scholarly journals Critical Language Pedagogy and Task-Based Language Teaching: Reciprocal Relationship and Mutual Benefit

2021 ◽  
Vol 11 (6) ◽  
pp. 254
Author(s):  
Graham V. Crookes ◽  
Nicole Ziegler
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Teaching ◽  
Reciprocal Relationship ◽  
Short Term ◽  
Language Pedagogy ◽  
Teaching Content ◽  
Or Task ◽  
And Task

Curriculum development and empirical research in the field of second language acquisition could benefit the field of critical language pedagogy (CLP) and its practitioners. This article reviews central concepts in the organization of curriculum in CLP and compares them with another major curricular initiative in second language teaching, namely task-based or task-supported approaches, with particular emphasis on task-based language teaching. Content itself (as in activities or materials) and the role of metacognitive instruction are considered. A real-world example of a task-based or task-supported short-term program is reviewed as exemplifying some areas of contact or benefit.

scholarly journals Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas

2016 ◽  
Vol 36 ◽  
pp. 117-135 ◽  
Author(s):  
Roger Gilabert ◽  
Rosa Manchón ◽  
Olena Vasylets
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Research Agenda ◽  
Language Teaching ◽  
Written Language ◽  
Learning Processes ◽  
General Description ◽  
And Task

ABSTRACTIn this article we explore how oral and written modes may differentially influence processes involved in second language acquisition (SLA) in the context of task-based language teaching (TBLT). We first start by reflecting on the differences between spoken and written language. In what follows, we provide a general description of tasks in relation to the SLA processes. We then establish the links between the learning processes and task phases/features in the two modes. Concluding that the role of mode has been underresearched, we call for a more integrative and mode-sensitive TBLT research agenda, in which hybridness of discourse (i.e., mingling of the two modes within one communicative event/task) is taken into account.

scholarly journals New directions for the Annual Review of Applied Linguistics

2016 ◽  
Vol 36 ◽  
pp. 1-4 ◽  
Author(s):  
Alison Mackey
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Processing ◽  
Language Contact ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Annual Review ◽  
Language Pedagogy ◽  
Bilingual Communities

To begin with some history, reflecting the breadth of the field, the 35 issues of the Annual Review of Applied Linguistics (ARAL) published since 1980 have covered a substantial range of topics. These have included broad surveys of the field of applied linguistics; language and language-in-education; identity; written discourse; literacy; bilingual communities worldwide; language and the professions; communicative language teaching; second language acquisition research; discourse analysis; issues in foreign language teaching and learning; language policy and planning; technology and language; multilingualism; foundations of second language teaching; applied linguistics as an emerging discipline; language and psychology; discourse and dialogue; language contact and change; advances in language pedagogy; lingua franca languages; neurolinguistics; cognitive aspects of language processing; language assessment; and formulaic language.

scholarly journals The Facilitative Role of the Interaction Hypothesis: Using Interactional Modification Techniques in the English Communicative Classroom

2019 ◽  
Vol 4 (3) ◽  
pp. 3
Author(s):  
Diego Patricio Ortega-Auquilla ◽  
Cynthia Soledad Hidalgo-Camacho ◽  
Gerardo Estevan Heras-Urgiles
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Second Language Development ◽  
Interaction Hypothesis ◽  
Facilitative Role

<p style="text-align: justify;">English language teachers are expected to implement lessons directed by the Communicative Language Teaching (CLT) into today’s classrooms. In this regard, it is pivotal to know about the theoretical framework of this key language teaching approach. The framework is partly made up of one of the most crucial Second Language Acquisition (SLA) hypotheses called the Interaction Hypothesis (IH). The IH claims that second language development is better facilitated when learners participate in negotiated interaction. From a CLT perspective, a second language is acquired more effectively through interaction and communication. When language teachers attempt to design and deliver classroom instruction grounded in CLT, it is imperative to be familiar with the essential notions behind the IH and its facilitative role in SLA. Therefore, this paper provides key information on the hypothesis at hand by analyzing its early version and updated version. In addition, Krashen’s comprehensible input and Hatch’s role of interaction and conversation on L2 learning are highlighted, because the IH evolved from these two scholars’ seminal works.  This paper also deals with three key interactional modification techniques - comprehension checks, confirmation checks, and clarification requests – promoted by the IH. With the intent of facilitating language learning, the design and deliver of communicative-oriented lessons should have a central role in the classroom. However, lessons are more likely to be effective when teachers take the theory of the IH into practice by allowing learners to engage in negotiation of meaning through the use of the aforementioned interactional modifications.</p>

scholarly journals MOBILE ASSISTED LANGUAGE LEARNING FOR ENGINEERS

2019 ◽  
pp. 8-14
Author(s):  
Jatin Kapadiya
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Production ◽  
Language Teaching ◽  
Mobile Technologies ◽  
Mobile Web ◽  
Web 3.0 ◽  
Language Pedagogy ◽  
Mobile Assisted Language Learning

