Second Language Acquisition

Cognitive distribution and human communication

by Stephen J. Cowley

This appeared as:
Cowley, S.J. (2012) Cognitive distribution and human communication / Актуальные проблемы лингвистики и межкультурной коммуникации: Мат-лы Всеросс. науч.-практ. конф-ции c междунар. участием, посвящ. 65-летию ф-та лингвистики и перевода / под ред.С.А. Песиной, И.Р. Пулехи, Ю.Л. Вторушиной, Л.В. Павловой. – Магнитогорск: МаГУ, 2012. – Вып. V. – с. 6-16.

The paper uses examples described elsewhere (Steffensen & Cowley, 2101; Cowley, 2010; 2012) to highlight the... more The paper uses examples described elsewhere (Steffensen & Cowley, 2101; Cowley, 2010; 2012) to highlight the pico-scale of human gestural and vocal communication. This shows how coaction lends unparalleled subtlety to human life as, together, we generate thoughts and actions that are inseparable from bodily coordination. This exemplifies how cognition is distributed as people draw on the (virtual) products of past behaviour to shape future prospects as, unwittingly, they change the circumstances in which they act. Cognitive distribution arises as people use the non-local constraints that dominate folk views of human communication. Given the verbal aspect of language, as Bakhtin saw, speaking (and writing) can renew the voices of others. The thoughts that result, however, are inseparable from interactivity or how bodies perceive, appraise, and re-evoke modes of action that sustain our human forms of life. Finally, having sketched a distributed view of how we communicate in familiar settings, I offer remarks on how scrutiny of human languaging can be pursued in the study of intercultural encounters.

The Strata of Transfer

by Marcin Opacki

Draft only. Content will be uploaded after publication.

This paper postulates the existence of a dichotomy of transfer types, exploring the role of transfer in interlangauge... more This paper postulates the existence of a dichotomy of transfer types, exploring the role of transfer in interlangauge formation through the framework of Processability Theory.

Interlanguage: a Sui Generis Grammar

by Marcin Opacki

Presented at the proceedings of the V edition of the "Język w Poznaniu" linguistic conference. pending publication. The paper will be made available for download post-publication (thank you for your patience).

Various studies suggest that an L2 is easier to learn when it shares several typological features with the L1,... more Various studies suggest that an L2 is easier to learn when it shares several typological features with the L1, regardless of phylogenetic relationships. Yet, others, such as Håkansson et al. suggest that the L1 might, in fact, not be as relevant in SLA, because learners form intermediary structures that are neither L1 nor L2 specific. Numerous frequency studies of functional morphemes and syntactic patterns suggest that interlanguage formation follows a recurrent, pattern of acquisition. In my paper, I argue that interlanguages are not incomplete projections of the TL tainted by an L1, but that they are unique inferential grammars comprised of their own implicit rules based upon universal constraints. I support this claim by invoking common L2 development patterns, as well as the idea that interlanguages (in the form of pidgins) are sufficiently grammatical to be acquired by children as creoles, i.e.: natural L1s. A natural implication that arises in the wake of this statement is that interlanguages should be studied as a sui generis linguistic phenomenon, like pidgins and creoles, instead of being compared to target languages.

« Le créole haïtien et la langue française dans l’enseignement haïtien » (2012)

by Michel Weber

[avec Benjamin Hebblethwaite], « Le problème de l’usage scolaire d’une langue qui n’est pas parlée à la maison : le créole haïtien et la langue française dans l’enseignement haïtien », Dialogues et Cultures. Revue de la Fédération internationale des professeurs de français, 58, 2012, pp. 71-80.

L'emprise de la langue franc;aise minoritaire dans l'enseignement ha"itien est un des problemes fondamentaux --... more L'emprise de la langue franc;aise minoritaire dans l'enseignement ha"itien est un des problemes fondamentaux -- sinon le probleme fondamental-- d'Haiti. Quels sont, en effet, les tenants et les aboutissants de la politique linguistique
haitienne ?

Que Se Sepa----Sobre el bilingüismo y la desvirtuación isleña

by Luzma Umpierre

Bilingualism and the Puerto Rican elite Bilingualism and the Puerto Rican elite

Variation in the categorization of motion in L2 Danish by

by Moiken Jessen

draft version!

