A Critical Review of Research on Second Language Oral Academic Discourse Socialization

2019 ◽  
Vol 07 (03) ◽  
pp. 348-355
Author(s):  
红珊 左
Keyword(s):  
Second Language ◽  
Critical Review ◽  
Academic Discourse ◽  
Discourse Socialization

Noticing in second language acquisition: a critical review

1998 ◽  
Vol 14 (2) ◽  
pp. 103-135 ◽  
Author(s):  
John Truscott
Keyword(s):  
Second Language ◽  
Cognitive Psychology ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Critical Review ◽  
Second Language Learners ◽  
Theory Of Language ◽  
Indirect Tests ◽  
Metalinguistic Knowledge

This article examines the Noticing Hypothesis – the claim that second language learners must consciously notice the grammatical form of their input in order to acquire grammar. I argue, first, that the foundations of the hypothesis in cognitive psychology are weak; research in this area does not support it, or even provide a clear interpretation for it. The problem of interpreting the hypothesis is much more acute in the area of language acquisition. Partly because the hypothesis is not based on any coherent theory of language, it is very difficult to determine exactly what it means in this context,or to draw testable predictions from it.In the absence of specific predictions, research on form-focused instruction and feedback provide indirect tests, the results of which create additional problems for the hypothesis. The various problems can be eliminated or greatly reduced if the Noticing Hypothesis is reformulated as a claim that noticing is necessary for the acquisition of metalinguistic knowledge but not competence.

Effects of Task Complexity Variables on Complexity, Accuracy and Fluency of Second Language Production: A Critical Review

2017 ◽  
Vol 9 (4) ◽  
pp. 94
Author(s):  
Lilliati Ismail ◽  
Arshad Abd. Samad
Keyword(s):  
Second Language ◽  
Learning Process ◽  
Critical Review ◽  
Language Production ◽  
Task Complexity ◽  
Task Design ◽  
Complex Tasks ◽  
Complexity Level ◽  
Language Classroom ◽  
L2 Learners

This paper reviews recent research that has manipulated task complexity variables to gauge their effects on L2 learning. This review draws upon Robinson’s Triadic Componential Framework for task design (2001a) which suggests that increases in task complexity levels should be an important consideration when designing and sequencing a task-based language syllabus. Most of the studies discussed support Robinson’s contention that more complex tasks result in greater accuracy and complexity in L2 learners’ language production. This would imply the need to consider task complexity variables in selecting, designing and administering tasks in the second language classroom to achieve optimum effects on the learning process. Teachers would also have to be conscientious in evaluating cognitive loads of tasks to ensure heightened attention to meaning and forms. Also, the potential of using task complexity level as an organising principle for a second-language syllabus needs to be further explored and investigated.

scholarly journals Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical Autoethnography

2019 ◽  
Author(s):  
Pramod Sah
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
English Language ◽  
Native Speaker ◽  
Personal Narratives ◽  
Academic Discourse ◽  
Power Dynamics ◽  
Adjustment Difficulties ◽  
The Uk ◽  
Discourse Socialization

In this age of rising animosity to newcomers in host societies, study abroad students are often reported to receive maltreatment and discrimination. To this end, I conducted a critical autoethnographic study that responds to the trajectory of my English language learning in the UK and explores my adjustment difficulties and factors such as racialized linguistic discrimination. It also reveals the types of agency that I employed in the process of academic discourse socialization and unpacks causes and processes of renegotiating and reconstructing my identity as a learner and user of the English language. The data for this study was gathered from Facebook posts, written assignment feedback, and my personal narratives and memory. The study reveals that upon finding myself in a community different from what I had imagined prior to my sojourn and with contested power dynamics between local peers and international students in classroom discourse socialization, I became disappointed and stressed and that, in turn, obstructed my learning process. However, my personal investment and agency later led me to develop my own community of practice with those who shared similar linguistic and cultural backgrounds. Meanwhile, I received what seemed to me to be racial discrimination based on my identity as a non-native speaker of English, which was the result of a scaler politics of English and perhaps blatant racism toward a student of a third-world country that saw my use of English as inferior. Therefore, the study invites institutions in host countries to reflect on their language orientation and how it is responsive (not responsive) to newcomers.

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