Instructed second language acquisition (ISLA)

2017 ◽  
Vol 1 (1) ◽  
pp. 7-44 ◽  
Author(s):  
Michael M. Long
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
New Technology ◽  
Learning Task ◽  
Learning Conditions ◽  
Instructed Second Language Acquisition ◽  
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.

Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition

2001 ◽  
Vol 17 (4) ◽  
pp. 368-392 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Learning Condition ◽  
Learning Conditions ◽  
Complex Hypothesis ◽  
Acquisition Processes

Individual differences in resource availability, and the patterns of cognitive abilities they contribute to, are important to:• explaining variation between learners in the effectiveness of second language (L2) instructional treatments;• describing differences in implicit, incidental and explicit L2 learning processes; and• explaining child-adult differences in acquisition processes, and therefore to any general theory of second language acquisition (SLA).In this article I describe a framework for research into the effects of cognitive abilities on SLA which is based on four interlocking hypotheses. These hypotheses are drawn from research in psychology, education and SLA and, where possible, I present evidence to support each of them. The hypotheses are:1) the Aptitude Complex Hypothesis;2) the Ability Differentiation Hypothesis;3) the Fundamental Difference Hypothesis; and4) the Fundamental Similarity Hypothesis.The hypotheses, and the relationships between them, define an Aptitude Complex/Ability Differentiation framework for further examining the influence of individual differences in cognitive abilities on SLA, and for developing a theoretically motivated measure of language learning aptitude. I argue that such research should adopt the interactionist approach described by Snow (1994) to identifying individual difference/learning condition interactions at a number of levels. I illustrate some of these interactions.

Observations in the computer room: L2 output and learner behaviour

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 124-144 ◽  
Author(s):  
CHRISTINE LEAHY
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Problem Solving ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Task ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Area Of Interest ◽  
Oral Interaction

This article draws on second language theory, particularly output theory as defined by Swain (1995), in order to conceptualise observations made in a computer-assisted language learning setting. It investigates second language output and learner behaviour within an electronic role-play setting, based on a subject-specific problem solving task and the Internet as source of primary information. Students were given a task which includes the collaborative development of a marketing strategy for a chosen product. Data collected consists of the following corpora: emails exchanged between groups, the recorded discussions between each group’s members while engaged in the problem solving activity, oral presentation of the groups’ results as well as the individually written summaries. One area of particular interest is the analysis of the oral L2 output while solving a computer-assisted language learning task. How can the oral interaction be characterised? What kind of conclusions regarding the use of CALL can be drawn from the comparison of the oral interaction and the written output? Another area of interest is the analysis of the written L2 output. Is there evidence of second language acquisition and/or acquisition of content? Can such a CALL setting promote second language acquisition (SLA) and/or acquisition of content? Finally, the study aims to identify whether student-initiated focus on language form can be found. The article answers the questions posed above. Furthermore, the results of this study show that a very high percentage of all communication took place in L2 and occurrences of acquisition of content and language can be demonstrated.

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

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

2020 ◽  
Vol 9 (2) ◽  
pp. 199-226
Author(s):  
Dan Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Mandarin Chinese ◽  
Learning Opportunities ◽  
French Immersion ◽  
Chinese Learners ◽  
Instructed Second Language Acquisition ◽  
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.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

APTITUDE AND SECOND LANGUAGE ACQUISITION

2005 ◽  
Vol 25 ◽  
pp. 46-73 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Theoretical Frameworks ◽  
Aptitude Tests ◽  
Advanced Level ◽  
Learning Success ◽  
And Performance

Recent second language acquisition (SLA) research into the cognitive abilities implicated in implicit, incidental, and explicit learning, and in learning and performance on tasks differing in their information processing demands has prompted new theoretical frameworks for conceptualizing L2 aptitude. This research is reviewed and related to measures of abilities operationalized in existing aptitude tests, as well as to measures of abilities that are the focus of more recent research in cognitive psychology. Finally, prospects for developing aptitude tests to serve the purposes of predicting both early and advanced level language learning success are discussed in the light of the SLA findings and aptitude frameworks reviewed.

