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Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach
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In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 2, Pp 36-40 (2017) (2017)
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Exploring the Possibilities of Scenario-based Assessment: An Introduction
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In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 2, Pp i-ii (2017) (2017)
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Introduction: Investigating Written Dyadic Interaction through a Complex Dynamic Systems Theory Perspective
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In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 1-11 (2017) (2017)
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Self- and Peer-Assessment of Speaking
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 68-83 (2016) (2016)
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Multimodality in the Classroom: An Introduction
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp i-vi (2016) (2016)
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The Effects of Visual Input on Scoring a Speaking Achievement Test
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In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 1-23 (2016) (2016)
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Applying L2 Vocabulary Research Findings to Classroom Teaching
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 39-41 (2015) (2015)
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Investigating Second Language Reading Components:Reading for Different Types of Meaning
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-28 (2015) (2015)
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Child Second Language Acquisition: What Do We Know?
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 18-34 (2015) (2015)
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The Role of Metalinguistic Awareness in Multilingual Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 57-59 (2015) (2015)
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Technology Assistance in Second Language Acquisition: Potentials and Limitations
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp i-iii (2015) (2015)
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Linguistic Relativity in SLA: Thinking for Speaking
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 72-76 (2015) (2015)
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Language Learning Beyond the Classrooom
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 50-53 (2015) (2015)
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Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 46-49 (2015) (2015)
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Classroom-based Language Assessment for Young Language Learners
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 55-56 (2015) (2015)
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Unpacking the Concept of Complexity in Instructed SLA Research: Towards an Acquisitional Definition
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 63-65 (2015) (2015)
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Abstract:
Over the past few decades, the field of second language acquisition (SLA) has seen a remarkable increase of interest in the study of instructed second language acquisition (ISLA), which “investigates second language (L2) learning or acquisition that occurs as a result of teaching” (Loewen, 2014, p. 2). Research insights gained from this subfield are particularly pertinent to adult L2 learners, who, due to biological and cognitive constraints, have difficulty acquiring a target language (TL) solely based on naturalistic input (e.g., Han, 2004; Long, 1990). The ISLA literature shows that there is an array of pedagogical options that can be used to facilitate adult L2 learning, ranging from implicit (e.g., input enhancement, recasts, etc.) to explicit (e.g., consciousness-raising, metalinguistic rule explanation, etc.) techniques. Furthermore, the effectiveness of an instructional treatment seems to depend largely on the nature (i.e., complexity) of the L2 feature (e.g., Ellis, 2002; Spada & Tomita, 2010). However, extant empirical studies have yielded rather mixed findings on the issue regarding which type of L2 feature (i.e., complex or simple) benefits more from which type of instruction (i.e., implicit or explicit), rendering it difficult to provide straightforward guidance to L2 classroom teachers. There are several reasons for the disparities in research findings, such as differences in study designs, settings, learner characteristics, etc., but above anything else, the inconsistent findings can primarily be attributed to the varying conceptualizations of complexity. With an aim to enlighten future research in this line of inquiry, the present discussion emphasizes the need for a more integral definition of complexity. First, some traditional definitions of the concept are briefly reviewed. Next, a more recent, acquisitional perspective (Han & Lew, 2012) is introduced, and finally, a few key aspects of acquisitional complexity are discussed, which offer critical insights for future empirical studies, particularly related to the internal validity of research designs.
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Keyword:
Applied linguistics; Educaton; English language; L2; Language acquisition; Methodology; P118-118.7; PE1-3729; Second language; Second language acquisition; SLA; Target language
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URL: https://doaj.org/article/c6943fa98eb84986870d2e8193e92b80 https://doi.org/10.7916/D8C54XS5
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Aligning CALL with the Theory and Practice of Instructed SLA
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 20-22 (2015) (2015)
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Filling In the Missing Piece in Research on Lexicalization Patterns
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 52-54 (2015) (2015)
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Talmy’s Dichotomous Typology and Japanese Lexicalization Patterns of Motion Events
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 29-47 (2015) (2015)
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Second Language Pronunciation Teaching: Insights from Research
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 45-47 (2015) (2015)
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