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1. Review of Doctoral Research in Second-Language Teaching and Learning in England (2006) (EJ866673)
Author(s):
Marsden, Emma; Graham, Suzanne
Source:
Language Teaching, v42 n3 p369-396 Jul 2009
Pub Date:
2009-07-00
Pub Type(s):
Journal Articles; Opinion Papers
Peer-Reviewed:
Yes
Descriptors: Research Design; Second Language Learning; Validity; Foreign Countries; Doctoral Dissertations; Second Language Instruction; Teaching Methods; Learning Processes; Computer Assisted Instruction; Error Correction; Portfolios (Background Materials); Learning Strategies; Communicative Competence (Languages); Research Methodology
Abstract: Using the British "Index to Theses", we found forty-seven Ph.D.s relating to second and foreign language learning and/or teaching defended in English universities in 2006. Objective criteria led us to fourteen theses which had investigated both teaching and learning. Over half of these adopted a process-product research design with the aim of finding causal relationships between teaching and learning. Six theses focused on individual differences (motivation, strategies, attitudes), with three adopting an "effectiveness-of-intervention" approach and three following more descriptive, exploratory designs. The designs of the "effectiveness-of-intervention" studies varied greatly, ranging from naturalistic evaluations to highly controlled randomised control experiments. They covered a range of pedagogical concerns, including the use of computers, error correction, language portfolios, learner strategies and communicative-style activities. In addition to our own comments on the quality of the studies and reports, we present considerable methodological detail to enable the reader to evaluate the validity of the findings and claims made in each study. We argue that Ph.D. theses need to demonstrate fully that the implications drawn from the study are supported by the data collection and analyses described, which was not always the case in the theses reviewed. Finally, we make suggestions for future areas of investigation by postgraduate researchers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The Relationship between Second Language Acquisition Theory and Computer-Assisted Language Learning (EJ865423)
Chapelle, Carol A.
Modern Language Journal, v93 ns1 p741-753 Dec 2009
2009-12-00
Journal Articles; Reports - Descriptive
Descriptors: Second Language Instruction; Second Language Learning; Educational Technology; Social Environment; Communicative Competence (Languages); Computer Assisted Instruction; Teaching Methods; Language Universals; Psycholinguistics; Linguistic Theory; Linguistic Input; Skill Development; Language Research
Abstract: The point of departure for this article is the contrast between the theoretical landscape within view of language teaching professionals in 1991 and that of today. I argue that the pragmatic goal of computer-assisted language learning (CALL) developers and researchers to create and evaluate learning opportunities pushes them to consider a variety of theoretical approaches to second language acquisition (SLA), which have developed, in part, in response to the need to theorize the role of instruction in SLA. To illustrate connections between SLA and CALL, I touch on multiple theoretical perspectives grouped into four general approaches: cognitive linguistic (Universal Grammar, autonomous induction theory, and the concept-oriented approach); psycholinguistic (processibility theory, input processing theory, interactionist theory); human learning (associative-cognitive CREED, skill acquisition theory); and language in social context (sociocultural, language socialization, conversation analysis, systemic-functional, complexity theory). I suggest that such theoretical approaches can be useful in the development and evaluation of CALL materials and tasks. Finally, I propose that the expanding use of technology changes the nature of communicative competence theory, challenges SLA theory, and increases the number of consumers for SLA research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Adults' and Children's Language in Different Situational Contexts in Italian Nursery and Infant Schools (EJ865184)
Majorano, Marinella; Cigala, Ada; Corsano, Paola
Child Care in Practice, v15 n4 p279-297 Oct 2009
2009-10-00
Journal Articles; Reports - Evaluative
Descriptors: Foreign Countries; Observation; Caregivers; Communicative Competence (Languages); Data Analysis; Infants; Preschool Children; Language Acquisition; Sentences; Play; Nursery Schools; Adults
