todoELE

The purpose of this literature review is to examine theory and research that has addressed what constitutes effective pedagogy for the acquisition of a second language (L2) in a classroom context. In other words, the review seeks to answer the question: How can instruction best ensure successful language learning?

This is not an easy question to answer, both because there are many competing theories offering very different perspectives on how instruction can promote language learning and because the empirical research does not always afford clear cut findings. We will endeavour to reflect the different theoretical viewpoints and findings in the review. To do otherwise would be to misrepresent the current state of research in this field.

However, in order to avoid the pitfalls of complete relativity, we will attempt to identify a number of general principles, based on theory and research, which we believe can provide a guideline for designers of language curricula and for classroom teachers. In proposing these principles we do not wish to adopt a positivist stance. We do not believe that the research findings to date provide definitive specifications for language instruction. Rather we wish to suggest, in line with Stenhouse’s (1975) arguments, that the principles be viewed as ‘provisional specifications’ best operationalised and then tried out by teachers in their own teaching contexts.

The review begins with an examination of the learning theories that underlie three mainstream approaches to language teaching (Section A). From there, it moves on to consider empirical studies of classroom teaching and learning (Section B). Given the vast amount of research that has taken place over the last three decades, the research considered will necessarily be selective, focusing on key theoretical claims and seminal studies. These sections provide the basis for the identification of a set of general principles (Section C). The review concludes with a discussion of how the research can best be utilized by practitioners (Section D).

Inevitably in a review of this nature, readers will be confronted with a number of technical terms. In some cases, where they are of central importance these will be defined in the main text. However, in cases where they are less central, they are defined in the glossary. All terms in bold print can be found in the glossary. 

This book presents a view of human language as social interaction, illustrating its implications for language learning and second language teaching. The volume advocates for researchers, practitioners, and administrators to rethink and reconceptualize an understanding of language beyond that of the written word to one encompassing social and interactional activity built on co-construction, collaboration, and negotiation. The book emphasizes the ways in which this view of language can shed light on the language learning process as one which draws on discrete linguistic units and constructions in conjunction with a range of temporal, sequential, and embodied resources across a variety of social contexts. In turn, these insights prompt further reflection and discussion on their implications for advancing second language teaching practice. This book will be key reading for scholars interested in second language teaching research, as well as active second language teachers and language program administrators.

Contenidos

Preface

Chapter 1: Introduction
1.1 Research on Language and Interaction Across Disciplines
1.2 Research on Interaction and Second Language Teaching
1.3 On Grammatical Sentences and their Limits
1.4 Action and Sequence: Composition, Position, and Context
1.5 Conclusion

Chapter 2: Understanding interaction
2.1 Basics: Action and Sequence
2.2 Larger Courses of Action
2.3 Why We Talk
2.4 Interaction, Language, and Culture
2.5 Conclusion

Chapter 3: Understanding language learning
3.1 On Learning vs. Teaching
3.2 Language Learning in Children
3.3 Second Language Learning
3.4 Situated Interaction as Driver and Object of Learning
3.5 Language Learning Revisited
3.6 Conclusion

Chapter 4: Understanding interaction in the classroom
4.1 Researching Classroom Interaction
4.2 Shaping Classroom Interaction for Maximizing Learning
4.3 Interaction as Teaching and Learning Target
4.4 Conclusion

Chapter 5: Interaction, language use, and second language teaching
5.1 Main Insights
5.2 Discussion

Texto completo

La comunicación mediatizada por computadora (Computer-mediated communication) ha abierto nuevas formas de interacción entre los aprendientes de una lengua extranjera proporcionando nuevas oportunidades para establecer contacto directo con los nativo-hablantes de la cultura meta. Los intercambios/proyectos en línea han permitido a los participantes aprender acerca de la cultura meta en formas auténticas que van más allá del salón de clase. En este artículo se consideran aspectos principales:

1. Los contextos socio-institucionales que influencian proyectos telecolaborativos.
2. Los estereotipos y la forma en que estos pueden ser cambiados, reforzados o modificados como resultados de los intercambios electrónicos.
3. Las perspectivas y actitudes de los participantes antes y/o después de tales intercambios.
4. Los desafíos enfrentados por los profesores/investigadores al llevar a cabo estos proyectos.

The need for foreign language teachers to acquire Intercultural Communicative Competence (ICC) arises both from recent changes to their role and from the current context of increased globalisation and society’s enhanced awareness of interculturality. Faced with such transformations, foreign language classrooms require a specific and systematic integration of the intercultural dimension. However, teacher development programmes rarely include content related to the acquisition of ICC either by teachers or learners. This paper aims to fill that gap by offering guidelines for the development of training courses for L2 teachers of Spanish and contribute to enhance their professional profile. The proposal, which considers both teaching competences and generic professional skills, is designed to be applied to diverse target groups or contexts and in different formats. To illustrate our proposal, one of the recommended aspects has been selected and a practical task designed.

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La necesidad de la adquisición de la Competencia Comunicativa Intercultural (CCI) se deriva tanto de cambios en el papel del profesor como de la creciente globalización y conciencia intercultural en la sociedad. Ante estas transformaciones, el aula de lengua extranjera exige un tratamiento decidido y sistemático de la dimensión intercultural. Sin embargo, los programas de formación de profesores no suelen incluir contenidos relacionados con la adquisición de CCI por parte de aprendientes y enseñantes. Esta contribución se propone compensar este vacío ofreciendo pautas para el diseño de cursos de formación de profesores de ELE y de este modo ayudar a completar su perfil profesional. La propuesta presentada considera tanto las competencias docentes como las habilidades profesionales generales y está pensada para ser dirigida a distintos grupos meta y aplicada en diversos formatos y contextos. Para ilustrar esta propuesta se ha escogido uno de los aspectos recomendados y se ha diseñado una actividad práctica.

