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The Experts below are selected from a list of 332547 Experts worldwide ranked by ideXlab platform

Asch Larry - One of the best experts on this subject based on the ideXlab platform.

Johnson Michelle - One of the best experts on this subject based on the ideXlab platform.

J Lake - One of the best experts on this subject based on the ideXlab platform.

  • the flowering of positive psychology in foreign language teaching and Acquisition Research
    Frontiers in Psychology, 2019
    Co-Authors: Jeanmarc Dewaele, Xinjie Chen, Amado M Padilla, J Lake
    Abstract:

    The present contribution offers an overview of a new area of Research in the field of foreign language Acquisition, which was triggered by the introduction of Positive Psychology (PP) (MacIntyre and Gregersen, 2012). For many years, a cognitive perspective had dominated Research in applied linguistics. Around the turn of the millennium Researchers became increasingly interested in the role of emotions in foreign language learning and teaching, beyond established concepts like foreign language anxiety and constructs like motivation and attitudes toward the foreign language. As a result, a more nuanced understanding of the role of positive and negative learner and teacher emotions emerged, underpinned by solid empirical Research using a wide range of epistemological and methodological approaches. PP interventions have been carried out in schools and universities to strengthen learners and teachers’ experiences of flow, hope, courage, well-being, optimism, creativity, happiness, grit, resilience, strengths, and laughter with the aim of enhancing learners’ linguistic progress. This paper distinguishes the early period in the field that started with MacIntyre and Gregersen (2012), like a snowdrop after winter, and that was followed by a number of early studies in relatively peripheral journals. We argue that 2016 is the starting point of the current period, characterized by gradual recognition in applied linguistics, growing popularity of PP, and an exponential increase in publications in more mainstream journals. This second period could be compared to a luxuriant English garden in full bloom.

Kalėdaitė Violeta - One of the best experts on this subject based on the ideXlab platform.

  • Child language Acquisition Research in the Baltic area
    'Informa UK Limited', 2020
    Co-Authors: Dabašinskienė Ineta, Kalėdaitė Violeta
    Abstract:

    Child language Acquisition has been a fascinating object of study for more than 200 years. Most of the early Research was based on what has come to be known as ‘the period of diary studies’, which involved collection of data in the form of diaries. 1 More detailed and systematic analyses of child language Acquisition processes started in the middle of the twentieth century with the appearance of the tape-recorder. Since then, child language has attracted the attention of scholars working in a variety of disciplines. The interdisciplinary field of psycholinguistics, which is concerned with the study of cognitive aspects of language understanding and production, came into prominence in the late 1950s and early 1960s, when Noam Chomsky opposed the traditional learning theory basis of language Acquisition limiting the application of behaviorist psychology in linguistic studies. A Chomskyan approach takes the view that certain aspects of linguistic knowledge are the product of a universal and innate ability that allows each normal child to construct a systematic grammar and generate phrases. The opposite approach emphasizes the influence of a linguistic environment, i.e. the way adults speak to young children (Ferguson & Slobin 1973). Thus the so-called ‘baby-talk’ (BT), or adult speech characterized by a set of specific features, is claimed to be crucial in language development of a child because it helps to acquire a target linguistic system. BT differs considerably from the language used while communicating with adults and is characterized by simplifications on the levels of phonology, syntax, semantics, and pragmatics. Other terms used to refer to this type of language are ‘child-directed speech’ (CDS), ‘motherese’ and ‘caregiver speech’ Many grammars of child language were published in the early 1970s.[...]Lituanistikos katedraUžsienio kalbų, lit. ir vert. s. katedraVytauto Didžiojo universiteta

  • Child language Acquisition Research in the Baltic area
    2020
    Co-Authors: Dabašinskienė Ineta, Kalėdaitė Violeta
    Abstract:

    Child language Acquisition has been a fascinating object of study for more than 200 years. Most of the early Research was based on what has come to be known as ‘the period of diary studies’, which involved collection of data in the form of diaries. 1 More detailed and systematic analyses of child language Acquisition processes started in the middle of the twentieth century with the appearance of the tape-recorder. Since then, child language has attracted the attention of scholars working in a variety of disciplines. The interdisciplinary field of psycholinguistics, which is concerned with the study of cognitive aspects of language understanding and production, came into prominence in the late 1950s and early 1960s, when Noam Chomsky opposed the traditional learning theory basis of language Acquisition limiting the application of behaviorist psychology in linguistic studies. A Chomskyan approach takes the view that certain aspects of linguistic knowledge are the product of a universal and innate ability that allows each normal child to construct a systematic grammar and generate phrases. The opposite approach emphasizes the influence of a linguistic environment, i.e. the way adults speak to young children (Ferguson & Slobin 1973). Thus the so-called ‘baby-talk’ (BT), or adult speech characterized by a set of specific features, is claimed to be crucial in language development of a child because it helps to acquire a target linguistic system. BT differs considerably from the language used while communicating with adults and is characterized by simplifications on the levels of phonology, syntax, semantics, and pragmatics. Other terms used to refer to this type of language are ‘child-directed speech’ (CDS), ‘motherese’ and ‘caregiver speech’ Many grammars of child language were published in the early 1970s.[...]Vytauto Didžiojo universiteta

Rod Ellis - One of the best experts on this subject based on the ideXlab platform.

