Results 1 - 10
of
124
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 ..."
Abstract
-
Cited by 92 (0 self)
- Add to MetaCart
(Show Context)
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*****************************************
Explanation-Based Learning
, 2004
"... are not
made
or
distributed
for
profit
or
commercial
advantage
and
that
copies
bear
the
full
citation
on
the
first
page. Copyrights
for
components
of
this
work
owned by others
than
IFETS
must
be
honoured. Abstracting
with
credit
is
permitted. To
copy
otherwise,
to
republish,
to
post
on
servers,
o ..."
Abstract
-
Cited by 62 (5 self)
- Add to MetaCart
are not
made
or
distributed
for
profit
or
commercial
advantage
and
that
copies
bear
the
full
citation
on
the
first
page. Copyrights
for
components
of
this
work
owned by others
than
IFETS
must
be
honoured. Abstracting
with
credit
is
permitted. To
copy
otherwise,
to
republish,
to
post
on
servers,
or
to
redistribute
to
lists,
requires prior specific
permission
and/or
a
fee. Request
permissions
from
the
editors
at
kinshuk@ieee.org. A Study of Contextualised Mobile Information Delivery for Language
Communicative tasks and the language curriculum
- TESOL Quarterly
, 1991
"... Over the last 25 years the communicative task has emerged as a significant building block in the development of language curricula and also as an element for motivating process-oriented second language acquisition research. This paper reviews the influence of the communicative task on curriculum dev ..."
Abstract
-
Cited by 46 (0 self)
- Add to MetaCart
Over the last 25 years the communicative task has emerged as a significant building block in the development of language curricula and also as an element for motivating process-oriented second language acquisition research. This paper reviews the influence of the communicative task on curriculum development and summarizes the research base for task-based language teaching. In the final part of the paper, an agenda for future research is set out. Over the last 25 years, the communicative task has evolved as an important component within curriculum planning, implementation, and evaluation. In task-based language teaching, syllabus content and instructional processes are selected with reference to the communicative tasks which learners will (either actually or potentially) need to engage in outside the classroom and also with reference to theoretical and empirical insights into those social and psycholinguistic processes which facilitate language acquisition. This approach to language teaching is characterized by the following features; 1. An emphasis on learning to communicate through interaction in the target language 2. The introduction of authentic texts into the learning situation 3. The provision of opportunities for learners to focus, not only on language, but also on the learning process itself 4. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning 5. An attempt to link classroom language learning with language activation outside the classroom Task-based language teaching has been an important addition to the conceptual and empirical repertoire of the second and foreign language teacher in the eighties, having influenced syllabus design, materials development, and language teaching methodology In this paper, I shall review the development of task-based language teaching (TBLT) In the first part of the paper, I shall provide an account of the theoretical and empirical basis for TBLT. I shall then discuss the influence of TBLT on curriculum development and classroom practice. In the final part of the paper, I indicate the ways in which I believe that the research agenda should be extended in the nineties
Negotiation for meaning and peer assistance in second language classrooms
- Applied Linguistics
, 2005
"... This paper investigates the value of language classroom negotiation of meaning from both cognitive and sociocultural perspectives. According to Long (1985, 1996) comprehensible input gained through interactional adjust-ments such as negotiating meaning and modifying output is central to second langu ..."
