Category: SLA

OASIS

The Open Accessible Summaries In Language Studies (OASIS) initiative aims to make research findings on language learning and teaching available and accessible to a wide audience.

OASIS summaries are one-page descriptions of research articles on language learning, language teaching, and multilingualism that have been published in peer-reviewed journals listed on the Social Science Citation Index. The summaries provide information about the study’s goals, how it was conducted, and what was found, and are written in non-technical language. Where relevant, they also highlight findings that may be of particular interest to language educators, although the initiative is not solely aimed at research with immediate practical implications. The summaries are generally approved, and often (co-)written, by the author(s) of the original journal article.

Lourdes Ortega: ethics, politics & research

Malta, Doctoral Summer School 14 June, 2019

What is a bilingual individual?

Knowledge worth knowing to whom, for what purposes, in whose interest? (Ortega, 2019)

QUAN research can also adopt an ethical stand.

Train yourself in statistics that allow you to bypass fixed idea of native/non-nativeness.

Research design can be ethical and political.

Use research discourse for affirmation not for failure.

Some references on Usage-based language learning approaches

Ellis, N. (2017) Chapter 6 – Chunking in Language Usage, Learning and Change: I Don’t Know from Part III – Chunking. Edited by Marianne Hundt, Universität Zürich, Sandra Mollin, Universität Heidelberg, Simone E. Pfenninger, Universität Salzburg. Cambridge University Press, pp 113-147
https://doi.org/10.1017/9781316091746.006

Ellis, N. (2017). Cognition, Corpora, and Computing: Triangulating Research in Usage‐Based Language Learning. Language Learning, 67(S1), 40-65.

Ellis, Nick C., & Ferreira-Junior, Fernando. (2009). Construction Learning as a Function of Frequency, Frequency Distribution, and Function. Modern Language Journal, 93(3), 370-385.

Tyler, A. (2010). Usage-Based Approaches to Language and Their Applications to Second Language Learning. Annual Review of Applied Linguistics, 30, 270-291.

Tyler, A., & Ortega, L. (2016). Usage-based approaches to language and language learning: An introduction to the special issue. 8(3), 335-345.

Tyler, A. (2018). Nick C. Ellis Ute Römer Matthew Brook O’Donnell: Usage-based approaches to language acquisition and processing: Cognitive and corpus investigations of construction grammar. Cognitive Linguistics, 29(1), 155-161.

Weber, Kirsten Morten H. Christiansen Peter Indefrey Peter Hagoort (2018) Primed From the Start: Syntactic Priming During the First Days of Language Learning. Language Learning. https://doi.org/10.1111/lang.12327

Scott Thornbury´s webinar on case studies in SLA 17th Oct 2017

Message distributed by Anne O´Keeffe

If you, your students or your colleagues fancy listening in to a webinar by Scott Thornbury tomorrow, as part of our MA in Applied Linguistics programme, please feel free to log in and also feel free to pass this on.

Title: The SLA Hall of Fame – Case Studies in SLA
Speaker: Scott Thornbury
Date: Tuesday 17th Oct 2017
Time: 13.00 – 14:00 (Irish Standard Time)

Webinar link http://mic.adobeconnect.com/sla/ Log in as Guest by just typing you name.

The evidence is now in: the explicit teaching of grammar rules leads to better learning



According to The Guardian there is evidence that the explicit teaching of grammar rules leads to better learning. Nothing that surprises researchers in Form-focused instruction. The article has been written by Dr Catherine Walter, Lecturer in applied linguistics at the University of Oxford, co-author with Michael Swan of the Oxford English Grammar Course. 

What really interests me is the fact that such specialized topic has been discussed in a newspaper. I must say that we find these days more and more linguistics in everyday media and news, possibly one of the effects of globalization, “viral” language learning and the attention to apllied sciences. 

The evidence is now in: the explicit teaching of grammar rules leads to better learning



According to The Guardian there is evidence that the explicit teaching of grammar rules leads to better learning. Nothing that surprises researchers in Form-focused instruction. The article has been written by Dr Catherine Walter, Lecturer in applied linguistics at the University of Oxford, co-author with Michael Swan of the Oxford English Grammar Course. 

What really interests me is the fact that such specialized topic has been discussed in a newspaper. I must say that we find these days more and more linguistics in everyday media and news, possibly one of the effects of globalization, “viral” language learning and the attention to apllied sciences.