This study examines the semantic categories in the motion domain by adult learners of Danish with typologically... more This study examines the semantic categories in the motion domain by adult learners of Danish with typologically different L1s -Turkish and German, and compares their categorization patterns to that of Danish NSs. The participants described 39 video clips depicting a large variety of motion events. The results of the study showed that the meanings assigned by the two learner groups to the Danish motion verbs gå ‘walk’, løbe ‘run’ and kravle ‘crawl’ are influenced by the semantic categorization of their respective L1s. In addition, typological membership was found to play a role with respect to the processes involved in the restructuring of meaning/conceptual categories. These processes include both conceptual transfer from the learners’ L1 to the L2 and conceptual convergence.

The Influence of Social Context on Phonological Production in French as a Second Language

by Monique Murphy

CALL Software as an Alternative to Natural Immersion in Adult SLA–a Remedy to the Existing Problems?

by Emilia Korczynska

V-Lang conference papers

The aim of this article is to review briefly the arguments providing
counterevidence to the popular notion of... more The aim of this article is to review briefly the arguments providing
counterevidence to the popular notion of the superiority of the ‘naturalistic
language acquisition’ in immersion settings. The paper will describe the main
problems of learning from naturalistic input encountered by adult learners,
stemming from the qualitative differences between childhood and adult
language acquisition – primarily the difference in the degree of attention
paid to different elements in the utterance and – effectively- the degree
of noticing, which according to the noticing hypothesis of Schmidt (1993)
[9] is a prerequisite for language acquisition. In view of these differences,
the present paper will discuss the disadvantage at which adults are put
in naturalistic immersion context, stemming from the intrinsic features of
natural speech. In addition, the present work will discuss the possible ways
of attenuating the effects of these constraints on adult SLA by means of
Computer Assisted Language Learning (CALL). Although the discussion
below is based on the example of English as a foreign language, the
arguments (with some moderation respective to different rhythm patterns)
are valid for other languages as well.

El uso del cine como recurso pedagógico en el aula de ELE.

by Oriol Miro Marti

La Competencia Digital Docente en la Enseñanza y Aprendizaje de Lenguas (2011) · Artículos, reflexiones y propuestas, Letras & Bits, Abril 2012.

¡Es hora de trabajar en equipo! Propuestas para un aprendizaje cooperativo en una clase de E/LE

by Eleni Leontaridi

PERAMOS SOLER N. & E. LEONTARIDI (en prensa), “¡Es hora de trabajar en equipo! Propuestas para un aprendizaje cooperativo en una clase de E/LE”. J.F. Barrio Barrio (coord.), Actas de las IV Jornadas de formación del profesorado de español: Profesores de E/LE y profesores de materias no lingüísticas. Sofía: Embajada de España en Bulgaria.

El aprendizaje cooperativo hace referencia a una metodología de gestión del aula que se centra en la organización del... more El aprendizaje cooperativo hace referencia a una metodología de gestión del aula que se centra en la organización del alumnado en grupos para fomentar la realización de las tareas y actividades de aprendizaje en la clase. En este tipo de estrategia, las habilidades del docente para desarrollar el aprendizaje cooperativo del alumnado y organizar su proceso cognitivo son muy importantes y se basan, principalmente, en plantear tareas que requieren la cooperación y las relaciones interpersonales en el aula para resolver de manera creativa y constructiva las tareas propuestas. Esta metodología requiere de una estructura y actividades específicas que provoquen la necesidad, entre el alumnado, de compartir y manifestar sus intereses propios con los de otros miembros del grupo, y que permitan a los alumnos la realización de actividades en grupo sin que ello induzca a la competitividad.

'La juventud quiere mejor ser estimulada que instruida'. Estrategias y particularidades de la enseñanza de E/LE para adolescentes

by Eleni Leontaridi

LEONTARIDI E. & N. PERAMOS SOLER (en prensa), “‘La juventud quiere mejor ser estimulada que instruida’. Estrategias y particularidades de la enseñanza de E/LE para adolescentes”. J.F. Barrio Barrio (coord.), Actas de las IV Jornadas de formación del profesorado de español: Profesores de E/LE y profesores de materias no lingüísticas. Sofía: Embajada de España en Bulgaria.

RESUMEN:
La enseñanza del español está en auge en todo el mundo, no obstante, en los últimos años se aprecia un... more RESUMEN:
La enseñanza del español está en auge en todo el mundo, no obstante, en los últimos años se aprecia un interés creciente en el campo de su enseñanza hacia los más pequeños. Como consecuencia, cada vez van apareciendo más artículos y propuestas didácticas que tratan temas relacionados con el aprendizaje de lenguas en estas edades tempranas. En este artículo tras delimitar el término “adolescencia” en el mundo occidental hacemos referencia a las implicaciones educativas –tanto en el aprendizaje como en la enseñanza de LE- de las características cognitivas, aquellas relacionadas con el desarrollo social y las características de personalidad de los adolescentes. Partiendo de estas premisas, presentamos materiales didácticos que pueden resultar más eficaces para la enseñanza de E/LE dirigida a un público de estudiantes adolescentes.


