Results 1 - 10
of
117
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
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*****************************************
Multimedia CALL: Lessons to be learned from research on instructed SLA
- Language Learning and Technology
, 1998
"... This paper suggests that some design features and evaluation criteria for multimedia CALL might be developed on the basis of hypotheses about ideal conditions for second language acquisition (SLA). It outlines a relevant theory of SLA and enumerates the hypotheses it implies for ideal conditions suc ..."
Abstract
-
Cited by 81 (0 self)
- Add to MetaCart
(Show Context)
This paper suggests that some design features and evaluation criteria for multimedia CALL might be developed on the basis of hypotheses about ideal conditions for second language acquisition (SLA). It outlines a relevant theory of SLA and enumerates the hypotheses it implies for ideal conditions such as input saliency, opportunities for interaction, and learner focus on communication. Implications of each hypothesis for multimedia CALL design and evaluation are outlined and exemplified.
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 ..."
Abstract
-
Cited by 61 (0 self)
- Add to MetaCart
(Show Context)
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
Changing Perspectives on Good Language Learners
- TESOL Quarterly
"... profession. It also welcomes responses or rebuttals to any articles or remarks ..."
Abstract
-
Cited by 59 (2 self)
- Add to MetaCart
(Show Context)
profession. It also welcomes responses or rebuttals to any articles or remarks
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
(Show Context)
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
Learners’ perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning
- Retrieved November 29, 2005, from http://llt.msu.edu/vol8num1/lee/ Marjanovic, O
, 2004
"... In this paper, I discuss a network-based collaborative project that focused on the learning conditions non-native speakers (NNSs) of Spanish perceived to be necessary to satisfactoraly communicate with native speakers (NSs). Data from online discussions, end-of-semester surveys, and final oral inter ..."
Abstract
-
Cited by 37 (2 self)
- Add to MetaCart
(Show Context)
In this paper, I discuss a network-based collaborative project that focused on the learning conditions non-native speakers (NNSs) of Spanish perceived to be necessary to satisfactoraly communicate with native speakers (NSs). Data from online discussions, end-of-semester surveys, and final oral interviews are presented and discussed. The results of this study demonstrated that the NNS and NS online collaboration promoted the scaffolding by which the NSs assisted the NNSs in composing meaning (ideas) and form (grammar). In addition, the NNSs praised the unique learning condition of being exposed to a wide range of functional language discourse produced by the NSs. Students perceived that open-ended questions for two-way exchange were meaningful for them because they were encouraged to use specific vocabulary and structures during the discussions. In spite of the positive conditions and benefits created by networked collaborative interaction (NCI), it was found that there were some major issues that are crucial for NCI. This study demonstrates that learners ' language proficiency, computer skills, and age differences are important factors to be considered when incorporating institutional NCI as these may linguistically and socially affect the quality of online negotiation and students ' motivation toward NCI. Practical ideas for further research are suggested.
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
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.
The relationship between text comprehension and L2 incidental vocabulary acquisition: A matter of topic familiarity
- Language Learning
, 2004
"... The study examines the relationship between second language (L2) passage comprehension and intake (form recognition), gain (meaning recognition and production), and retention of new lexical items from the passages. The effect of topic familiarity on the above relationships is also examined. Particip ..."
Abstract
-
Cited by 32 (3 self)
- Add to MetaCart
(Show Context)
The study examines the relationship between second language (L2) passage comprehension and intake (form recognition), gain (meaning recognition and production), and retention of new lexical items from the passages. The effect of topic familiarity on the above relationships is also examined. Participants were a cross-sectional sample of L2 learners. All participants readmore and less familiar script-based narratives containing nonsense words. After reading they performed a free-written recall in their first language. Two days after reading, an intake and 2 gain measures were administered. Twenty-eight days after reading, the 2 gainmeasures were repeated. Analyses reveal a generally robust consistent role of passage comprehension in lexical gain and retention, but differential patterns of relationships in intake due to effects of topic familiarity. Some of the results of the present study were presented in a paper, ‘‘The
Evolutionary trajectories, Internet-mediated expression, and language education
- CALICo Journal
, 2005
"... This article describes the evolution of communication technologies, accompanying transformations in everyday communicative activity, and pedagogical possibilities these tools support in second and foreign language (L2) settings. We begin with an overview of synchronous computer-mediated communicatio ..."
Abstract
-
Cited by 28 (4 self)
- Add to MetaCart
(Show Context)
This article describes the evolution of communication technologies, accompanying transformations in everyday communicative activity, and pedagogical possibilities these tools support in second and foreign language (L2) settings. We begin with an overview of synchronous computer-mediated communication (SCMC) and uses of the Internet to mediate intercultural communication for purposes of L2 learning. We then describe generational shifts in Internet technologies and their proliferation and uses, with the majority of our efforts focused on contemporary environments such as blogs, wikis, podcasting, device-agnostic forms of CMC, and advances in intelligent computer-assisted language learning (ICALL). Throughout, we engage in a discussion of praxeological fusions of various media technologies and the implications of this nexus of practice for the transformation of what it means to teach, learn, and communicate in L2 contexts.
