Key Questions in Second Language Acquisition

VanPatten, Bill; Smith, Megan; Benati, Alessandro

doi:10.1017/9781108761529

Cited by 54 publications

(35 citation statements)

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“…According to Vanpatten and Benati [15], motivation may vary based on individual differences; however, the effect of motivation can be measured by the degree of 'wanting to learn' and consequently, the degree of the 'realization of that desire' . Motivation is basically an inner urge caused by certain external conditions or specific events happening in one's own life or the world around.…”

Section: Generating Internal Motivationmentioning

confidence: 99%

Generating Internal Motivation through Mobile Application Technology

Baby¹

2019

Metacognition in Learning

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This paper is a practical account of the author's experimental analysis of using mobile application technology in the undergraduate ELT classes of Dhofar University, Salalah, Oman. In today's world, technology plays an indispensable role in human life. Integrating latest technological applications in the classrooms can be a challenging task for many teachers, but it is undoubtedly a powerful tool for enhancing the quality of education. This paper outlines how to generate internal motivation and enhance the cognitive skills of students through the innovative use of mobile/smart phones in the classroom. Nowadays, innovative use of mobile applications in the classroom is advocated by numerous educational experts. This shift in perspective is necessitated by the large-scale digitalization of education and educational resources. Consequently, this study explores how mobile devices can be used effectively for enhancing involvement and motivation of students in various learning activities to promote learner autonomy and peer learning opportunities within the classroom. This experiment eventually resulted in a visible rise in the motivational graph of the whole class as testified by students' performance in their tests. Finally, this paper also outlines how mobile learning can be integrated into a conventional university curriculum.

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Section: Generating Internal Motivationmentioning

confidence: 99%

Generating Internal Motivation through Mobile Application Technology

Baby¹

2019

Metacognition in Learning

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“…In second language acquisition, "The Acculturation Model" is a theory created by John Schumann (1986) in order to explain the language acquisition process of immigrants, migrant workers, or the children of such groups (Ellis, 1994, p. 230). The primary argument of this theory is that the acquisition of a second language is directly dependent on the acculturation process and acquisition success is determined by the extent to which learners can orient themselves in the target language culture (VanPatten & Benati, 2015). The problems in cultural orientation lead to severe culture shock, which may result in decreased success in learning the target language.…”

Section: Resultsmentioning

confidence: 99%

The Effect of Taboo Content on Incidental Vocabulary Acquisition in a Foreign Language: A Facial Expression Analysis Study

Dolgunsöz

2019

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This study aims to examine how taboo content affects language learner psychology and language learning gains in a multi-modal learning environment by using facial expression analysis. 40 Muslim language learners were initially asked about their opinions on pork and watched a subtitled cooking video including pork visuals and their facial expressions were recorded. Before watching the video, only 20 of them were told it was lamb. The video was followed by a stimulated recall procedure, a cloze test and an output test. The results of the facial data analysis showed that Muslim learners were disgusted by the taboo content, which was in line with their opinions on pork taboo. However, this negative emotion did not significantly affect their test performance. Computer assisted facial expression analysis was also introduced as a biometric research technique for second language research.

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“…Research on instruction and ordered development indicated that instruction does not alter ordered development in any significant way. Input Processing Theory (VanPatten, 2004(VanPatten, , 2015 refers to how L2 learners initially perceive formal features of language input, and the strategies or mechanisms that might guide L2 learners in processing them. L2 learners process input for meaning (words) before they process it for form (grammatical features).…”

Section: What Are the Main Contemporary Theories Have To Say About Thmentioning

confidence: 99%

The Role of Instruction: An Update

Benati¹

2019

LTRQ

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Does instruction make a difference? This was the original question of a paper written by Michael Long (1983) in the 80s. Since then, scholars and practitioners have been debating on whether instruction makes a difference in the acquisition of language properties such as morphology and syntax. Contemporary theories have addressed this question by taking different positions around the role and effects of instruction. Researchers have investigated the effects of a number of different instructional treatments (e.g., textual enhancement, processing instruction, recasts). Overall, the main findings from empirical research on the effects of instruction seem to indicate that there are two main positions: (i) instruction has a limited and constrained role; (ii) instruction might have some beneficial effects (not on the route but on the rate of acquisition). Several key questions (VanPatten, Smith, & Benati, 2019) have been raised in this field about the nature and role of instruction and on what we really measure with instruction (explicit or implicit knowledge?).

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Key Questions in Second Language Acquisition

Cited by 54 publications

References 0 publications

Generating Internal Motivation through Mobile Application Technology

Generating Internal Motivation through Mobile Application Technology

The Effect of Taboo Content on Incidental Vocabulary Acquisition in a Foreign Language: A Facial Expression Analysis Study

The Role of Instruction: An Update

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