The effectiveness of visual input enhancement on the noticing and L2 development of the Spanish past tense

Textual manipulation is a common pedagogic tool used to emphasize specific features of a second language (L2) text, thereby facilitating noticing and, ideally, second language development. Visual input enhancement has been used to investigate the effects of highlighting specific grammatical structures in a text. The current study uses a quasi-experimental design to determine the extent to which textual manipulation increase (a) learners’ perception of targeted forms and (b) their knowledge of the forms. Input enhancement was used to highlight the Spanish preterit and imperfect verb forms and an eye tracker measured the frequency and duration of participants’ fixation on the targeted items. In addition, pretests and posttests of the Spanish past tense provided information about participants’ knowledge of the targeted forms. Results indicate that learners were aware of the highlighted grammatical forms in the text; however, there was no difference in the amount of attention between the enhanced and unenhanced groups. In addition, both groups improved in their knowledge of the L2 forms; however, again, there was no differential improvement between the two groups

Focussing on form in the classroom

Current theories of second language acquisition emphasise the importance of learners' attending consciously to form. Similarly, current discussions of communicative language pedagogy stress the need for classroom language learners to focus on form as well as meaning. The study reported in this article is intended to contribute to both theory and practice. It examines the different ways in which teachers and students achieve a ‘focus-on-form' (i.e. attend to linguistic form in the context of activity that is primarily message-oriented). Based on an analysis of 12 hours of teaching English in a private language school, a coding system is developed to account for the general characteristics of ‘focus-on-form episodes' (FFEs). The system is then used to provide an account of focus-on-form in the classrooms studied, revealing that nearly half of the total FFEs were proactive rather than reactive and that more than half involved negotiating form rather than negotiating meaning (i.e. they were not triggered by any communicative problem). The paper concludes with proposals for future research. Key words: communicative pedagogy, focus-on-form, uptake [Jnl for Language Teaching Vol.37(2) 2003: 149-163

The Implementation of ISLA in MALL Technology: An Investigation into the Potential Effectiveness of Duolingo

Following the increased implementation of mobile learning across the globe, specifically in the area of mobile-assisted language learning (MALL; Burston, 2015; Duman et al., 2015), the current paper provides an evaluation of the highly popular MALL application Duolingo. Specifically, this evaluation targets how effectively instructed second language acquisition (ISLA) research and theory has been implemented by Duolingo programmers. While current frameworks for the evaluation of MALL technology (e.g., Reinders & Pegrum, 2015) place a significant focus on the learning affordances available, less emphasis has been placed on the implementation of ISLA theory. As such, Chapelle’s (2001) evaluation framework, originally developed for computer-assisted language learning programs, is revisited due to its basis in ISLA theory. Six criteria thus serve as the basis of this evaluation: Language Learning Potential, Meaning Focus, Authenticity, Learner Fit, Positive Impact, and Practicality. While certain benefits of Duolingo as a language learning tool are discussed, overall the evaluation indicates that the benefit of Duolingo is more likely as a learning support app than as the sole tool for autonomous learning

Advanced EFL learners' beliefs about language learning and teaching: a comparison between grammar, pronunciation, and vocabulary

This paper reports on the results of a study exploring learners’ beliefs on the learning and teaching of English grammar, pronunciation and vocabulary at tertiary level. While the importance of learners’ beliefs on the acquisition process is generally recognized, few studies have focussed on and compared learners’ views on different components of the language system. A questionnaire containing semantic scale and Likert scale items probing learners’ views on grammar, pronunciation and vocabulary was designed and completed by 117 native speakers of Dutch in Flanders, who were studying English at university. The analysis of the responses revealed that (i) vocabulary was considered to be different from grammar and pronunciation, both in the extent to which an incorrect use could lead to communication breakdown and with respect to the learners’ language learning strategies, (ii) learners believed in the feasibility of achieving a native-like proficiency in all three components, and (iii) in-class grammar, pronunciation and vocabulary exercises were considered to be useful, even at tertiary level. The results are discussed in light of pedagogical approaches to language teaching

Introduction to instructed second language acquisition

About the BookIntroduction to Instructed Second Language Acquisition is the first book to present a cohesive view of the different theoretical and pedagogical perspectives that comprise instructed second language acquisition (ISLA), defined as any type of learning that occurs as a result of the manipulating the process and conditions of second language acquisition. The book begins by considering the effectiveness of ISLA and the differences between ISLA and naturalistic L2 learning. It then goes on to discuss the theoretical, empirical, and pedagogical aspects of such key issues in ISLA as grammar learning; interaction in the classroom; focus on form, function and meaning; vocabulary learning; pronunciation learning; pragmatics learning; learning contexts; and individual differences. This timely and important volume is ideally suited for the graduate level ISLA course, and provides valuable insights for any SLA scholar interested in the processes involved in second language learning in classroom settings. Table of Contents :Chapter 1: Introduction. Chapter 2: Grammar Learning. Chapter 3: The Nature of L2 Knowledge. Chapter 4: Communication in the Classroom. Chapter 5: Focus on Form, Function and Meaning. Chapter 6: Vocabulary Learning. Chapter 7: Pronunciation Learning. Chapter 8: Pragmatics Learning. Chapter 9: The context of ISLA. Chapter 10: Individual Differences and ISLA. Chapter 11: Conclusion and Implications for Language Pedagogy and Directions for Future Research.For more information:https://goo.gl/CQPMXLx, 201 p. ; 23 c

Autonomy and language learning behavior : the role of student initiation and participation in L2 classrooms

There are many different views of what learner autonomy entails. But what does autonomous language learning look like in practice? In this short article we argue that student initiation and participation are crucial to and (one type of) evidence of autonomous language learning. In this study we looked for evidence of student initiation and participation both in classroom and self-study settings. Over a period of 12 months, second language classrooms in several New Zealand language schools were investigated by audio recording classroom interaction at regular intervals. Focus on grammatical items initiated by the students was then matched with performance on post-tests for evidence of acquisition of those items. Also during this period, 42 language advisory sessions were recorded in one university self-access centre. The recordings were analyzed for evidence of student initiated focus on both linguistic items and learning-related issues. The results of these analyses show that student-initiated topics can significantly impact on students’ subsequent learning. These findings corroborate our hypothesis that student initiation, as a measure of involvement in the learning process, can be one of the predictors of learning success. In addition, if active learner participation is seen as a component of autonomy, then this research provides evidence for a link between learner autonomy and learning gains