This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation.

Contents

Introduction
Reflecting on data interpretation in SLA
Amanda Edmonds, Pascale Leclercq, Aarnes Gudmestad

L2 acquisition in a rich dialectal environment
Some methodological considerations when SLA meets dialectology
Linda Evenstad Emilsen, Åshild Søfteland

Comparing ERPs between native speakers and second language learners
Dealing with individual variability
Maud Pélissier

Replication
Measuring the influence of typologically diverse target language properties on input processing at the initial stages of acquisition
Marzena Watorek, Rebekah Rast, Xinyue Cécilia Yu, Pascale Trévisiol, Hedi Majdoub, Qianwen Guan, Xiaoliang Huang

On the relationship between epistemology and methodology
A reanalysis of grammatical gender in additional-language Spanish
Aarnes Gudmestad

Analysing interaction in primary school language classes
Multilevel annotation and analysis with EXMARaLDA
Heather E. Hilton, John Osborne

Transcribing interlanguage
The case of verb-final [e] in L2 French
Pascale Leclercq

Potential pitfalls of interpreting data from English-French tandem conversations
Sylwia Scheuer, Céline Horgues

Key Issues in the Teaching of Spanish Pronunciation: From Description to Pedagogy is a resource that encourages Spanish teachers and curriculum designers to increase their incorporation of pronunciation into the classroom. Combining theory and practical guidance, it will help language practitioners integrate the teaching of Spanish pronunciation with confidence and effectiveness. The international group of scholars across its 15 chapters is made up of individuals with well-established research records and training in best pedagogical practices.

Contenidos
Introduction
Rajiv Rao

Part I:  The Sound System of Spanish

1 Description of Spanish Vowels and Guidelines for Teaching Them
Eugenio Martínez Celdrán and Wendy Elvira-García

2 Pronunciation in the L2 Spanish Classroom: The Voiceless Stops /p, t, k/
Mary L. Zampini

3 Suggestions for Teaching Spanish Voiced Stops /b, d, g/ and Their Lenited Allophones  [β̞, ð̞, ɣ̞] 
Manuela González-Bueno

4 A Theoretical Framework in the Acquisition and Teaching of Fricatives to L2 Learners of Spanish
A. Raymond Elliott

5 Issues in the Teaching of Spanish Liquid Consonants
Benjamin Schmeiser

6 The Polymorphism of Spanish Nasal Stops
Carlos-Eduardo Piñeros

7 Incorporating Syllable Structure into the Teaching of Spanish Pronunciation
Sonia Colina

8 Improving Non-Native Pronunciation: Teaching Prosody to Learners of Spanish as a Second/Foreign Language
Carme de-la-Mota

Part II: Pedagogical Challenges and Suggestions for the Classroom

9 Spanish Pronunciation and Teaching Dialectal Variation
Germán Zárate-Sández

10 Incorporating Technology into the Teaching of Spanish Pronunciation
Gillian Lord

11 Navigating Orthographic Issues in the Teaching of Spanish Pronunciation
Yasaman Rafat and Scott James Perry

12 The Role of Perception in Learning Spanish Pronunciation
C. Elizabeth Goodin-Mayeda

13 An Analytical Approach to Teaching Spanish Pronunciation to Native Speakers of German: First Language and Age of First Exposure as Crucial Factors
Conxita Lleó and Marta Ulloa

14 Teaching Pronunciation to Spanish Heritage Speakers
Amanda Boomershine and Rebecca Ronquest

15 Spanish Pronunciation and Teacher Training: Challenges and Suggestions
Manuel Delicado Cantero, William Steed, and Alfredo Herrero de Haro

Glossary

Spanish and Finnish have a similar, syllable-timed, rhythm but very different stress and intonation patterns. Based on the “Frequency Code,” whereby meanings of confidence and aggressiveness are associated with low pitch, and those of submission and smallness with high pitch, we establish a taxonomy of the functions and meanings of intonation with examples in Spanish and Finnish. These functions can be grammatical, attitudinal, pragmatic, and sociolinguistic. To teach intonation to Finnish L2 Spanish students of an advanced level, we raise their awareness through the comparison of the intonational patterns of the two languages and through inductive reasoning. Our proposal fosters a multimodal approach based on the imitation of native speech, on the visual representation of prosody through software like Praat, and on the use of gestures, all integrated into discourse-oriented activities. Due to its schematic and flexible nature, our proposal can be adapted by teachers to the necessities of their L2 Spanish students.

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El castellano y el finés poseen un ritmo similar, de tipo silábico, mientras que su acento y entonación son distintos. A partir del “Frequency Code”, que establece que los significados de confianza y agresividad se asocian con un tono bajo y los de sumisión e insignificancia con uno alto, postulamos una clasificación de las funciones y significados de la entonación con ejemplos en castellano y finés. Las funciones pueden ser gramaticales, actitudinales, pragmáticas y sociolingüísticas. Para enseñar entonación a estudiantes finlandeses de ELE, se les puede hacer conscientes de lo que aprenden a partir de la comparación de los patrones entonativos de las dos lenguas y a través de un razonamiento inductivo. Nuestra propuesta promueve un acercamiento multimodal basado en la imitación del acento nativo, en la representación visual de la prosodia en software como Praat, y en el uso de gestos, todo ello integrado en actividades dirigidas a emular el discurso real. Por su naturaleza flexible y esquemática, los profesores pueden adaptar nuestra propuesta en función de las necesidades de sus estudiantes de español como L2.