  • the study of second language Acquisition
    Published in 2014 - 1996 in Oxford etc] by Oxford University Press, 2014
    Co-Authors: Rod Ellis
    Abstract:

    Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language Acquisition Research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language Acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE Acquisition: EXTERNAL FACTORS Introduction 6. Social factors and second language Acquisition 7. Input and interaction and second language Acquisition PART FOUR - EXPLAINING SECOND LANGUAGE Acquisition: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language Acquisition 10. Linguistic universals and second language Acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE Acquisition Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE Acquisition Introduction 13. Classroom interaction and second language Acquisition 14. Formal instruction and second language Acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language Acquisition Research Glossary Bibliography Author index Subject index

  • exploring language pedagogy through second language Acquisition Research
    2013
    Co-Authors: Rod Ellis, Natsuko Shintani
    Abstract:

    SECTION 1: INTRODUCTION 1. Instructed second language Acquisition SECTION 2: LANGUAGE PEDAGOGY AND SLA: AN EXTERNAL PERSPECTIVE 2. The method construct and theories of L2 learning 3. Linguistic syllabuses and SLA 4. Explicit instruction and SLA 5. Comprehension-based and production-based approaches to language teaching 6. Task-based language teaching SECTION 3: LANGUAGE PEDAGOGY AND SLA: AN INTERNAL PERSPECTIVE 7. Teaching as 'input' 8. Teaching as 'interaction' 9. Using the L1 in the L2 classroom 10. Corrective feedback SECTION 4: LEARNER DIFFERENCES 11. Catering for learner differences through instruction SECTION 5: CONCLUSION 12. Teaching for learning

  • investigating grammatical difficulty in second language learning implications for second language Acquisition Research and language testing
    International Journal of Applied Linguistics, 2008
    Co-Authors: Rod Ellis
    Abstract:

    Both second language Acquisition (SLA) Researchers and language testers collect data in order to make statements about what learners have learned. Many Researchers and testers consider the ideal data for this purpose to be naturally occurring language use. This paper examines whether data elicited by instruments designed to provide separate measures of implicit and explicit second language knowledge afford a valid basis for determining what learners have learned. It reports on a study that tested predictions derived from Pienemann's Processability Theory regarding the learning difficulty of four grammatical structures. The results showed that the predictions were borne out in the data from the tests of implicit knowledge but not in the data from the tests of explicit knowledge. The study suggests that experimentally elicited data can be used to examine interlanguage development (i.e. how learners’ implicit knowledge develops) and to make statements about learners’ grammatical proficiency. It also indicates that what constitutes learning difficulty needs to be considered separately for implicit and explicit knowledge. The implications for SLA Research and language testing are considered.1

  • analysing learner language
    2005
    Co-Authors: Rod Ellis, Gary Barkhuizen
    Abstract:

    This book provides a clear and accessible introduction to the main methods of analysing samples of learner language. It examines the theoretical and Research bases for the different methods, and thereby serves as an introduction to the field of second language Acquisition Research. The book is intended for students on postgraduate courses in TESOL or Applied Linguistics, or for teachers wishing to do action Research to find out more about how learners learn language.

  • The Definition and Measurement of L2 Explicit Knowledge
    Language Learning, 2004
    Co-Authors: Rod Ellis
    Abstract:

    A number of theories of second language (L2) Acquisition acknowledge a role for explicit L2 knowledge. However, the testing of these theories remains problematic because of the lack of a widely accepted means for measuring L2 explicit knowledge. This article seeks to address this lacuna by examining L2 explicit knowledge from two perspectives. First, it considers explicit knowledge as a construct. How can explicit knowledge be defined? How does it differ from other constructs such as L2 proficiency and language aptitude? Second, the article considers how L2 explicit knowledge can be measured. It critically reviews some of the ways in which explicit knowledge has been operationalized in second language Acquisition Research and discusses some of the instruments that have been used to measure L2 explicit knowledge. It concludes with some guidelines for investigating explicit knowledge as analyzed knowledge and as metalanguage.

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