ABSTRACT:
Teaching Spanish is increasingly popular worldwide, however, in recent years there has been a growing shift of interest in younger learners' teaching. Consequently, more and more articles and teaching suggestions are appearing that address issues related to language learning in these early ages. In this article, after defining the term ‘adolescence’ in the Western world, we refer to the educational implications -both in learning and teaching of FL- of cognitive characteristics, as well as of those related to social and personality characteristics of teenagers. Based on these ideas we are presenting teaching material that may turn out to be more effective in the teaching of S/FL geared to younger learners.

Lo que en la juventud se aprende, toda la vida dura. Los adolescentes y su aprendizaje en la clase de E/LE

by Eleni Leontaridi

PERAMOS SOLER N. & E. LEONTARIDI (en prensa), “Lo que en la juventud se aprende, toda la vida dura. Los adolescentes y su aprendizaje en la clase de E/LE”. J.F. Barrio Barrio (coord.), Actas de las IV Jornadas de formación del profesorado de español: Profesores de E/LE y profesores de materias no lingüísticas. Sofía: Embajada de España en Bulgaria.

RESUMEN:
En este artículo intentamos mostrar diferentes estrategias y actividades para la enseñanza del español... more RESUMEN:
En este artículo intentamos mostrar diferentes estrategias y actividades para la enseñanza del español a adolescentes siguiendo las nuevas tendencias y propuestas didácticas en E/LE. Presentamos instrumentos y técnicas pedagógicas para que el aprendizaje implique dinámica en clase y, al mismo tiempo, pueda dar un resultado concreto con medios atractivos. Con la presentación de ejercicios prácticos analizamos qué tratamiento, técnicas y pautas docentes debemos tener en cuenta para cubrir las necesidades de nuestros alumnos adolescentes buscando actividades lúdicas acordes con el público y que ofrezcan resultados a corto plazo. La finalidad de este artículo es proporcionar las herramientas, los materiales y la información al profesor de E/LE para obtener resultados idóneos en la progresión de su alumnado así como un análisis de las dificultades de los adolescentes en el aprendizaje de una segunda lengua.

ABSTRACT:
In this paper we will try to demonstrate some strategies and activities that can be used when teaching Spanish to teenagers; we have taken into account the new trends and teaching suggestions in SFL. We will present educational tools and techniques so that the learning process will take into consideration the classroom dynamics and at the same time, it can attain the specific set goals in a stimulating way. By presenting practical exercises we analyze which process, teaching technique and guidelines we have considered in order meeting the needs of our adolescent students; subsequently we have looked for fun activities which are suitable for our target group and can yield short-term results. The purpose of this paper is to provide the tools, materials and information to the teacher of SFL in order to achieve ideal results in the progress of his students as well as pinpoint the anticipated difficulties of adolescents learning a second language.

Five Ways in Which Language Teachers Can Develop Problem-Solving Skills for International Students

by George Schaaff

Language Tangle - Predicting & Facilitating Outcomes in Language Education - PhD Thesis - ThorMay

by Thorold (Thor) May

Doctoral dissertation in knowledge worker productivity (specifically language teaching productivity) awarded by the University of Newcastle, NSW in 2010. The abstract and links to supporting documents including the thesis itself may also be viewed at http://thormay.net/lxesl/lxtangle_abstract.html. The full dissertation title is "Language Tangle - Predicting and Facilitating Outcomes in Language Education".

This thesis argues that foreign and second language teaching productivity can only reach its proper potential when it... more This thesis argues that foreign and second language teaching productivity can only reach its proper potential when it is accorded priority, second only to language learner productivity, amongst the many competing productivities which are always asserted by stakeholders in educational institutions.

A theoretical foundation for the research is established by examining the historical concept of productivity, and its more recent manifestation as knowledge worker productivity, especially as applied to teachers.

The empirical basis of the thesis is sourced from a chronological series of twenty biographical case studies in language teaching venues in Australia, New Zealand, Oceania and East Asia. The biographical case study methodology, although rare in applied linguistics, is justified by reference to its wide and growing application in other fields of qualitative research. The case studies are analysed for common patterns of productivity, as well as teaching productivity inhibition or failure.