Abstract
-
Cited by 36 (0 self)
- Add to MetaCart
(Show Context)
This paper investigates the value of language classroom negotiation of meaning from both cognitive and sociocultural perspectives. According to Long (1985, 1996) comprehensible input gained through interactional adjust-ments such as negotiating meaning and modifying output is central to second language acquisition, and much research has been undertaken to discover which classroom activities give learners the greatest benefit from this type of interaction (Pica 1994). This paper discusses the measures typically used to identify negotiated interaction and proposes that more rigorous definitions need to be employed to separate signals of communication problems from signals of interest and encouragement. In the study reported for this paper, learners were recorded during an interactive classroom task, and the incidence of negotiation moves (learners ’ clarification requests, comprehension and confirmation checks) was calculated by counting only those instances where communication problems were clearly signalled. The quantitative results show that the incidence of negotiating meaning was very low. A qualitative analysis of the data subsequently investigated what was going on in the long stretches of interaction that lacked any signs of meaning negotiation. A picture emerges of learners actively assisting each other to transact the task through co-construction and prompting. Learners expressed interest and encouragement while seeking and providing assistance and initiating self-repair of their own utterances, all in the absence of communication breakdowns. Obtaining completely comprehensible input appeared to be of lower priority than maintaining a supportive and friendly discourse. Negotiation is one of a range of conversational processes that facilitate SLA as learners work to understand and express meaning in the L2.
Negative feedback and positive evidence in task-based interaction
- Studies in Second Language Acquisition (2003
"... This study examines the role of task-based conversation in second language (L2) grammatical development, focusing on the short-term effects of both negative feedback and positive evidence on the ac-quisition of two Japanese structures. The data are drawn from 55 L2 learners of Japanese at a beginnin ..."
Abstract
-
Cited by 35 (0 self)
- Add to MetaCart
(Show Context)
This study examines the role of task-based conversation in second language (L2) grammatical development, focusing on the short-term effects of both negative feedback and positive evidence on the ac-quisition of two Japanese structures. The data are drawn from 55 L2 learners of Japanese at a beginning level of proficiency in an Austra-lian tertiary institution. Five different types of interactional moves made by native speaker interlocutors during task-based interaction were identified, by way of which learners received implicit negative feed-back and positive evidence about the two target structures. The rela-tive frequency of each interactional move type was calculated, and associated changes in the learners ’ performance on immediate and delayed posttests were examined. It was found that, although native speaker interactional moves containing positive evidence about the two target structures were 10 times more frequent during task-based language learning than those containing implicit negative feedback, only learners who had an above-average score on the pretest bene-fited from the positive evidence provided. Implicit negative feedback,
The role of grammar instruction in a communicative approach
- The Modern Language Journal
, 1991
"... Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at ..."
Abstract
-
Cited by 29 (0 self)
- Add to MetaCart
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
Still wrestling with “context” in interlanguage theory
- Annual Review of Applied Linguistics
, 2000
"... One of the most intractable issues in the field of second-language acquisition (SLA) research has been the attempt to identify the role of social context in influencing (or not) the process of acquisition of a second language. The central question has been whether a theory of SLA must account only f ..."
Abstract
-
Cited by 12 (4 self)
- Add to MetaCart
(Show Context)
One of the most intractable issues in the field of second-language acquisition (SLA) research has been the attempt to identify the role of social context in influencing (or not) the process of acquisition of a second language. The central question has been whether a theory of SLA must account only for the psycholinguistic processes involved
READING COMPREHENSION EXERCISES ONLINE: THE EFFECTS OF FEEDBACK, PROFICIENCY AND INTERACTION
"... This paper describes an ongoing project to create an online version of a reading programme, a custom-designed English language proficiency course at a university in Japan. Following an interactionist view of second language acquisition, it was hypothesised that comprehension of a reading passage cou ..."
Abstract
-
Cited by 12 (0 self)
- Add to MetaCart
(Show Context)
This paper describes an ongoing project to create an online version of a reading programme, a custom-designed English language proficiency course at a university in Japan. Following an interactionist view of second language acquisition, it was hypothesised that comprehension of a reading passage could be enhanced by online materials promoting interaction between students as they completed a multiple-choice reading comprehension exercise. Interaction was promoted: (a) through pair work at a single computer and (b) by providing Elaborative feedback in the form of hints about incorrect answers as a means of stimulating discussion about corrections. Students were randomly selected from upper and lower levels of English proficiency, as determined by the Kanda English Proficiency Test (Bonk & Ockey, 2003), to receive either Elaborative feedback or Knowledge of Correct Response feedback (which supplies the correct answers). Within these groups, some students worked in pairs and some alone. Quantitative results show that the interaction between Type of feedback and Manner of study (individual or pair work) was statistically significant; students performed best on a follow-up comprehension exercise when in pairs and having been provided with Elaborative feedback. Furthermore, qualitative analysis of transcribed interactions also shows that Elaborative feedback was conducive to quality interaction.
