ethanporcaro/eric-fulltext-meta huggingface dataset:
Contribution with Hand-Raising in Graduate Student Self-Selection: Bringing Legitimacy to the Focal Shift of Talk
Author: Takahashi, Junko
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Behavior,Nonverbal Communication,Video Technology,Discourse Analysis,Classroom Communication,Interaction

Hand-raising is an extremely useful device for classroom self-selection. There are instances, however, where hand-raising is concurrently employed with the self-selector's onset of speaking, while teacher invitation or nomination is absent. Although it appears to be one way for would-be self-selectors to successfully seize the floor, the hand-raising in such cases may transcend its basic function to exhibit the student's willingness to participate. In this short analysis, the author demonstrates the precise role(s) that hand-raising plays in &quot;contribution with hand-raising.&quot; The data for this study are extracted from an extensive video recording of graduate-level courses at a university in the United States. The transcription of the video data followed Jefferson's symbols and conventions. This study employs conversation analysis (CA) to conduct empirically based investigations of the social organization of conversation, or talk-in-interaction. The analysis shows that the act of hand-raising in &quot;contribution with hand-raising&quot; exhibits two main accomplishments: (1) securing a turn with an agentive shift of talk; and (2) mitigating such a shift itself. The combination of hand-raising and speaking overall appears to be a very powerful device for acquiring a turn. Even in cases of uninvited participation, and despite the strong impact on turn acquisition, hand-raising plays a significant role of signaling the agentive shift while mitigating such a shift itself.
The Effects of Visual Input on Scoring a Speaking Achievement Test
Author: Beltrán, Jorge
Date: 2016-00-00
Type: Journal Articles
Subjects: Achievement Tests,Speech Skills,Speech Tests,Second Language Learning,Visual Stimuli,Listening Comprehension Tests,Scoring Formulas,Audiovisual Aids,Intermode Differences,Interrater Reliability,Preferences,Quasiexperimental Design,College Second Language Programs,Task Analysis,Scoring Rubrics,Questionnaires,Test Reliability,Comparative Analysis,Mixed Methods Research,Adult Learning

In the assessment of aural skills of second language learners, the study of the inclusion of visual stimuli has almost exclusively been conducted in the context of listening assessment. While the inclusion of contextual information in test input has been advocated for by numerous researchers (Ockey, 2010), little has been said regarding the &quot;scoring&quot; of speaking tests, which also involves raters' listening comprehension. This study is designed to identify the possible variation in the scoring of speaking test performance when the speech samples to be scored are presented in either audio-only or audio-visual format. A group of raters were first asked to score a set of audio-only speech samples from an achievement speaking test consisting of one monologic task through an online platform. Weeks later, they scored the same samples presented in audio-visual format. Scores from both scoring sessions were compared. Findings suggest that the inclusion of visual stimuli may not result in significant effects on assigned scores or internal consistency. Yet, given the raters' reported preference of using the audio-visual format, the study results call for further exploration of the positive effects of delivery methods on rater effect.
Input for the Second Language Classroom: Some Innovations and Insights
Author: Lew, Adrienne Wai Man
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Classroom Techniques,Language Acquisition,Instructional Innovation,Educational Practices

The past decade of instructed second language acquisition (ISLA) research has gradually moved beyond the focus on the surface, formal features of input to probe into the more intrinsic attributes of L2 input at the phonological, lexical, grammatical and discourse levels. The input-based approaches growing out of recent ISLA research findings introduced in this article are but a few prime examples of how language instructors might take advantage of empirical innovations and apply them in the L2 classroom. In the long run, it would be beneficial for teacher education and professional development programs to cover the working principles underlying some of the latest ISLA research advances on a regular basis. The mix-and-match combinations of these latest applications together with the more conventional instructional practices will certainly broaden the repertoire of a great many instructional practitioners as they seek to cater to all sorts of language learning needs in the 21st century.
Co-Teachers&apos; Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom
Author: Song, Gahye
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Nonverbal Communication,Team Teaching,Teaching Methods,Responses,Verbal Communication,Grade 2,Elementary School Teachers,Foreign Countries,Video Technology,Interpersonal Communication

