or the correspondence between their gender and that of the interlocutor. The interactions of a native spe ..."
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A study investigated whether, when second language learners engage in second-language interaction, opportunities to comprehend and produce the second language are conditioned by their gender and/or the correspondence between their gender and that of the interlocutor. The interactions of a native speaker (NS) and a non-native speaker (NNS) in same- and cross-gender dyads were analyzed in four information exchange tasks. Subjects were 12 male and 20 female native speakers of American English and 17 male and 15 female native speakers of Japanese learning English as a Second Language, all at the low-intermediate level. Results did not show a clear-cut role for NNS gender as a discriminating factor in frequency of negotiated interaction and its associated opportunities for comprehension of input, feedback on production, and modification of output. What emerged from testing of hypotheses was a complex interaction of both gender and task type in providing and inhibiting these opportunities. The framework for coding data on negotiated interactions and a diagram of one of the tasks are appended, and a 52-item bibliography is included. (MSE) Reproductions supplied by EDRS are the best that can be made from the original document. *****************************t*****************************************
Computer-mediated negotiated interaction: An expanded model.
- Modern Language Journal,
, 2003
"... This study examines task-based, synchronous computer-mediated communication (CMC) among intermediate-level learners of English. The research specifically explores (a) whether learners engage in negotiated interaction when they encounter new lexical items, (b) whether task type has an effect on the ..."
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This study examines task-based, synchronous computer-mediated communication (CMC) among intermediate-level learners of English. The research specifically explores (a) whether learners engage in negotiated interaction when they encounter new lexical items, (b) whether task type has an effect on the amount of negotiation that transpires, and (c) how this computer-mediated negotiation compares to that noted in the face-to-face literature. Fourteen nonnative-nonnative dyads collaboratively completed 4 communicative tasks using ChatNet, a browser-based chat program. Each dyad completed 2 jigsaw and 2 decision-making tasks, which were each "seeded" with 8 target lexical items. The chatscripts reveal that learners do in fact negotiate for meaning in the CMC environment when nonunderstanding occurs. Furthermore, task type was found to have a definite influence on the extent to which learners engaged in negotiation, but not necessarily in the same way that has been observed in the face-to-face literature. Though the negotiation that occurs in the CMC environment proceeds in ways that are roughly similar to face-to-face negotiation, the observed differences call for a new model of computer-mediated negotiation. This new model is presented as a more accurate tool for describing computer-mediated negotiated interaction than those offered to chart face-to-face negotiation episodes. AS THE PROLIFERATION OF COMPUTERS IN the language learning classroom continues, it is important for language teachers embracing the use of computer technology to understand the norms of language use during computer-mediated interaction and their potential relationship to second language acquisition (SLA). The use of synchronous computer-mediated communication (CMC) in particular has recently increased in the communicative language classroom through freeware and readily-available Webbased "chat" programs such as AOL Instant Messenger and Yahoo Messenger, among countless others. In general, CMC appears to be a potentially useful tool for language teaching and learning as well as for research into both second language use and acquisition. Research suggests that CMC may elicit more (and more equitable) learner participation Though the use of well-crafted communicative activities, which promote learner-learner interaction, is generally considered sound pedagogical practice, the theoretical and empirical support for the efficacy of such activities for facilitating SLA is less than conclusive. Nevertheless, it is widely held that communicative interaction
The Cognition Hypothesis, Task Design, and Adult Task-Based Language Learning
- Applied Linguistics
, 1996
"... The Cognition Hypothesis of task-based language learning proposes that pedagogic tasks be sequenced for learners largely on the basis of increases in their cognitive complexity so as to increasingly approximate the demands of real-world target tasks. In this paper I describe a framework for operatio ..."
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The Cognition Hypothesis of task-based language learning proposes that pedagogic tasks be sequenced for learners largely on the basis of increases in their cognitive complexity so as to increasingly approximate the demands of real-world target tasks. In this paper I describe a framework for operationalizing this proposal that distinguishes between dimensions of tasks that can be manipulated to develop access to an existing L2 knowledge base (such as allowing planning time) and dimensions that can be manipulated to promote greater syntacticization and grammaticization of current interlanguage (such as increasing reasoning demands). Three predictions of the Cognition Hypothesis are that increasing the cognitive demands of tasks along the latter developmental dimensions will (a) push learners to greater accuracy and complexity of L2 production in order to meet the consequently greater functional/communicative demands they place on the learner and (b) promote interaction and heightened attention to and memory for input, so increasing incorporation of forms made salient in the input; and that (c) individual differences in cognitive and affective factors contributing to perceptions of task difficulty will progressively differentiate performance and learning as tasks increase in complexity. I describe results of studies in a componential framework for task design which have examined these issues, providing some support for the predictions made.
Zones of Interactional Transition in ESL Classes
- The Modern Language Journal
"... This article uses conversation analysis (CA) to describe the structural properties of zones of interactional transition (ZITs) or talk that occurs at the boundaries of different classroom (and perhaps other institutionally oriented) speech exchange systems. Two types of ZIT are ana-lyzed in detail. ..."
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This article uses conversation analysis (CA) to describe the structural properties of zones of interactional transition (ZITs) or talk that occurs at the boundaries of different classroom (and perhaps other institutionally oriented) speech exchange systems. Two types of ZIT are ana-lyzed in detail. Counter question sequences (Markee, 1995) are interactions in which teachers, in order to regain control of the classroom agenda, insert counter question turns between the question and answer turns of question-answer-comment sequences initiated by learners. Tac-ticalfronting talk involves ambiguous or misleading claims made by learners to the teacher concerning precisely who is having trouble understanding problematic language. ZITs are loci of potential trouble, whose explication is of interest to both CA and second language ac-quisition researchers, and also to teachers and teacher trainers.