Effects of Instruction on Sla: Issues and Evidence

1988 ◽  
Vol 9 ◽  
pp. 164-178 ◽  
Author(s):  
Birgit Harley
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Social Context ◽  
Language Acquisition ◽  
Classroom Instruction ◽  
Mental Processes ◽  
Learning Conditions ◽  
L2 Instruction ◽  
Individual Variables

Inverstigating the effects of classroom instruction on second language acquisition is a fascinating, but formidable, task: fascinating, because it addresses fundamental issues concerning the nature of the mental processes underlying SLA and how they are affected by different learning conditions; formidable, because of the complex, multifaceted nature of both SLA and instruction, the difficulty of establishing valid and reliable profiles of each, and the interacting effects of social context and individual variables. In this brief survey, empiricial research on the effects of L2 instruction is outlined in relation to a few basic issues. For more detailed reviews of the literature, the reader is referred to Long (1983; 1988), Pica (1983a), Ellis (1984a; 1985), and Chaudron (1988).

(In)Commensurable Discourse: Researchers and Practitioners Bring Pragmatics to Language Learning

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Julie M. Sykes
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Empirical Research ◽  
Primary Component ◽  
Theory And Practice ◽  
Language Classroom ◽  
Growing Body ◽  
Valuable Role

AbstractThe recent surge in a growing body of empirical research is evidence of a strong theoretical push towards L2 pragmatic acquisition in the field of second language acquisition; yet, the reality is that we see very little evidence of pragmatics instruction in L2 contexts, suggesting a notable disconnect between theory and practice. This viewpoints article explores the valuable role both researchers and practitioners play in bridging the gap between theory and practice with the intention of bringing pragmatics to the forefront of the language classroom. It briefly discusses the importance of including pragmatics as a primary component of second language (L2) learning and then explores various obstacles to pragmatics instruction, paying special attention to the role both researchers and practitioners can play in overcoming them. Examples from current projects related to L2 Spanish pragmatics are presented where relevant.

Japanese Semiaspectual Forms -teshimau and -teoku as Discourse Markers

2021 ◽  
Vol 6 (1) ◽  
pp. 1-25
Author(s):  
Nandang Rachmat ◽  
Hiroko Otsuka
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Discourse Markers ◽  
Japanese Language ◽  
Rapport Management ◽  
Current Topic ◽  
Difficult Situations ◽  
Core Meaning

This paper discusses the Japanese semi aspectual forms -teshimau and -teoku function as discourse markers which serve as speaker’s intentions of utterances for rapport management. In general, the semantic function of the morphological semi aspectual forms such as -teshimau and -teoku are explained as expressions of feelings of remorse or regret as well as preparatory actions, respectively. Both of them derived from the explanation of “completion” as a core meaning. The meanings mentioned above are also learned in elementary and pre-intermediate levels of Japanese language learning as a second language. However, the results of this research, which derived from analysis using I-JAS corpus dialogue data, indicate that in interpersonal discourse, these aspectual forms are used to show self-deprecating and modest attitudes, sentimental mood, or inevitable and difficult situations. Additionally, as a discourse marker, they are used to express utterance intentions such as showing speaker’s responsible recognition for the situation occurred, respecting the opinion of the interlocutor, and avoiding current topic to be continued. They also function as act of politeness due to the effects of “down graders” and “upgraders” in Spencer-Oatey's theory of rapport management, while in this research indicates that improperly use of -teoku might sound impolite depending on the utterance situations. Furthermore, it was found that they work as discourse markers for rounding up dialogs or shifting topics, and there are differences between -teshimau and -teoku in whether it is the interlocutor’s topic or the speaker’s topic that was being rounded up. For these reasons, second language acquisition requires learning about indicative meanings of these forms that function in the contexts and utterance situations, and the findings of this research will also contribute to the research of Japanese language teaching materials.

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