Exploring the relationship between TBLT and ISLA

The relationship between task-based language teaching (TBLT) and instructed second language acquisition (ISLA) is a close one. Both are concerned primarily with facilitating the development of second language (L2) learners’ linguistic proficiency. This article begins by providing a brief description of both terms. TBLT has been described as an approach to language teaching, comprised primarily of a needs analysis, development of meaning-focused instructional materials, and assessment. The central construct is the task, which provides opportunities for learners to use their own linguistic resources as they engage in meaning-focused interaction. In contrast, ISLA provides a taxonomy of multiple approaches to L2 teaching and learning, based on various theoretical perspectives. As such, ISLA includes TBLT, especially as both have a particular interest in the cognitive-interactionist approach to L2 instruction. Differences between the two terms include a focus on explicit instruction in ISLA that is not present in most versions of TBLT. In addition, ISLA does not consist of an all-encompassing curricular approach to L2 instruction. Finally, ISLA has been less focused on needs analyses and assessment in comparison to TBLT. This article ends with a consideration of areas of mutual concern, as well as perspectives from each that might benefit the other.

CALL in Service-Learning

Results from second language acquisition (SLA) research have shown that an L2 is best acquired when learners have opportunities to use L2 grammar and vocabulary in a manner that is meaningful and relevant to their lived lives. One promising approach to L2 instruction that appears to achieve this end is service-learning. As service-learning is an emerging field of study, there is a need for descriptions on how CALL-based technology can be implemented and evaluated in a service-learning classroom. The first part of this chapter describes service-learning and how CALL-based technology is used to achieve service and learning objectives and TESOL CALL standards. The second part of this chapter describes five CALL-based activities used by service-learning instructors to help their students meaningfully engage with each other and the content. The third part concludes the chapter by offering advice on how teachers could effectively implement CALL-based technology in service-learning classes.

The Effect of Using Technology in L2 Listening

Due to the nature of listening, multiple media tools have been utilized in second language (L2) listening instruction for a long time. This chapter recruited the most recently published empirical studies in addition to the meta-analysis conducted in 2015 (Kang) and analyzed available evidence on the effects of different multiple media tools on L2 listening comprehension. The results revealed a medium-to-large effect of multiple media tools on listening comprehension in between-group designs (Cohen's d = .70), which was almost identical to the result observed five years ago. The effects of individual multiple media tools have also been statistically synthesized. Moderator analysis could help L2 educators and test developers make decisions on applying different multiple media tools in the fields of L2 instruction and assessment. Specifically, subtitles, captions, as well as self-regulated listening and slow speed were recommended to teachers and test developers as a means to improve learners' listening comprehension.

ENGLISH L2 DEFINITE ARTICLE INSTRUCTION AT THE SERBIAN L1 TERTIARY LEVEL

The study has two main goals: to assess in part the effects of current definite article instruction at the tertiary level in the Serbian L1/English L2 environment, and to analyze whether the use of the definite article in English could be represented by figure/ground alignment in the instruction process. One of the questionnaires used (consisting of fill-in-the-blank tasks) was meant to rate the participants’ L2 definite article production in the contexts for its obligatory use. Another questionnaire consisted of illustrations of figure/ground alignment as cues for a translation task meant to assess whether the definite article would be used in situations where the referent of choice was presented as the figure. An analysis of the data indicated that the participants, who displayed various levels of knowledge of definite article use on the first questionnaire, scored identical (successful) results when establishing a link between the use of the definite article and figure/ground alignment. These results could prove useful for innovating the L2 instruction process in the Serbian L1/English L2 environment.

Second Language Instruction

Speech perception has long been taken for granted as an auditory-only process. However, it is now firmly established that speech perception is an auditory-visual process in which visual speech information in the form of lip and mouth movements are taken into account in the speech perception process. Traditionally, foreign language (L2) instructional methods and materials are auditory-based. This chapter presents a general framework of evidence that visual speech information will facilitate L2 instruction. The author claims that this knowledge will form a bridge to cover the gap between psycholinguistics and L2 instruction as an applied field. The chapter also describes how orthography can be used in L2 instruction. While learners from a transparent L1 orthographic background can decipher phonology of orthographically transparent L2s –overriding the visual speech information – that is not the case for those from orthographically opaque L1s.

Specificity, definiteness, and l2 article production in the l1 serbian /l2 english linguistic environment

Since little research exists on English L2 article production in the Serbian linguistic environment, the goal of this descriptive study was to identify anytrends in L2 article production,as they pertain to definiteness and specificity (following Ionin et al., 2004). In order to measure this production, four contexts were defined based on the following two semantic features: [±specific] and [±definite]. Considering that Serbian is a language with no article system, and a language that codes specificity (Trenkic 2002, 2004), unlikeEnglish which codes definiteness, combinations of these features should indicate particular contexts that may not only identify any possible patterns in the L2 article production of this segment of the population, but also prove useful as a foundation for further research, and the study of the effects that information of this kind could have on L2 instruction. Based on the findings of previous research, most article substitution and article omission errors are expected in the [+definite, ‐specific] and [‐definite, +specific] contexts. The current results indicated that the sample of participants has a strong tendency of overusing the definite article with indefinites, and to a lesser extent the indefinite article with definites. Furthermore, some unexpected fluctuations were noted in the [+definite +specific] and [‐ definite ‐specific] contexts, indicating that the participants have not yet consistently adopted either the category definiteness or specificity.