Task-Based Language Learning: A Review of Issues
- LANGUAGE LEARNING
, 2011
"... Theoretically motivated, empirical research into task-based language learning has been prompted by proposals for task-based language teaching. In this review I describe early and more recent proposals for how task-based learning can stimulate acquisition processes and the theoretical rationales that ..."
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Cited by 8 (0 self)
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Theoretically motivated, empirical research into task-based language learning has been prompted by proposals for task-based language teaching. In this review I describe early and more recent proposals for how task-based learning can stimulate acquisition processes and the theoretical rationales that have guided research into them. I also describe taxonomies of task characteristics that have been proposed and claims made about the effects of task characteristics on interaction, attention to input, and speech production. I then relate the issues raised to findings described in the five empirical studies in this issue concerning the effects of pedagogic task design on the accuracy, fluency, and complexity of learner language; the influence of individual differences in cognitive and motivational variables on task performance; the extent to which tasks, and teacher interventions, promote the quantity and quality of interaction that facilitate L2 learning; and the generalizability of task-based learning research in laboratory contexts to instructed classroom settings. Keywords task characteristics; task complexity; task sequencing; taxonomic descrip-tion; theoretical rationales; abilities; attention; conceptualization; interaction; speech production Over the past 30 years, proposals for task-based language teaching (TBLT) have drawn on a variety of claims about—and prompted further research into— processes thought to promote successful second language acquisition (SLA). Many important contributions to task-based learning research addressing these claims have appeared in Language Learning throughout this period (see, e.g.,
On Three Potential Sources of Comprehensible Input On Three Potential Sources of Comprehensible Input for Second Language Acquisition
"... Three potential sources of comprehensible input for second language acquisition are examined: Modified Input, Interactionally Modified Input and Modified Output. To this end, an attempt is made to closely investigate how each type of linguistic environment facilitates learner comprehension, and subs ..."
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Three potential sources of comprehensible input for second language acquisition are examined: Modified Input, Interactionally Modified Input and Modified Output. To this end, an attempt is made to closely investigate how each type of linguistic environment facilitates learner comprehension, and subsequently, acquisition. Different theoretical claims as well as a number of empirical studies are discussed in order to explore the link between different sources of input and language development. The paper concludes with a critical discussion of how the perceived comprehension actually leads to the acquisition of the features of the target language, and with suggestions for future research in this area.
Taking Students To Task: Task-Based Computer-IVIediated Communication And Negotiated Interaction In The ESL Classroom
, 2001
"... Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the aut ..."
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Cited by 1 (1 self)
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Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Downloaded 9-Apr-2016 05:29:02 Link to item
The Chinese Bouyei College Students ’ Classroom Anxiety in Foreign Language Learning: A Survey Study
"... This survey study aims to investigate the level of the Chinese Bouyei college students ’ general foreign language (FL) classroom anxiety, the relationships between their FL classroom anxiety and the four independent variables, gender, major field of study, level of academic year, and level of colleg ..."
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This survey study aims to investigate the level of the Chinese Bouyei college students ’ general foreign language (FL) classroom anxiety, the relationships between their FL classroom anxiety and the four independent variables, gender, major field of study, level of academic year, and level of college, and possible causal factors contributive to their FL classroom anxiety. A previously published written questionnaire was administered to 320 1st- and 2nd-year Bouyei college learners in three main fields of study at five colleges of two levels in south and southwest areas of Guizhou Province, China. Ten interview questions were also conducted to 25 interviewees randomly selected from these colleges. The results of the analysis show that the Chinese Bouyei college learners experienced medium level of FL classroom anxiety; there were significant differences between their FL classroom anxiety and the first three independent variables, but not the last; and twelve main causal factors were found contributive to their FL classroom anxiety, among which some are new or different from the findings of the previous studies. Discussion was made on the research findings and what the interviewees expected from the teachers, followed by implications and suggestions for FL instructors that might help enhance and facilitate
AUTHOR Pica, Teresa
"... A discussion of the practice of English-as-a-Second-Language (ESL) teaching calls for an instructional strategy integrating traditional methods and the communicative approach. Components of traditional teaching methods (grammar instruction, correction, dictation, dialogue, and native language use) a ..."
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A discussion of the practice of English-as-a-Second-Language (ESL) teaching calls for an instructional strategy integrating traditional methods and the communicative approach. Components of traditional teaching methods (grammar instruction, correction, dictation, dialogue, and native language use) are linked with communicative questioning strategies, participation patterns, and interactive materials in a number of classroom techniques and procedures. Focus is on ESL instruction for native speakers of Chinese. Notes on grammar instruction and error correction highlight features of Chinese that contrast or compare with features of English (e.g., word order) or that are challenges for native Chinese speakers (e.g., verb endings), and on effective classroom techniques for addressing them in class. Principles underlying use of classroom participation patterns that support development of communicative competence are also discussed. Grammar-focused tasks that integrate traditional and communicative approaches are then
STUDENTS ’ AND TEACHERS ’ PERCEPTIONS OF EFFECTIVE TEACHING IN THE FOREIGN LANGUAGE CLASSSROOM: A COMPARISON OF IDEALS AND RATINGS
, 2006
"... Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the aut ..."
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Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Downloaded 17-Sep-2016 12:08:27
