Second Language Acquisition

Gass, Susan M.; Behney, Jennifer; Plonsky, Luke

doi:10.4324/9781315181752

Cited by 68 publications

(43 citation statements)

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“…Some researchers (e.g. Gass, , Behney and Plonsky, 2013) argue that extensive practice may not be sufficient for the development of automatic processes.…”

Section: Automaticitymentioning

confidence: 99%

“…These include fast, parallel, effortless, free capacity, unintentional, unconscious behaviours emerging from consistent practice. Notwithstanding the applicability of these characteristics in researching automaticity in different contexts and for varying purposes, Gass et al (2013) argue that the most central of these characteristics in SLA is that automatic L2 performance involves "fast, unconscious and effortless processing" (p. 256). If we take these three characteristics as central to understanding and evaluating automaticity, then we will need a set of concrete and observable means that allow researchers to examine and evaluate automaticity in a more objective and observable manner.…”

Section: Automaticitymentioning

confidence: 99%

“…The gradual transformation of performance, from controlled to automatic processing, emerges from repeated practice and experience in terms of converting declarative knowledge to procedural knowledge over time. Gass et al (2013) argue that although power of practice is central to the automatization process, other processes such as planning and monitoring also play an important role in facilitating automatization. Skehan (1998: 18) argues that the effective use of language, whether recognizing an alphabet letter, retrieving a word or producing long stretches of language, is naturally associated "with some ease and speed", and leads to automaticity.…”

Section: Automaticity and Slamentioning

confidence: 99%

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Chapter 2. Automaticity, fluency and second language task performance

Tavakoli

2019

Task-Based Language Teaching

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Research in second language (L2) task performance has been interested in examining fluency not only as a key aspect of language performance but also as a construct that can demonstrate L2 processing and development in concrete and measurable ways. Speech fluency has been particularly important in second language acquisition (SLA) research as it helps shed light on significant aspects of language processing, such as attention, noticing, and automaticity. This chapter will provide a brief overview of the literature on the relationship between automaticity and L2 fluency. It will then highlight the extent to which research in this area has moved beyond a simple and inadequately-defined concept of fluency to characterising fluency as a multidimensional and complex construct that is defined rigorously and measured objectively and systematically. After discussing the significance of fluency in language acquisition, language teaching and language assessment, the chapter evaluates the existing frameworks for defining and measuring fluency. It will also outline how operationalisation and measurement of fluency have changed to become more robust in nature and more methodical in operation. In doing so, Skehan's influential contribution to the development of the current understanding of fluency and its measurement will be highlighted. The paper will conclude by underlining the need for expanding the existing framework to include other factors, such as individual, social, and cultural factors that affect fluency in task performance.

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“…Some researchers (e.g. Gass, , Behney and Plonsky, 2013) argue that extensive practice may not be sufficient for the development of automatic processes.…”

Section: Automaticitymentioning

confidence: 99%

Section: Automaticitymentioning

confidence: 99%

Section: Automaticity and Slamentioning

confidence: 99%

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Chapter 2. Automaticity, fluency and second language task performance

Tavakoli

2019

Task-Based Language Teaching

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“…It is well established in SLA that multiple methods, a range of disciplinary inputs, and a range of data types are needed to explore language learning (as clearly established in, e.g., Gass, Behney, & Plonsky, 2014). The same point is made by researchers in other fields, notably psychology (see Ellis, 2019).…”

Section: Conclusion—the Language Learning Nexusmentioning

confidence: 99%

Corpus Linguistics, Learner Corpora, and SLA: Employing Technology to Analyze Language Use

McEnery

Březina

Gablasová

et al. 2019

Ann Rev Appl Linguist

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In this article we explore the relationship between learner corpus and second language acquisition research. We begin by considering the origins of learner corpus research, noting its roots in smaller scale studies of learner language. This development of learner corpus studies is considered in the broader context of the development of corpus linguistics. We then consider the aspirations that learner corpus researchers have had to engage with second language acquisition research and explore why, to date, the interaction between the two fields has been minimal. By exploring some of the corpus building practices of learner corpus research, and the theoretical goals of second language acquisition studies, we identify reasons for this lack of interaction and make proposals for how this situation could be fruitfully addressed.

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“…Teachers are different due to the variability in their personalities such as field dependent versus field independent, extrovert versus introvert, risk taking versus risk-avoiding, along with aptitude, attitude, motivation, affective factors, and so on (Gass & Selinker, 2009;Saville-Troike, 2010;& Gass, Behney, & Plonsky, 2013). These variables are the parameters to identify personality traits of the teachers, whose roles are dependent on different contexts inside and outside the classroom.…”

Section: Introductionmentioning

confidence: 99%

Exploring Teacher Traits in Classroom Practices

Neupane

2019

Janapriya J. Interdisciplinary Stud.

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Teachers play a key role to proliferate the educational system as they are at the implementation level of educational acts, rules and regulations. Their traits are at a flux because of temporal and contextual variations encountered in different settings. This context led this study to explore teacher traits in real classroom practices. To achieve this goal, phenomenological research design, as a type of qualitative inquiry, has been adopted. The population of the study comprised the stakeholders of Bachelor of Mountain Tourism Management (BMTM) programme conducted in Janapriya Multiple Campus, Pokhara. The tool for collecting information was non-participant class observation, in which three classes were observed. The results of the study reveal that teacher traits can be measured by triad roles like professional, administrative, and social dimensions. The study implies that teachers should be aware of these triad roles; and the current pedagogical trends and practices.

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Second Language Acquisition

Cited by 68 publications

References 0 publications

Chapter 2. Automaticity, fluency and second language task performance

Chapter 2. Automaticity, fluency and second language task performance

Corpus Linguistics, Learner Corpora, and SLA: Employing Technology to Analyze Language Use

Exploring Teacher Traits in Classroom Practices

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