Giving instructions for a classroom activity can be a tricky business in an English as a Foreign Language (EFL) classroom, especially when the students' proficiency level is low and the instruction is composed of multiple steps. Teachers may depend on linguistic resources only so far as students can understand the words and grammar used, which limits the scope of verbal communication in giving instructions. When an instruction is composed of multiple steps, signaling when to carry out an individual component in the instruction may also require additional interactional work. Gesture as a component of classroom management technique, e.g., regulating turn-taking traffic between a teacher's instruction-giving and students' response production, has rarely been discussed in the literature so far. This short analysis illustrates one way through which two co-teachers signal the completion of instruction-giving and elicit students' response to the instruction (i.e., compliance). It will be shown that co-teachers' simultaneous gesturing, with or without accompanying verbal instruction, adds clarity to the instruction as something to be responded to immediately. In other words, when co-teachers produce the same gesture simultaneously, students tend to take it as a signal to carry out the instructed action. The data were taken from a teaching demonstration session video-taped in a second-grade classroom in South Korea.
Instructed SLA and Task-Based Language Teaching
Author: Sun, Haimei
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Language Acquisition,Teaching Methods,Task Analysis,Educational Theories

Although second language acquisition (SLA) and language teaching are two distinct fields, an increasing number of classroom-based SLA research on the effectiveness of different types of instruction, such as focus on forms, focus on meaning, and focus on form (see Norris &amp; Ortega, 2000 for a review), corrective feedback (e.g., Lyster &amp; Ranta, 1997), input enhancement (e.g., White, 1998), etc., has brought about a burgeoning subfield of SLA known as Instructed SLA (ISLA). ISLA, which is often pitted against naturalistic SLA, &quot;occurs in formal settings where language is intentionally taught and intentionally learned--within a limited amount of time&quot; (Spada, 2015, p. 71). Given ISLA's immediate and potential relevance to second language (L2) pedagogy, Long (2014) made the first attempt to formulate a cognitive-interactionist theory of ISLA. In what follows, this theory will first be presented and then discussed in relation to its significance to and implications for task-based language teaching (TBLT) and syllabus design.
Rethinking for Second Language Speaking
Author: Sáez, Natalia
Date: 2015-00-00
Type: Journal Articles
Subjects: Second Language Learning,Hypothesis Testing,Interlanguage,Language Acquisition,Literature Reviews,Speech Acts,Speech Communication,Speech Skills,Distinctive Features (Language)

Slobin's (1996) &quot;thinking for speaking&quot; hypothesis has been recently adopted by second language researchers as a valuable lens from which to examine the complexities of possible conceptual restructuring during interlanguage development. This paper reviews a sample of studies analyzing the linguistic and conceptual patterns observed in second language learners while using their respective target languages. Discussions focus on issues central to second language acquisition and the understanding of interlanguage from a meaning perspective.
Invoking Membership Categories through Marked Person Reference Forms in Parent-Child Interaction
Author: Liu, Ruey-Ying
Date: 2015-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Video Technology,Social Action,Family (Sociological Unit),Vocabulary,Family Role,Language Usage,Immigrants,Foreign Countries,Interpersonal Communication,Classification,English (Second Language),Second Language Learning,Qualitative Research,Family Relationship

Based on video-recordings and transcripts from parent-child conversations, this paper examines how marked person references can be designed to invoke relevant membership categories. Through detailed analyses guided by the principles of Conversation Analysis and Membership Categorization Analysis, I show that categories invoked through marked person references allow speakers to account for and upgrade the social actions they are performing. Findings of this study contribute to research on person reference and membership categorization, and in particular, the crossover between the two. They also provide insights into how parents employ language practices as a resource for socializing children into their family roles.
Self- and Peer-Assessment of Speaking
Author: Joo, Soo Hyoung
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Self Evaluation (Individuals),Peer Evaluation,Language Proficiency,Evaluation Methods,Questionnaires,Metacognition,Diaries,Class Activities,Oral Language,Speech Communication,Learning Processes,Literature Reviews

The research on the second language (L2) speaking assessment has been predominantly concerned with formal proficiency tests. However, with a growing interest in learning-oriented assessment (LOA), more researchers are interested in learner involvement in speaking assessment (Blanche &amp; Merino, 1989; Luoma, 2004; Ocarson, 1989). Self- and peer-assessment of speaking, where learners evaluate the performance of their own and their peers, can be an exemplar of assessment with its primary purpose on learning (Chen, 2006, 2008; Ibersson, 2012; Saito, 2008; Topping &amp; Ehly, 1998). Depending on the purpose, self- and peer-assessment can take various forms: a questionnaire on general speaking ability, a learning log for metacognitive reflection, or a classroom activity where learners use the same rating criteria as their teachers (Bachman &amp; Palmer, 1989; Chen, 2008, Rivers, 2001). This article aims to address two questions: (1) do learners have the ability to assess the oral performances of their own and their peers; and (2) what factors in self- and peer-assessment affect the enhancement of L2 speaking ability. To do this, it reviews the theoretical framework of LOA, and uses the guiding questions from the LOA framework to review the empirical studies on both planned and unplanned assessment. While these empirical studies focused on varying factors influencing feedback perception and incorporation, their results commonly indicated that effective feedback should put the learner and their perception into the center of consideration.
Learning-Oriented Assessment: The Proficiency Dimension
Author: Heil, Catherine
Date: 2014-00-00
Type: Journal Articles
Subjects: Models,Language Proficiency,Knowledge Level,Reading Ability,English (Second Language),Second Language Learning,Second Language Instruction,Communicative Competence (Languages),English Language Learners

