The Contribution of Second Language Acquisition Research

Klein, Wolfgang

doi:10.1111/0023-8333.00057

Cited by 75 publications

(64 citation statements)

References 3 publications

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“…In particular, psycholinguistically oriented theories such as Universal Grammar (e.g., reviewed in Gass and Selinker, 1994;Sharwood Smith, 1994) or information-processing models (e.g., McLaughlin, 1990;MacWhinney, 1997) have focused on innate abilities or cognitive mechanisms that may facilitate or constrain people's learning of specific morpho-syntactic or lexical features in a second language. Alternatively, sociolinguistically oriented theories have traced how the language varieties that adults develop in a second language arise from pragmatic functions people try to fulfil while communicating (e.g., Klein, 1998;Perdue, 1993) or vary according to contextual factors in people's social environments (e.g., Ellis, 1994, pp. 119-58;Preston, 1996;Tarone, 1988).…”

mentioning

confidence: 99%

What’s in a ZPD? A case study of a young ESL student and teacher interacting through dialogue journals

Nassaji

Cumming

2000

Language Teaching Research

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Aiming to provide a case-study account of features of the ZPD (zone of proximal development) in language teaching and learning, we analysed 95 exchanges in interactive dialogue journals written over 10 months between a 6-year-old Farsi speaker beginning to learn English and his Canadian teacher. Using a scheme of language functions developed by Shuy (1993), we show how the teacher and student constructed and sustained a long-term written conversation involving intricate patterns of complementary, asymmetrical scaffolding. We interpret the findings to suggest the value of analysing language learning and teaching as integrally unified, interactive phenomena. We suggest questions worthy of future research into features of the ZPD in language teaching and learning.

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confidence: 99%

What’s in a ZPD? A case study of a young ESL student and teacher interacting through dialogue journals

Nassaji

Cumming

2000

Language Teaching Research

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“…Nessa conferência, segundo os autores, 2 foi enfatizado que a escrita possibilita ao estudante o pensamento químico, aperfeiçoando o entendimento de conceitos químicos, bem como aumenta a comunicação entre estudantes e professores, qualificando os modos interativos de ensino, o que leva, potencialmente, a um aprendizado melhor em química.…”

Section: Escrever E Reescrever Nas Aulas De Químicaunclassified

Conceptual Meaning Through Guided Writing and Rewriting in Chemistry Classes

Wenzel¹,

Maldaner²

2014

Química Nova

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CONCEPTUAL MEANING THROUGH GUIDED WRITING AND REWRITING IN CHEMISTRY CLASSES. In this paper, the practice of guided writing and rewriting in Chemistry classes on a graduate degree in Science is shown as a teaching method that promotes conceptual meaning in Chemistry among students. The practice examined involves writing and rewriting of texts by the students-a process guided by the teacher -about main concepts in Chemistry. The experience, follow up of classes with students' reports and the results obtained confirm that the practice of guided writing and rewriting promotes conceptual meaning in Chemistry and a good level of learning.Keywords: conceptual meaning; chemical language; writing and rewriting. INTRODUÇÃOApresenta-se, neste artigo, um recorte de pesquisa de doutoramento, 1 no qual se investigou/acompanhou as aulas de Química I em um Curso de Graduação em Ciências de uma Universidade Federal localizada na região sul do país. A pesquisa realizada em contexto real de sala de aula teve como temática a significação conceitual em química pela escrita e reescrita orientada, com a preocupação voltada, também, para a ressignificação da prática pedagógica. Diferentes instrumentos pedagógicos foram utilizados para possibilitar a escrita e a reescrita: um caderno individual de orientações que perpassou todo o semestre no qual os estudantes escreviam sobre questionamentos realizados em aula ou sobre aulas experimentais, sendo que cada escrita foi corrigida pela professora regente orientando a sua reescrita; provas descritivas com reescrita de respostas dadas; elaboração de mapas conceituais. A professora registrou, também, em diário de bordo, tudo o que pudesse auxiliá-la na ressignificação da prática pedagógica e na própria qualificação de seu ofício.Neste artigo apresentam-se, especificamente, a prática da escrita e da reescrita orientada como metodologia do ensino comprometido com a boa aprendizagem dos alunos. Para tanto, descreve-se cada um dos instrumentos pedagógicos utilizados e avalia-se seu uso pensando na sua contribuição para as aulas de química e na sua operacionalidade em diferentes contextos de ensino. O texto está subdividido em três partes: uma mais teórica na qual dialoga-se sobre a importância do uso da escrita e reescrita nas aulas de Química, com atenção para a linguagem química e a sua significação. Nesse diálogo o aporte teórico consiste num referencial que vem discutindo sobre tal temática em âmbito nacional e internacional. Em perspectiva de cunho histórico--cultural, considera-se a linguagem como constitutiva do sujeito e a sua significação como inerente à formação do pensamento. Nesse sentido, defende-se a inserção cuidadosa e qualificada da linguagem química em sala de aula. Para isso, a prática da escrita e da reescrita orientada mostrou-se caminho eficaz para aprender química e constituir pensamento químico sobre o real. Na segunda parte, ainda em perspectiva teórica, apresentam-se os resultados construídos mediante revisão bibliográfica realizada no periódico Química Nova que teve como...

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“…It is not considered as a fixed phenomenon and subjected to conformity or uniformity (Larsen-Freeman, 1997, rather it is a dynamic process evolving, growing, and changing from bottom-up in an organic manner and in the dynamics of language use. The consideration of language as a homogenous, static system is nothing but a normative fiction (Klein, 1998).…”

Section: Introductionmentioning

confidence: 99%

Language Learning as Chaos/Complexity System: Evidence Based on Iranian EFL Learners’ Backgrounds

Safari¹,

Rashidi²

2015

TOJQI

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Language learning process was traditionally investigated through the reductionist perspective as a fixed, linear, cause and effect phenomenon in addition to imposing three levels of reductionism including context reduction, data reduction, and complexity reduction on the field of Second Language Acquisition (SLA). With the emergence of Chaos/Complexity Theory (CC/T), language learning was considered as a nonlinear, complex, and dynamic system evolving, growing, and changing from the bottom-up in an organic and unpredictable manner through the dynamics of language. Considering language learning as a complex system, its complex behavior as a whole is influenced by a large number of factors, forces, and agents within or beyond its boundaries which is more than the behavior of its individual components. Despite the fact that C/CT provides new insights, understandings, and implications for researchers in the field of SLA, very few practical attempts are available which investigate the complexities of language learning. Accordingly, ten male/ female Iranian EFL learners participated in this narrative research based on purposive sampling. The researcher used semi-structured interview to elicit participants' histories and stories concerning their language learning process. After the transcription of the data, the participants' personal experiences and histories in terms of time and 1 Graduate Student, Shiraz University, School of Literature and Humanities, psafari2009@gmail.com. place were reorganized, analyzed, and shaped into a framework on the basis of a chronological sequence. In regard to the theoretical underpinnings and insights of C/CT, the derived meanings and themes showed the pieces of evidence to justify the complexities of Iranian EFL learners' language learning.

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The Contribution of Second Language Acquisition Research

Cited by 75 publications

References 3 publications

What’s in a ZPD? A case study of a young ESL student and teacher interacting through dialogue journals

What’s in a ZPD? A case study of a young ESL student and teacher interacting through dialogue journals

Conceptual Meaning Through Guided Writing and Rewriting in Chemistry Classes

Language Learning as Chaos/Complexity System: Evidence Based on Iranian EFL Learners’ Backgrounds

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