Abstract: The aim of the present study is to analyse, through direct observations, the communicative competence of children's caregivers and children's language development in different situational contexts in Italian nursery schools (for children aged between six and 36 months, i.e. creches) and infant schools (for children aged between 38 and 72 months, i.e. kindergartens). Children's and adults' language production (i.e. number of utterances, number of words, and mean length of utterances), interactive episodes (i.e. a string of sentences involving at least two interlocutors), and adults' conversational functions were considered in three situational contexts in both nursery and infant schools ("mealtime", "storytime" and "free play" for the former; "circle time", "direct questions", and "free conversation" for the latter). One hundred and nineteen preschool children and 21 adults (12 educators for the nurseries and nine teachers for the infant schools) from seven educational settings participated in the study. Data analysis showed differences in children's language production, adults' conversational functions, categories of interactive episodes and adults' communicative competence in the situational contexts considered both in the two facilities taken separately, and between the two facilities. Moreover, there emerged a relationship between children's language development and adult speech characteristics: in particular, the educators' and teachers' tutorial and conversational functions appeared to be related to greater language production in the children within the contexts. (Contains 1 table and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. AI-Based Chatterbots and Spoken English Teaching: A Critical Analysis (EJ864942)
Sha, Guoquan
Computer Assisted Language Learning, v22 n3 p269-281 Jul 2009
Descriptors: Animation; Computer Graphics; Oral Language; Criticism; Interpersonal Relationship; Computer Software; Educational Technology; Communicative Competence (Languages); English (Second Language); Teaching Methods; Second Language Instruction; Second Language Learning; Surveys; Computer Simulation; Computer Assisted Instruction
Abstract: The aim of various approaches implemented, whether the classical "three Ps" (presentation, practice, and production) or communicative language teaching (CLT), is to achieve communicative competence. Although a lot of software developed for teaching spoken English is dressed up to raise interaction, its methodology is largely rooted in tradition. Chatterbots based on dialogue management and developed with AI, TTS technology, and computer animation can engage the learner in computer-simulated human-human conversations. Its natural language social interaction opens new horizons for spoken language teaching/learning. A classroom survey was conducted in which the students showed keen interest and computer-simulated human-human interaction was frequently observed. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Awareness and Performance through Self-and Partner's Image in Videoconferencing (EJ863298)
Yamada, Masanori; Akahori, Kanji
CALICO Journal, v27 n1 p1-25 Sep 2009
2009-09-00
Journal Articles; Reports - Research
Descriptors: Communicative Competence (Languages); Behavioral Objectives; Path Analysis; Video Technology; Metacognition; Comparative Analysis; Second Language Learning; Second Language Instruction; Computer Mediated Communication
Abstract: This paper examines potential designs of videoconferencing systems for communicative language learning in learner-centered communication from the viewpoint of self-awareness. In this study, we focused on the effect of the presence of images on learning. We compared four types of videoconferencing systems: (a) videoconferencing with both the learner's own and the partner's image, (b) one with only the partner's image, (c) one with only the learner's image, and (d) one without images (audioconferencing), each supporting the use of formulaic expressions concerning communication strategies as the learning objective. We investigated the effect of each type of videoconferencing on two features of language learning: the perceived effectiveness of the images and the assistance they provided during communication and learner performance. The results showed that the presence of both self- and partner images had a main effect on learning awareness as well as on some aspects of learner performance. In addition, path analysis revealed that both self- and partner images had a direct and indirect significant effect on learner performance by raising perceived awareness. (Contains 5 tables and 17 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Multilingual Education in Macao (EJ861426)
Young, Ming Yee Carissa
International Journal of Multilingualism, v6 n4 p412-425 Nov 2009
2009-11-00
Descriptors: Language Attitudes; Official Languages; Multilingualism; Foreign Countries; Mandarin Chinese; Communicative Competence (Languages); Communication Skills; Portuguese; English (Second Language); Language Usage; Sino Tibetan Languages; Government Role; Student Surveys; Global Approach; Economic Factors; Student Attitudes; Social Change; College Students
Abstract: This paper focuses on the current use of the three written languages (Chinese, Portuguese and English) and the four spoken languages (Chinese-Cantonese, Chinese-Putonghua, Portuguese and English) in Macao, a former Portuguese colony (1557-1999) which is now a Special Administrative Region of China. Chinese and Portuguese are official languages, and the former plays an increasingly important role in the Macao education system. This paper also reports on the results of a questionnaire-based study on Macao students' language use, language attitudes and language preferences, which revealed their preference of multilingual education and positive attitudes towards Cantonese, Putonghua and English. When asked their views on the changes of language use in post-colonial Macao, most surveyed students thought that Putonghua and English were more frequently used than before. As the students were less satisfied with their communication skills in English, the challenge in the future is to enhance students' communicative competence to meet the needs of the economic boom. (Contains 7 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Maternal Mental State Talk and Infants' Early Gestural Communication (EJ861064)