The proficiency dimension of the learning-oriented assessment (LOA) framework addresses the specific linguistic and content knowledge, skills, and abilities (KSAs) possessed by L2 learners -it is the substance, or the &quot;what&quot; of teaching and learning. It raises questions such as: What do learners know? What are they expected to know? What do they actually know (Turner &amp; Purpura, 2015). Proficiency is often conceptualized through theoretical models of L2 ability, such as Lado's (1961) &quot;Skills-and-Elements&quot; model, Bachman and Palmer's (1996) model of communicative language ability, and Purpura's (2004) conceptualization of L2 Proficiency. These proficiency models attempt to identify how KSAs are situated in the minds of learners. In addition to these models, the proficiency dimension also examines the dynamic role of learner proficiency by asking how KSAs change and may be tracked over time.
Approaching Grammar Instruction with a Form-Meaning-Function Perspective
Author: Finneran, Rosette Bambino
Date: 2015-00-00
Type: Journal Articles
Subjects: Grammar,Language Teachers,Second Language Instruction,Second Language Learning,Teaching Methods,American Sign Language,Audiolingual Methods,Grammar Translation Method,Syntax,Semantics,English (Second Language)

Why should second and foreign language teachers tune into instructed second language acquisition (ISLA)? There are many reasons, several of which have already been addressed in this forum. This paper examines one important benefit of keeping abreast of the field, namely, the opportunity for classroom instructors to extract pedagogical insights from ISLA research and apply them in a meaningful way to their teaching.
Paired and Group Oral Assessment
Author: Sun, Haimei
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Learning,Language Tests,Language Proficiency,Group Testing,Oral Language,Speech Skills,Peer Relationship,Interaction,Speech Communication,Verbal Tests,Literature Reviews,Evaluation Methods

The debate over the extensive use of paired and group oral assessments has yielded an enriched body of theoretical inquiries and empirical investigations, marking a shift from viewing second language (L2) speaking ability as residing in the individual to emphasizing joint construction distributed among interlocutors within local contexts. This paper aims to review this line of research to provide an enhanced understanding of peer-to-peer interaction so as to better inform and advance L2 speaking construct conceptualization, test design, rating scales development, and rater training. This paper also provides an account of the theoretical background underlying paired and group orals, and then related empirical studies are reviewed category by category. Reviewed research findings are discussed, critiqued, and synthesized. The paper concludes with implications and recommendations for future research.
Second Language Pragmatic Competence: Individual Differences in ESL and EFL Environments
Author: Wyner, Lauren
Date: 2014-00-00
Type: Journal Articles
Subjects: Pragmatics,English (Second Language),Second Language Instruction,Individual Differences,Competence,Student Characteristics,Literature Reviews,Student Motivation,Second Language Learning,Language Proficiency

Pragmatic competence is as an essential aspect of communicative competence. Does environment have an effect on developing pragmatic competence? Do levels of pragmatic competence differ between English as a second language (ESL) and English as a foreign language (EFL) students? Most studies have shown greater pragmatic awareness among ESL students than EFL students, indicating that the target language (TL) environment has a positive influence on the appropriate use of sociopragmatics. Some studies, however, have yielded a different outcome that not only challenges previous research but defies the assumption that living in the TL environment allows pragmatic competence to better develop. This review of the literature finds that input alone is insufficient for pragmatic competence; learners must notice linguistic forms in their use. A deeper analysis also reveals that individual factors such as pragmatic transfer and learner motivation have a more complex role to play than exposure.
Learning-Oriented Assessment: The Contextual Dimension
Author: Smith, Melissa Renee
Date: 2014-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Elementary Secondary Education,Teaching Methods,Second Language Instruction,Student Centered Learning,Learning Processes,Learner Controlled Instruction,Native Language

Over five hundred years ago, Copernicus presented findings that revolutionized the world by shifting focus away from the Earth and towards the sun as the center of the universe. Education has been encountering a similar paradigm-altering shift with the center of learning moving from the teacher to the learner. Learning-oriented assessment (LOA) is an emerging framework of that reconceptualization. LOA is, at its core, learner-centric, where attention falls concentrically, beginning with the learner, followed by learner interactions with other agents in the learning process, then moving to factors outside of the learner within the learning space (J. E. Purpura, personal communication, September 12, 2014).
Second Language Pronunciation Teaching: Insights from Research
Author: Park, Mi Sun
Date: 2015-00-00
Type: Journal Articles
Subjects: Pronunciation,English (Second Language),Second Language Instruction,Comparative Analysis,Language Teachers,Second Language Learning,Research