This paper is meant to provide a brief introduction to a variety of emerging Web 3.0 and mobile technologies and its application that can be used in Foreign Language Teaching and Second Language Teaching. Especially, the unique potential and anticipated growth of mobile technologies for language production and consumption are discussed as an ideal opportunity to improve the reliability, involvement and functionality, and overall effectiveness of language learning within and beyond the classroom. A number of representatives‟ mobile Web 3.0 technologies will be examined and their applications to language pedagogy will be elucidated in conjunction with relevant shifts of second language acquisition theory and instructional praxis. Implications for future innovation and opportunities for additional research will be discussed.

scholarly journals Orientations to negotiated language and task rules in online L2 interaction

ReCALL ◽  
2018 ◽  
Vol 30 (3) ◽  
pp. 355-374 ◽  
Author(s):  
Olcay Sert ◽  
Ufuk Balaman
Keyword(s):  
Second Language Acquisition ◽  
Conversation Analysis ◽  
Task Engagement ◽  
Negotiation Of Meaning ◽  
Short Term ◽  
Interactional Competence ◽  
Task Oriented ◽  
And Task

AbstractRecent research shows that negotiation of meaning in online task-oriented interactions can be a catalyst for L2 (second/foreign/additional language) development. However, how learners undertake such negotiation work and what kind of an impact it has on interactional development in an L2 are still largely unknown mainly due to a lack of focus on task engagement processes. A conversation analytic investigation into negotiation of meaning (NoM) in task-oriented interactions can bring evidence to such development, as conversation analysis (CA), given its analytic tools, allows us to see how participant orientations in interaction evolve over time. Based on an examination of screen-recorded multiparty online task-oriented interactions, this study aimed to describe how users (n=8) of an L2 (1) negotiate and co-construct language and task rules and (2) later show orientations to these rules both in the short term (50 minutes) and in the long term (8 weeks). The findings showed that in addition to negotiating existing rules, the learners co-constructed new rules around an action called policing, which occurred when the learners attended to the breach of language and task rules. Furthermore, even after the negotiation work was completed, they oriented to negotiated rules through policing their own utterances (i.e. self-policing). Overall, this interactional continuum (from other-repairs to self-repairs) brought longitudinal evidence to bear on the role of NoM in the development of L2 interactional competence. These findings bring new insights into NoM, technology-mediated task-based language teaching (TBLT), and CA for second language acquisition (SLA).

scholarly journals Articles in English L1–Persian L2 interlanguage: Transferability or task variation?

2018 ◽  
Vol 8 (1) ◽  
pp. 45-62
Author(s):  
Ma'ssoumeh Bemani Naeini
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
Contrastive Analysis ◽  
Linguistic Features ◽  
Linguistic Form ◽  
Task Variation ◽  
Or Task

Aiming at describing variation in second-language acquisition and particularly, addressing the role of linguistic features and tasks, this paper describes the use of Persian articles in the interlanguage (IL) produced by two adult English L1 learners of Persian L2. Using a combination of contrastive analysis and error analysis, it takes the stand of idiosyncrasy in meaning, rather than form and the notion of specificity-based articles to identify and predict some possible instances of transfer across six elicitation tasks. It also intends to investigate whether any of the contextual features may variably influence the learners’ IL. Providing evidence for the role of transferability from the viewpoint of semantic concerns, results describe the existence of variation in relation to task, rather than just linguistic form in the subjects’ IL system.   Keywords: Articles, English L1, L1 transferability, Persian L2, task-based variation.  

scholarly journals Second language acquisition research and materials development: Need to bridge the gap between theory and practice

2021 ◽  
Vol 9 (3) ◽  
pp. 281-291
Author(s):  
Shahzad Karim ◽  
Abdul Saeed ◽  
Naushaba Haq
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Language ◽  
Language Teaching ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Substantial Contribution ◽  
Materials Development ◽  
Language Pedagogy

This research paper highlights the issue of the lack of connection between second language acquisition (SLA) theory and research, particularly with regard to language pedagogy and its practical implementation in language teaching materials/textbooks. Based on a theoretical review of the major theoretical perspectives in SLA, the paper underscores that a gap exists between the theory developers (who develop theories through research) and the practitioners (who bear the responsibility for the implementation of theoretical knowledge) in the fields of SLA and materials development. This lack of cohesion between the theory developers and the practitioners causes the development of ineffective English language teaching (ELT) materials which, consequently, fail to make a substantial contribution to effective English language teaching and learning. The paper highlights that it is important to explore SLA theory and research and ensure its implementation in ELT materials. Similarly, there is a need to carry out research about the implementation of SLA theory in materials development and instructed language learning. Such research will be a significant contribution to the field of materials development and will open new horizons in language pedagogy from both theoretical and practical perspectives.

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