Constructing another Language--Usage-Based Linguistics in Second Language Acquisition

Eskildsen, Søren Wind

doi:10.1093/applin/amn037

Cited by 143 publications

(154 citation statements)

References 28 publications

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“…8, No. 1;2015 found to be frequently erred but enjoy great significance in learners' use of language, such as collocation problems, since the extant research has not shed much light on this issue. By doing so, it is hoped that the value of WCF in L2 instruction can be investigated from perspectives across the board, and that pedagogical implications on how to provide efficient WCF in tackling L2 learners' overall linguistic errors could be achieved.…”

Section: Resultsmentioning

confidence: 99%

“…On the theoretical side, usage-based models suggest that the fabric of the contexts in which linguistic development takes place is profoundly interwoven with that development and deserves minute attention (Ellis & Larsen-Freeman, 2009;Eskildsen, 2009). On the empirical side, a number of studies have found that context-embedded stimuli are superior to context-reduced stimuli in helping learners acquire language by engaging them with different levels of cognitive system (Shepard, 1967;Snodgrass, Volvovitz, & Walfish, 1972).…”

Section: Change On Form-oriented Wcf Optionsmentioning

confidence: 99%

“…8, No. 1;2015 learners' educational background (Bitchener & Knoch, 2008), little consideration has been given to micro contexts where factors specifically related to the ways of providing feedback (e.g. context-embedded WCF) might impact upon learners' engagement with and their uptake of the provided WCF.…”

Section: Change On Form-oriented Wcf Optionsmentioning

confidence: 99%

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Studies on Written Corrective Feedback: Theoretical Perspectives, Empirical Evidence, and Future Directions

Wang¹,

Lin²

2014

ELT

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The role of written corrective feedback (WCF) in the process of acquiring a second language (L2) has been an issue of considerable controversies over past decades. This article intends to provide a critical review of the increasing number of WCF studies thus far and to inspire new perspectives for future research. It starts by briefly tracing the theoretical positions on the role of WCF in L2 instruction. Subsequently, a synthesis of empirical arguments with respect to the effectiveness of WCF, the relative merits of various WCF options, and the amenability of different error categories to WCF are presented. Based on all the evidence, two common limitations: the focus on form-oriented WCF options and the narrow range of target errors are critically discussed in the final part. It concludes by suggesting that an integration between such learning enhancing variables as micro context and written feedback, and that an extension of target structure from learners' rule-governed errors to their non rule-governed errors should be investigated in future WCF studies so that fresh insights for WCF research could be achieved on one hand and pedagogical implications for L2 classroom instruction could be offered on the other.

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Section: Resultsmentioning

confidence: 99%

Section: Change On Form-oriented Wcf Optionsmentioning

confidence: 99%

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Studies on Written Corrective Feedback: Theoretical Perspectives, Empirical Evidence, and Future Directions

Wang¹,

Lin²

2014

ELT

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“…In addition, subject (2) claimed, during the interview, that one of his errors in the narrative essay was due to interference of Spanish grammar (See Eskildsen, 2008;Farch & Kasper, 1986;Lightbown & Spada, 2006;Weijen et al, 2009;Wang, 2003;Knutson, 2006). S.1041.…”

Section: Interference From Spanishmentioning

confidence: 99%

Linguistic, Cognitive and Cultural Dimensions of the Narrative Written Production of Arabic and Spanish Speakers

El-daly¹

2012

IJEL

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Ever since 1980s, much research has been done investigating the writing processes of L 2 writers of different ages and abilities. Despite the abundance in such a research, there seems to be a dearth of studies on comparing the writing proficiency of both Arabic and Spanish speakers narrating in English. Motivated by such a huge research gap, this study was undertaken to answer the following questions: (1) The subjects were ten foreign graduate students at the University of Pittsburgh, USA. They belonged to two different linguistic and cultural backgrounds. The first was from the Arabic language group, and the second was from the Spanish linguistic group. The data were taken from (1) a questionnaire; (2) writing a narrative text, and (3) individual interviews. The data were analyzed both qualitatively and quantitatively. The linguistic analysis of the data focused on the numbers of errors in the light of how many words that each subject produced in his/her essay, and the reason for these errors. In addition, both the cognitive and cultural aspects of the subjects' written productions were examined and analyzed. Based on such analyses, recommendations were made.Keywords: Narrative writing, Cognitive and cultural aspects of writing, Contrastive analysis Background and Statement of the ProblemRecent attention to communicative competence, with its emphasis on sociolinguistic factors of language use, has led to the erroneous impression that communication is an oral phenomenon. In other words, communicating in English has always been associated with students' ability to speak appropriately. For too long, therefore, proficiency in English has meant only oral proficiency. Consequently it has been considered quite appropriate to wait a fairly long time before the initiation of writing composition instruction. A rationale for the delayed use of writing was grounded in principles of behavioral psychology and structural linguistics: written language was essentially a recording of speech, and a learner could code writing only through reference to the oral code which was previously and thoroughly mastered. As Terry (1989: 43) points out, 'of the four skills that are discussed and (supposedly) taught with equal emphasis in our foreign language classrooms, writing is perhaps the most poorly understood and the skill that is given, in fact, the most cursory attention'. Moreover, as early as 1970, some linguists and researchers tended to refer to communicative competence as a notion that is distinct from grammatical or linguistic competence. Omaggio (1986) maintains that for a period of years in the early to middle part of the decade, communicative competence became synonymous, in the minds of some researchers and practitioners, with a disregard for grammatical accuracy, and second language learners were considered communicatively competent if they got their meaning across to a listener, even if their grammatical accuracy was relatively low. Hence, the problem that teachers of English as a second language always encounter...

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“…Measures of lexical and morphosyntactic complexity were computed. Lexical complexity was operationalized as type-token ratio (Eskildsen, 2009) of the first 50 utterances in a transcript. The number of utterances was held constant in order to avoid any effect of sample length (R. Ellis & Barkhuizen, 2005;Larsen-Freeman, 2006).…”

Section: Oral L2 Proficiencymentioning

confidence: 99%

Explicit knowledge and learning in SLA

Roehr

2010

AILA

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SLA researchers agree that explicit knowledge and learning play an important role in adult L2 development. In the field of cognitive linguistics, it has been proposed that implicit and explicit knowledge differ in terms of their internal category structure and the processing mechanisms that operate on their representation in the human mind. It has been hypothesized that linguistic constructions which are captured easily by metalinguistic descriptions can be learned successfully through explicit processes, resulting in accurate use. However, increased accuracy of use arising from greater reliance on explicit processing may lead to decreased fluency. Taking these hypotheses as a starting point, I present a case study of an adult L2 learner whose development of oral proficiency was tracked over 17 months. Findings indicate that explicit knowledge and learning have benefits as well as limitations. Use of metalinguistic tools was associated with increased accuracy; moreover, there was no obvious trade-off between accuracy and fluency. At the same time, resource-intensive explicit processing may impose too great a cognitive load in certain circumstances, apparently resulting in implicit processes taking over. I conclude that explicit and implicit knowledge and learning should be considered together in order to gain a full understanding of L2 development.

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Constructing another Language--Usage-Based Linguistics in Second Language Acquisition

Cited by 143 publications

References 28 publications

Studies on Written Corrective Feedback: Theoretical Perspectives, Empirical Evidence, and Future Directions

Studies on Written Corrective Feedback: Theoretical Perspectives, Empirical Evidence, and Future Directions

Linguistic, Cognitive and Cultural Dimensions of the Narrative Written Production of Arabic and Spanish Speakers

Explicit knowledge and learning in SLA

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