1 |
The role of Event-Related Potentials (ERPs) as sensitive measures in L2 vocabulary acquisition research
|
|
|
|
In: Journal of the European Second Language Association; Vol 3, No 1 (2019); 35–45 ; 2399-9101 (2019)
|
|
BASE
|
|
Show details
|
|
2 |
An Interview with APPLE Lecture Speaker Professor Roy Lyster
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 56-58 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
3 |
Humor and Play in Language Classroom Interaction: A Review of the Literature
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 22-38 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
4 |
Interlanguage Pragmatic Development and L2 Request Behavior: A Critical Review of the Literature for emergent use of “Polite” Requests
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 2, Pp 49-70 (2017) (2017)
|
|
Abstract:
The way we ask for something, or request, is hardly the same across all contexts. The degree to which we show politeness in these instances is closely related to a number of contextual factors (Brown & Levinson, 1987), manifested in the linguistic features that we employ (Blum-Kulka, House & Kasper, 1989; Searle, 1975). However, the issue becomes particularly thorny when evaluating perceived pragmatic transgressions among English language learners (ELLs). Is the issue their misunderstanding of social expectations (i.e., sociopragmatic) or the language used (i.e., pragmalinguistic)? Past research in second language assessment (SLA) has focused on how learners develop the ability to perform requests (e.g., Kasper & Rose, 2002). However, what has been left under-addressed is the emergent ability among ELLs to request in a manner considered polite and contextually appropriate. With that issue in mind, this article reviews the literature on second language (L2) developmental patterns in the performance of requests with an eye for evidence of emergent awareness of politeness. The article begins with a discussion of the theoretical and empirical foundations for this question then proceeds into a review of studies among ELLs at three different proficiency levels, concluding with a discussion of the implications that this research has for language teaching and testing.
|
|
Keyword:
Applied linguistics; developmental patterns; ELLs; English language; English language learners; Language acquisition; P118-118.7; PE1-3729; Politeness; Second language; SLA
|
|
URL: https://doaj.org/article/e503ffa9d4c9430f9d2f845ca1478ed2 https://doi.org/10.7916/D8B00GS7
|
|
BASE
|
|
Hide details
|
|
5 |
Introduction: Investigating Written Dyadic Interaction through a Complex Dynamic Systems Theory Perspective
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 1-11 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
6 |
A Cross-Sectional Investigation of the Development of Modality in English Language Learners’ Writing: A Corpus-Driven Study
|
|
|
|
In: Elturki, Eman; & Salsbury, Tom. (2016). A Cross-Sectional Investigation of the Development of Modality in English Language Learners’ Writing: A Corpus-Driven Study. Issues in Applied Linguistics. Retrieved from: http://www.escholarship.org/uc/item/19z4h5h0 (2016)
|
|
BASE
|
|
Show details
|
|
7 |
Age and type of instruction (CLIC vs. traditional EFL) in lexical development
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Applying L2 Vocabulary Research Findings to Classroom Teaching
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 39-41 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
10 |
Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 21-37 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
11 |
Another Look at Norris and Ortega (2000)
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
12 |
Child Second Language Acquisition: What Do We Know?
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 18-34 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
13 |
Examining the Intersection between Task-Based Learning and Technology
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 60-62 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
14 |
Diagnostic Second Language Assessment in the Classroom
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 57-58 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
15 |
Technology Assistance in Second Language Acquisition: Potentials and Limitations
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp i-iii (2015) (2015)
|
|
BASE
|
|
Show details
|
|
16 |
The Visual Elements of Computer-based Language Assessment: Aspects and Effects
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 46-47 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
17 |
Linguistic Relativity in SLA: Thinking for Speaking
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 72-76 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
18 |
Language Learning Beyond the Classrooom
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 50-53 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
19 |
Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 46-49 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
20 |
Unpacking the Concept of Complexity in Instructed SLA Research: Towards an Acquisitional Definition
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 63-65 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
|