Despite increased interest in second language (L2) pronunciation in recent years, the topic has been marginalized in the field of second language acquisition and teaching. Far less work has been carried out on L2 pronunciation, compared to skills such as grammar and vocabulary that have received much attention. Most of the instructional materials and practices developed for L2 pronunciation tend to heavily rely on basic intuitive notions suggested by language teachers and researchers, rather than research-based evidence (Derwing &amp; Munro, 2005).
Applying L2 Vocabulary Research Findings to Classroom Teaching
Author: Kang, EunYoung
Date: 2015-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Vocabulary Development,Second Language Instruction,Psycholinguistics,Incidental Learning,Intentional Learning,Reading,Social Influences

Since the late '60s, the field of second language acquisition (SLA) has grown enormously. Throughout its development, SLA researchers have investigated a wide range of issues including the processes involved in second language learning, as well as the psycholinguistic, affective and social factors that influence its success or failure (Spada, 2014). In light of SLA's relevance and applicability to language teaching, recently a growing number of researchers have taken an interest in second language (L2) learning in classroom settings (Spada, 2014). The term Instructed SLA (ISLA) is currently used to indicate &quot;theory and research that pertain directly to the L2 classroom&quot; (Loewen, 2014, p. 1). One of the main goals of ISLA is to examine which particular types of instruction are more pedagogically effective for a particular learning target. In this short commentary, this question will be investigated in the domain of vocabulary learning. Accordingly, research on instructed vocabulary learning will be briefly reviewed to reveal several insights pertaining to L2 vocabulary pedagogy.
Managing the Participation of a Young Learner: A Multimodal Teacher Practice
Author: Carpenter, Lauren
Date: 2016-00-00
Type: Journal Articles
Subjects: Nonverbal Communication,Nonverbal Learning,Second Language Instruction,Second Language Learning,Tutoring,Interaction,Student Participation,Teacher Student Relationship,Classroom Techniques,Classroom Observation Techniques,Protocol Analysis,Video Technology,Educational Practices,Multimedia Materials,English (Second Language),Young Children

As it becomes increasingly apparent that nonverbal conduct plays an integral role in pedagogical interactions (McCafferty &amp; Stam, 2008; Zwiers, 2007), researchers who study interaction &quot;in situ&quot; are shifting focus from solely talk toward a multimodal approach (Lazaraton, 2004; Olsher, 2004; Seo &amp; Koshik, 2010; Taylor, 2014). From this body of research, a finding of particular interest is that teachers use nonverbal resources to manage logistics in the classroom. For example, Kääntä (2010) found that teachers allocate turns to students by obtaining mutual gaze followed by nodding. Furthermore, Cekaite (2015) found that teachers use sustained touch to get students to comply with verbal directives. This paper contributes to the growing body of research on nonverbal conduct in pedagogical interaction by examining the multimodal resources used by an English as a Second Language (ESL) tutor to manage a young student's participation in a one-on-one interaction.
Potential of Voice Recording Tools in Language Instruction
Author: Aoki, Sachiko
Date: 2014-00-00
Type: Journal Articles
Subjects: Second Language Instruction,English (Second Language),Audio Equipment,Technology Uses in Education,Student Evaluation,Error Correction,Feedback (Response),Pronunciation Instruction,High School Students,Computer Mediated Communication,Asynchronous Communication,Reflection,Self Evaluation (Individuals),Interpersonal Communication,Foreign Countries

One of the most prevailing difficulties I have faced as an English instructor is students' dependence on teachers even though many language classes have been shifting from teacher-centered to student-centered influenced by the communicative language teaching (CLT) approach. Class evaluations and needs analyses often reveal that many students expect every single one of their errors to be corrected by teachers. Some students even attribute their lack of improvement to not being corrected promptly. Prompt error correction or individualized feedback from teachers may be beneficial for students, but it is unlikely to be feasible for teachers to listen and respond to students individually all the time, especially given constraints such as large numbers of students and limited class time.
Learning-Oriented Assessment: The Learning Dimension
Author: Beltrán, Jorge
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Evaluation,Conferences (Gatherings),Second Language Instruction,Learning Processes,Instructional Design,Feedback (Response),Evaluation Methods

While learning-oriented assessment (LOA) situates learning as the ultimate goal of assessment, current assessment practices often fail to reflect the role of learning and its bidirectional interactions with assessment. During Teachers College Columbia University Roundtable in Second Language Studies (TCCRISLS) 2014, a number of remarks were made in order to address the importance of understanding the interrelationship of learning, teaching, and assessment.