Slaughter, Virginia; Peterson, Candida C.; Carpenter, Malinda
Journal of Child Language, v36 n5 p1053-1074 Nov 2009
Descriptors: Play; Nonverbal Communication; Mothers; Infants; Communicative Competence (Languages); Parent Child Relationship; Language Acquisition; Measures (Individuals); Linguistic Input
Abstract: Twenty-four infants were tested monthly for the production of imperative and declarative gestures between 0 ; 9 and 1 ; 3 and concurrent mother-infant free-play sessions were conducted at 0 ; 9, 1 ; 0 and 1 ; 3 (Carpenter, Nagell & Tomasello, 1998). Free-play transcripts were subsequently coded for maternal talk about mental states. Results revealed that the earlier infants produced imperative gestures, the more frequently their mothers made reference to the infants' own volitional states (want, try, need, etc.) at 1 ; 3. The same relation also emerged using maternal reports of their infants' gestural communication on a standard language development measure. These results indicate that mothers' talk about desires and intentions is linked to their infants' early developing communicative competence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Conceptual Competence as a Component of Second Language Fluency (EJ859224)
Andreou, Georgia; Galantomos, Ioannis
Journal of Psycholinguistic Research, v38 n6 p587-591 Dec 2009
Descriptors: Second Language Learning; Figurative Language; Communicative Competence (Languages); Greek; Language Fluency; Psycholinguistics; Psychological Patterns; Concept Formation
Abstract: In this article we argue that conceptual competence should be seen as a component of second language (L2) communicative competence. Abstract concepts are highly expressed by means of metaphors, metonymies, idioms and other types of figurative language. In literature it is suggested that knowledge and appropriate use of these lexical segments are closely related to L2 mastery and therefore conceptual instruction is expected to facilitate L2 learning. To test the relationship between conceptual and L2 competence we conducted an experiment in which Modern Greek learners were encouraged to express their views on the concept of happiness. The results showed their weak performance in conveying their ideas in a coherent and acceptable manner. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Dealing with Communication Problems in the Instructional Interactions between International Teaching Assistants and American College Students (EJ857885)
Chiang, Shiao-Yun
Language and Education, v23 n5 p461-478 Sep 2009
Descriptors: College Students; Communication Problems; Teaching Assistants; English (Second Language); Second Language Learning; Foreign Students; Intercultural Communication; Error Correction; Prevention; Discourse Analysis; Communicative Competence (Languages)
Abstract: This study proposes that communication problems may be procedurally managed in intercultural interaction. Drawing upon a number of office-hour interactions between international teaching assistants and American college students, this paper examines the linguistic and cultural sources of communication problems. The close analyses of these interactions revealed that problematic understanding could be managed in the communicative procedures of correction and prevention. The findings here suggest that procedural knowledge is particularly important for achieving mutual understanding in education contexts. (Contains 10 extracts.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. How to Say No: An Analysis of Cross-Cultural Difference and Pragmatic Transfer (EJ857706)
Chang, Yuh-Fang
Language Sciences, v31 n4 p477-493 Jul 2009
Descriptors: Semantics; Cultural Differences; Mandarin Chinese; Communicative Competence (Languages); Native Speakers; English (Second Language); Second Language Learning; Pragmatics; Transfer of Training; Questionnaires; College Freshmen; Majors (Students)
Abstract: The purpose of the present study is to investigate pragmatic transfer in refusals by native speakers of Mandarin speaking English, and to what extent transfer is influenced by the learners' level of L2 proficiency. The elicitation instrument used for data collection was the discourse completion questionnaire developed by Beebe et al. [Beebe, L., Takahashi, T., Uliss-Weltz, R., 1990. "Pragmatic transfer in ESL refusals." In: Scarcella, R. et al. (Eds.), "Developing Communicative Competence in a Second Language." Newbury House, New York, pp. 55-73] Participants in this study were composed of four groups: 35 American college students (AE), 41 English-major seniors (SE), 40 English-major freshmen (FE), and 40 Chinese-major sophomores (CC). The refusal responses were analyzed in terms of (1) the frequency of semantic formulas, and (2) the content of semantic formulas. It was found that while all groups employed a similar range of semantic formulas in responding to the refusals elicited by different initiating acts, they differed in the frequency and content of the semantic formulas. (Contains 14 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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