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A short history of SLA: Where have we come from and where are we going?
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The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study
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The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study ...
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The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study ...
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The Social Lives of Adolescent Study Abroad Learners and Their L2 Development
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Abstract:
© National Federation of Modern Language Teachers Associations This article reports a longitudinal case study of two German high-school exchange students’ 5.5-month study abroad (SA) in New Zealand, examining their social lives and oral second language (L2) development. Six informal interviews, weekly diary entries, and monthly summaries were used to elicit data about their overseas experiences and reflections associated with them. The qualitative analysis investigated the nature of the students’ social lives at school, in their homestay, in their hobbies, and during their free time. The results demonstrated that opportunities for L2 engagement varied considerably with context—some affording and others restricting interaction. Especially the presence of co-nationals impeded L2 interaction and required the students to seek out opportunities themselves—an effort that the students were not always willing to make. For the quantitative analysis, the interview data were coded using multiple measures of complexity, accuracy, lexis, and fluency (CALF). Compared to previous studies, the results showed that all CALF dimensions improved during SA, but just for one student and not in a linear fashion. The two learners’ L2 profiles varied considerably, demonstrating that development is dynamic and unique and that interpretations of it need to take account of the learners’ social contexts and what they make of these.
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Keyword:
ACCURACY; adolescents; CAF; CALF; communities of practice; COMPLEXITY; Education & Educational Research; FLUENCY; high school; IDENTITY; INDIVIDUAL-DIFFERENCES; INTERACTIONAL COMPETENCE; LANGUAGE; Linguistics; ORAL PROFICIENCY; second language development; SLA; social identity; social lives; social networks; Social Sciences; study abroad
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URL: http://hdl.handle.net/20.500.11937/80007
https://doi.org/10.1111/modl.12589
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Input-based tasks for beginner-level learners: An approximate replication and extension of Erlam & Ellis (2018)
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Effects of computer-assisted glosses on EFL learners’ vocabulary acquisition and reading comprehension in three learning conditions
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Position paper: Moving task-based language teaching forward
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The Effects of the Timing of Corrective Feedback on the Acquisition of a New Linguistic Structure
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Task-Based Versus Task-Supported Language Instruction: An Experimental Study
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The Effects of Inference-Training and Text Repetition on Chinese Learners' Incidental Vocabulary Acquisition While Listening
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Orders and Sequences in the Acquisition of L2 Morphosyntax, 40 Years On: An Introduction to the Special Issue
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Understanding Second Language Acquisition 2nd Edition - Oxford Applied Linguistics
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The importance of focus on form in communicative language teaching
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