It was affirmed across all of the case studies without exception that external parties could not control or even reliably predict what individual students might learn, and how well, from instances of instructed language teaching. This was regardless of the power of institutional players, external resources, curriculums or the teacher. Student belief in the immediate value of what was to be learned in a given lesson, and personal confidence in an ability to learn it were the most critical factors.

Teaching productivity was found to turn, ultimately, on the teacher's ability to influence the probability of student learning. The teacher could best influence learning probability by enhancing student motivation. The most effective environments for teaching productivity were seen to be those where the teacher was professionally equipped and politically enabled to exercise judgements which maximized opportunities for student language learning productivity. A negotiated pact concerning both curriculum and method often proved effective, especially with mature students, and at times required some deception of institutional authorities.

Empirically, the encouragement of reciprocal learning relationships between teacher and students was found to be powerfully enabling for language teaching productivity in the case studies.

In many venues a small but effective minority of 'intimate learners' were also able to leverage their language learning productivity by forging more personal relationships with the teacher.

The wider cultural paradigm within each of the countries represented in the case studies sanctioned different paths and limitations for both language learners and teachers, and hence was seen to influence teaching productivity in critical ways. It was found that under certain conditions, notably (but not exclusively) those prevailing in many East Asian educational institutions, that certification of foreign language skills had a higher cultural, employment and monetary value than the actual ability to exercise foreign language skills.

A negative influence on teacher productivity in many of the case studies was an ignorance about language learning and teaching amongst institutional players. The disregard of language teacher professionalism was fed by a belief that being able to speak a language was all that was necessary to teach it, and reinforced by misinterpreting the meaning of test results. Related to this, an imbalance of power relationships between teachers or students with other institutional interests was consistently found to interfere with teaching and learning productivities. Overall, the model of productivity understood in institutions instanced by the case studies tended to reflect a 19th Century economic paradigm of capital, raw materials (students) and labour (dispensable classroom workers) rather than any more sophisticated grasp of knowledge worker productivity.

It was demonstrated in the context of the case studies that productivity, and in particular knowledge worker productivity, is a complex concept whose facets require detailed analysis to arrive at a proper understanding of the role that foreign and second language teachers play in educational institutions.

Banjalung* - Transcript for a Language Course

by Thorold (Thor) May

* Banjalang, aka Bundjalung, Bunjalung, Badjalang, Banjalung & Bandjalang, is a middle Clarence dialect of a NSW, Australia Aboriginal language

This is a rudimentary phrase book for the Australian Aboriginal language Banjalung, constructed in co-operation with a... more This is a rudimentary phrase book for the Australian Aboriginal language Banjalung, constructed in co-operation with a surviving speaker and designed to encourage Banjalung language revival. It was undertaken in 1983 at the request of Southern Cross University (then Northern Rivers CAE) and local community members.

Cognitive dynamics: language as values realizing activity

by Stephen J. Cowley

These are proofs that appeared as:
Cowley, S.J. (2012). Cognitive dynamics: language as values realizing activity. In A. Kravchenko (ed). Cognitive Dynamics and Linguistic Interactions, pp. 15-46. Newcastle upon Tyne: Cambridge Scholars Press.

To challenge cognitivism it is important emphasise how human bodies function. Like other organisms, we evolved to act... more To challenge cognitivism it is important emphasise how human bodies function. Like other organisms, we evolved to act and perceive in changing environments. In spite of the fact that this can be described as representing aspects of the world, there is no reason to think that people use what are representations for the brain (Steiner 2010). The central nervous system deals in the body-world relations that sustain flexible, adaptive behaviour. Bodies use measurable physical events or cognitive dynamics to control how they coordinate with the world. Humans extend this general capacity by cooperating in cultural settings.

Biology thus becomes enmeshed with history and, in looking at language too, this must be traced to minded behaviour. It follows that language -and teaching languages -must be explicated with respect to how encounters with the world are experienced as meaningful (Gibson 1979). Far from being subjective or abstract, cognitive dynamics function as public opportunities and threats. Social activity realizes values that motivate inhibition, thinking and communication (Gibson 1950; Hodges & Geyer 2006; Hodges 2007). In language, successes and failures arise as we mesh wordings with experience of items that serve in a (partly) shared social world. Using this perspective, I turn to pedagogical design and signs of writing to consider how applied linguistics can be enriched by viewing language as values realizing activity. The main concern of applied linguists becomes, not learning, but SLA or 'skilled linguistic action'.

Enhancing learning and retention through ‘cognitive linkages’: a case study of Malaysian children.

by Airil Haimi Mohd Adnan

(2012) - refereed proceedings.
Co-authored with Nurulhayati Ilias (lead).