Classroom Learning, Teaching, and Research: A Task-Based Perspective.” The Modern Language Journal 89
, 2005
"... In an increasing number of second language (L2) classrooms, teachers and researchers are taking on new roles and responsibilities. From these new perspectives, they are developing similar concerns about L2 learning processes, which they typically express in ways that reflect their different backgrou ..."
Abstract
-
Cited by 9 (0 self)
- Add to MetaCart
(Show Context)
In an increasing number of second language (L2) classrooms, teachers and researchers are taking on new roles and responsibilities. From these new perspectives, they are developing similar concerns about L2 learning processes, which they typically express in ways that reflect their different backgrounds and goals. To support learning, teaching, and research in the L2 classroom, researchers and teachers have attempted to develop activities that both address their concerns and accommodate their differences on a long-term basis. This article reflects my participation as a researcher in this context and presents the ways in which the teachers and students with whom I have worked have turned to information gap tasks to serve many of our needs. The first part of the article describes the contributions of information gap tasks as seen from our learning, teaching, and research perspectives. The second part describes the issues and challenges we have faced in integrating and implementing them. Then the third part presents an approach that we have developed for designing information gap tasks both as authentic activities for teaching and learning and as reliable instruments for research. Examples of our tasks are provided, together with excerpts from the discourse of their classroom implementation. These excerpts reveal the effectiveness of the tasks in drawing students'
The viability of computer mediated communication in the Korean secondary EFL classroom
- Asian EFL Journal
, 2003
"... Melbourne Australia. Ms. Cheon has worked for Korean secondary schools as an EFL teacher and now seeks to further her work in this field of classroom CMC through doctoral studies. Korean secondary EFL classrooms have suffered severely from limited opportunities for authentic language interaction, wh ..."
Abstract
-
Cited by 8 (0 self)
- Add to MetaCart
(Show Context)
Melbourne Australia. Ms. Cheon has worked for Korean secondary schools as an EFL teacher and now seeks to further her work in this field of classroom CMC through doctoral studies. Korean secondary EFL classrooms have suffered severely from limited opportunities for authentic language interaction, which Integrationists claim is necessary for language acquisition. The literature and previous research suggest that Computer Mediated Communication (CMC) can provide many of the alleged benefits ascribed to the Interaction Hypothesis. This study focuses on the viability of CMC in the Korean secondary EFL classroom and examines how CMC can provide Korean learners with increased opportunities to engage in meaningful negotiations in English. Twenty pre-intermediate EFL students participated in eight rounds of CMC, which asked them to chat in pairs using a synchronous chat program MS Chat 3.0 and to solve a series of tasks that required cooperation with their assigned partner. They were also provided with a questionnaire post survey, which gathered perceived advantages and disadvantages of synchronous CMC using MS Chat 3.0. Jigsaw and information gap tasks were used to collect the data. All written transactions from 10 dyads were recorded and printed out. The results show that Korean learners do engage in appropriate meaning negotiation for their foreign language development through task based synchronous CMC. The results also provide further confirmation for Pica et al.'s findings related to task types. Information gap tasks appeared as productive in stimulating negotiations of meaning as jigsaw tasks, and picture-drawing tasks offered a significantly higher occurrence of negotiations than other tasks. The findings demonstrate that task based synchronous CMC can provide Korean learners with more opportunities to engage in meaning negotiation in the target language, and illustrate that pictures can play a significant role in promoting file:///C|/website/march03.sub2.htm (1 of 33) [4/18/2003 7:08:27 AM]
