41 |
Second Language Pronunciation Teaching: Insights from Research
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 45-47 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
42 |
Reflections on TCCRISLS 2014: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp i-ii (2015) (2015)
|
|
BASE
|
|
Show details
|
|
43 |
Being a Woman: Membership Categorization in Interaction
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 25-28 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
44 |
edTPA: An Assessment that Reduces the Quality of Teacher Education
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 28-30 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
45 |
Does the L1 have a role in the foreign language classroom? A review of the literature
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 55-80 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
46 |
Focus on Multilinguilism: Its Potential Contributions to SLA Theory and Research
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 36-38 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
47 |
How Useful are Recasts?: Factors Influencing Their Success and Problems in Testing
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 81-103 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
48 |
Technology’s Impact on SLA: A Response to Bhatia and Ritchie (2009)
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 29-30 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
49 |
The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 1-12 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
50 |
Case Study Research in Applied Linguistics
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-5 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
51 |
“I’m Putting Myself in a Time-Out”: Suzi “Going Categorical”
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 42-43 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
52 |
Effects of Output and Note-Taking on Noticing and Interlanguage Development
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 19-36 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
53 |
Multilingual Competence
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 55-56 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
54 |
Acculturation, Interpersonal Networks, and the Learner’s Sense of Self: The Effects of Social Relationships on Second Language Learning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-30 (2015) (2015)
|
|
Abstract:
In reaction to what they considered the prevailing bias of second language acquisition (SLA) research towards cognitive-oriented theories, Firth and Wagner (1997) called for a greater recognition of the social context and interactive nature of language use. Without negating the importance of cognitive dimensions of learning, the authors noted that “language is acquired and learned through social interaction … and should be studied in interactive encounters” (Firth & Wagner, 1997, p. 287). The article set off a firestorm of controversy. Some critics argued that language acquisition is “fundamentally a psycholinguistic process” (Gass & Selinker, 2001, p. 239), and that language acquisition and language use are two entirely separate entities (Gass, 1998). Firth and Wagner acknowledged this criticism, but still maintained that language acquisition “is built on language use” (Firth & Wagner, 2007, p. 806) and that it is a process that takes place “in the micromoments of social interaction” (Firth & Wagner, 2007, p. 807). This perspective was echoed by Wenger (1998), who stated that “learners are social beings … this fact is a central aspect of learning” (Wenger, 1998, p. 4). For Wenger, learning is a fundamentally social activity that occurs in communities of practice, where learners form identities as they negotiate meaning through interactive practice with others.
|
|
Keyword:
Acculturation; Applied linguistics; Education; English language; Foreign speakers; Interpersonal communication; Language acquisition; P118-118.7; PE1-3729; Second language acquisition; Study of language; Teaching language
|
|
URL: https://doi.org/10.7916/D8TB1KGM https://doaj.org/article/e841062e781546848364529fe95d3111
|
|
BASE
|
|
Hide details
|
|
55 |
What’s the Hardest Part of edTPA?
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 27-27 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
56 |
Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-5 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
57 |
Classroom-Based Language Assessment and L2 Learning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp i-iii (2015) (2015)
|
|
BASE
|
|
Show details
|
|
58 |
Commentaries on Computer-based Language Assessment
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp i-i (2015) (2015)
|
|
BASE
|
|
Show details
|
|
59 |
Language Development Over the Lifespan
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 37-40 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
60 |
Improving Testing for English Language Learners
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-4 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
|