Second International Congress of Interdisciplinary Research and Development (INRIT) / May 31st to June 1st, 2012, Bangkok, THAILAND.

ACQUISITION SEQUENCE OF FOUR CATEGORIES OF NON-GENERIC USE OF THE ENGLISH DEFINITE ARTICLE THE BY TURKISH SPEAKERS

by Kenan DİKİLİTAŞ

co-authored with Meryem Altay, Çanakkale Onsekiz Mart University
published in Novitas Royal Journal

In all languages there are linguistic forms that seem simple to acquire, but difficulty in their acquisition can be... more In all languages there are linguistic forms that seem simple to acquire, but difficulty in their acquisition can be posed by their function, which might be too complex to understand. The definite article the in English is one example of this. When learning English as a second language, the acquisition of the functions of the definite article can present problems for speakers of Turkish, a language which does not possess a definite article and in which the function and meaning of the is determined by syntactic and pragmatic elements. This study investigates the non-generic use of the in four different categories by Turkish speakers at different levels of proficiency in English. Data were collected by administering a questionnaire originally developed by Liu and Gleason (2002), in which respondents were required to supply the definite article where necessary in 91 sentences. The findings indicate that proficiency in article use does not increase in a linear fashion in accordance with an increase in the general level of proficiency, and that the difficulty hierarchy of different categories of use for the varies with the proficiency level of participants. As the proficient use and comprehension of the definite article contributes to a fluent and exact expression of meaning, implications can be drawn with reference to instruction of and exposure to English as a foreign language in Turkey.

Keywords: definite article acquisition sequence, definite article categories, difficulty hierarchy

Prosody and pedagogy in a democratic South Africa

by Stephen J. Cowley

This appeared as:
Cowley, S.J. (2001). Prosody and pedagogy in a democratic South Africa. Southern African Linguistics and Applied Language Studies 2001 19: 179–196.

This article explores how prosodic patterning influences relationships. Written from an integrational point of view,... more This article explores how prosodic patterning influences relationships. Written from an integrational point of view, it highlights the local importance of the issue by examining talk that resounds with a post-apartheid ‘ugly tone’. Two central claims are made. Firstly, much understanding is the intertwining of vocalisations. Secondly, we are skilled in interpreting how this joint activity is integrated with word-based patterning. Since we take part in dialogue, we have capacities for responding in real time and, crucially, for making judgements about the unfolding sense of events. Especially where such ways of acting are intrinsic to identity, we need to develop dialogical capacities beyond the ‘in-group’. In the terms of the article, learners can be helped with first-order contextualizing and interactional ascription. By adopting these goals, local ways of speaking and listening become paramount. This leads to a new choice of oral/aural materials and a focus on tasks where learners explain judgements about talk within and across social groups. Emphasis thus goes on enhancing capacities for listening to, interpreting, and rectifying real-time dialogical events. Close examination of local speaking and listening, it is argued, will lead to development of contextually sensitive educational practices.

Coding an L2 phonological corpus: from perceptual assessment to non-native speech models – an illustration with French nasal vowels.

by Sylvain Detey

Detey, S. (2012). Coding an L2 phonological corpus: from perceptual assessment to non-native speech models – an illustration with French nasal vowels. In Tono, Y., Kawaguchi, Y. & Minegishi, M. (eds.), Developmental and Crosslinguistic Perspectives in Learner Corpus Research. Amsterdam/Philadelphia: John Benjamins, 229-250.

This chapter aims at showing that: 1) a coding system such as the schwa coding in the Phonologie du Français... more This chapter aims at showing that: 1) a coding system such as the schwa coding in the Phonologie du Français Contemporain project can be a useful procedure to exploit an L2 phonological corpus for research-oriented purposes; 2) such a coding procedure can turn an L2 database into a rated L2 database which can be used in the field of applied L2 speech sciences; 3) such an L2 coding issue highlights the socio- and psycho-linguistic links between L2 speech assessment and speech models. First, we remind the reader that transcription of oral data is a crucial stage in corpus processing, since it can affect the results of subsequent analyses. Then we illustrate data coding in L1 with examples from the PFC project. The transposition of such a coding system to L2 French phonology sheds some light on the evaluation process at stake in L2 production coding activity. This points to the complexity of defining L2 speech models. The impact of L2 speech characteristics on speech recognition systems and the importance of corpus assessment for such systems is highlighted. Finally, we illustrate the coding-rating activity and its methodological challenges with the French nasal vowels system in the Interphonologie du Français Contemporain framework.