“…The dual orientation is making inroads into language education. Byrnes's () handbook chapter makes the point that a complex, dynamic, meaning‐centered approach to teaching grammar necessitates a change in the view of the learner. Older, but still influential, conceptions of the language learning process are no longer appropriate, and are (…) poorly captured, perhaps deeply misrepresented, when its primary descriptors employ such metaphors as ‘skills’ by a ‘processor’ who faces multiple ‘processing constraints’ in dealing with ‘input’ and ‘output’, and, fundamentally, is unable to handle meaning and form simultaneously.…”
Section: From Interventions To Positive Educationmentioning
In this article we introduce Positive Psychology (PP), a relatively new subfield of psychology, and outline its development since the year 2000. We describe ways in which PP represents an exciting addition to the Second Language Acquisition (SLA) literature and the ways it is already influencing trends in education generally, thus creating promising expectations of its impact on language teaching and learning. After reviewing the progress made thus far under the rubric of PP in SLA, we offer suggestions for an agenda to move forward with theory, research, and practice.
“…The dual orientation is making inroads into language education. Byrnes's () handbook chapter makes the point that a complex, dynamic, meaning‐centered approach to teaching grammar necessitates a change in the view of the learner. Older, but still influential, conceptions of the language learning process are no longer appropriate, and are (…) poorly captured, perhaps deeply misrepresented, when its primary descriptors employ such metaphors as ‘skills’ by a ‘processor’ who faces multiple ‘processing constraints’ in dealing with ‘input’ and ‘output’, and, fundamentally, is unable to handle meaning and form simultaneously.…”
Section: From Interventions To Positive Educationmentioning
In this article we introduce Positive Psychology (PP), a relatively new subfield of psychology, and outline its development since the year 2000. We describe ways in which PP represents an exciting addition to the Second Language Acquisition (SLA) literature and the ways it is already influencing trends in education generally, thus creating promising expectations of its impact on language teaching and learning. After reviewing the progress made thus far under the rubric of PP in SLA, we offer suggestions for an agenda to move forward with theory, research, and practice.
“…the proposal for an organic approach in Norris & Ortega, 2009). That does not dispute the finding that language processing will run up against memory limitations; but it questions whether a simplistic zero sum game – either form or meaning – is the best way to tell the story of advanced adult instructed language learning (Byrnes, 2018).…”
Section: Outlook: Assessing the Promise Of Curricular Thinkingmentioning
confidence: 99%
“…With regard to the third perspective – that curricular thinking might open up entirely new avenues for conceptualizing ISLA – perhaps the most exciting prospect is that of adopting a functional theory of language. Indeed, I find it difficult to do substantive curricular work that responds to the imperatives of any instructed language learning, but particularly language learning in higher education, without the textually oriented meaning focus of functional theories (Byrnes, 2014, 2015, 2017, 2018). More specifically, preference should be given to a natural functional theory (for discussion, see Martin, 1991) like SFL (Halliday, 2014) because it establishes principled connections between social contexts of language use and the lexicogrammatical resources that are likely to be used (Ryshina-Pankova, 2016).…”
Section: Outlook: Assessing the Promise Of Curricular Thinkingmentioning
Offered as a conceptual and programmatic piece, this article suggests that, due to its explicit educational orientation, the domain of instructed second language acquisition (ISLA) is challenged to align theoretical choices, research preferences, and educational practices in the interest of improving instructed L2 learning. It addresses the current disjuncture by proposing the constructs of ‘development’ along with ‘curricular thinking’, particularly when they are informed by complexity theory, in order to accomplish three interrelated goals: first, to specify a given educational context in a manner that allows for principled inquiry into how instructed L2 learning evolves in that setting; second, to affirm and operationalize its longitudinal trajectory in a traceable and actionable manner; and, third, to embed the situated and contingent forms of ‘doing teaching’ and ‘doing learning’ within a framework that gives them meaning, value, and significance for long-term development. The article discusses core issues arising from such an approach and briefly exemplifies it with curriculum development in a collegiate foreign language (FL) department. It concludes with a consideration of benefits for ISLA.
Learners may show sensitivity to linguistic
factors in more controlled tasks before doing so in production, although
advanced learners often demonstrate greater inter-task consistency.
Future-time expression in Spanish serves as a good test case for
such variability due to the multiple forms speakers use. Although
recent research has considered production and contextualized
selection of future-time forms, it has not required learners to
react to forms they may not otherwise implement. We manipulate four
future forms and five lexical types, asking learners to indicate
when an action could occur for each item. Learners showed more
nuanced temporal restrictions according to these factors as
proficiency increased, with advanced learners most approximating
native speakers, in addition to overshooting some targets and
revealing lexical effects.
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