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Bibliografía - adquisición de segundas lenguas

Adjectival and verbal agreement in the oral production of early and late bilinguals. Fluency, complexity, and integrated knowledge

Irma Alarcón (2021)

En Revista Española de Lingüística Aplicada vol. 34 - 2

Extended oral production has seldom been used to explore adjectival and verbal agreement in L2 Spanish. This study examines oral narrations to compare the agreement behavior, speech rates, and patterns of errors of highly proficient Spanish heritage and L2 learners (early and late bilinguals, respectively), whose L1 is English, with those of native controls. Although both bilingual groups displayed high agreement accuracy scores, only the early bilinguals performed at or close to ceiling. In addition, the L2 learners spoke significantly more slowly than the heritage and native speakers, who displayed similar speech rates. Explanations accounting for the differences in speech rates and agreement accuracy include age of acquisition of Spanish, syntactic distance between a noun and its adjective, and task effects. All of these factors favored the early bilinguals, enhancing their advantages over L2 learners. Findings suggest that the integrated knowledge and automatic access needed for native-like attainment in agreement behavior in extended oral production is more easily achievable by early than by late bilinguals.

Cognitive Individual Differences in Second Language Acquisition. Theories, Assessment and Pedagogy

Zhisheng (Edward) Wen, Richard L. Sparks, Adriana Biedroń, Mark Feng Teng (2023)

This book presents comprehensive, thorough and updated analyses of key cognitive individual difference factors (e.g., age, intelligence, language aptitude, working memory, metacognition, learning strategies, and anxiety) as they relate to the acquisition, processing, assessment, and pedagogy of second or foreign languages. Critical reviews and in-depth research syntheses of these pivotal cognitive learner factors are put into historical and broader contexts, drawing upon the multiple authors' extensive research experience, penetrating insights and unique perspectives spanning applied linguistics, teacher training, educational psychology, and cognitive science. The carefully crafted chapters provide essential course readings and valuable references for seasoned researchers and aspiring postgraduate students in the broad fields of instructed second language acquisition, foreign language training, teacher education, language pedagogy, educational psychology, and cognitive development.

Contenidos
Frontmatter
Acknowledgments
Contents

Foreword
Peter Skehan

1. SLA and Individual Differences: An Overview
Zhisheng (Edward) Wen and Richard L. Sparks

PART I: AGE, INTELLIGENCE, APTITUDE AND AFFECT
2. The Age Factor and the Critical Period Hypothesis
Adriana Biedron

3. Intelligence
Adriana Biedron

4. Foreign Language Aptitude
Adriana Biedron

5. Language Aptitude, Psychological and Affective Factors

Adriana Biedron

PART II: MEMORY, ATTENTION AND NOTICING
6. Phonological and Executive Working Memory
Zhisheng (Edward) Wen

7. Consciousness, Attention and Noticing
Zhisheng (Edward) Wen

PART III: LEARNING STRATEGIES, METACOGNITION AND SELF- REGULATION
8. Language Learning Strategies
Mark Feng Teng

9. Metacognition
Mark Feng Teng

10. Self-Regulation
Mark Feng Teng

PART IV: L2 SKILLS, LEARNING DIFFICULTIES, AND ANXIETY
11. L2 Reading and Writing Skills
Richard L. Sparks

12. L2 Learning Difficulties and Disabilities
Richard L. Sparks

13. L2 Anxiety: An Affective Factor or a Linguistic Variable?
Richard L. Sparks

EPILOGUE
14. Individual Differences in SLA–Looking Back and Looking Forward
Richard Sparks and Zhisheng (Edward) Wen

Author Profiles

Index

Common Ground: Second Language Acquisition Theory Goes to the Classroom

Florencia Henshaw, Maris Hawkins (2022)

Índice
A major challenge in language teacher education is finding materials that clearly articulate the common ground among theoretical concepts, research findings, and classroom practices. This book aims to help educators make a direct connection between second language acquisition (SLA) principles and the reality of language classrooms. Rather than trying to address every aspect of SLA and pedagogy, which would result in an overwhelming amount of information, the goal of this book is to help world language educators understand how they can develop materials or implement classroom strategies that are informed by core principles of SLA. This book was authored with language educators in mind, first and foremost. Key concepts are explained in a straightforward way, as if the authors were having a conversation with the readers. Each chapter is divided into the following sections:

What Do I Need to Know? This section presents must-know information and concepts that should guide pedagogical practices.
What Does It Look Like in the Classroom? This section provides several examples to help readers visualize how to apply the principles and ideas discussed in the first section.
Now That You Know: This section includes reflection, expansion, and application questions that could be used in a course, a reading group, or just to ignite a conversation via social media.

Peer Interactions and Second Language Learning. The Contributions of Social Network Analysis in Study Abroad versus At-Home Environments

Michał B. Paradowski, Andrzej Jarynowski, Karolina Czopek, Magdalena Jelińska (2021)

En Language Mobility and Study Abroad in the Contemporary European Context

This chapter introduces the rationale behind a social network analytic (SNA) approach in the context of second language acquisition (SLA). The conceptual overview presents ways of operationalising social graphs and common metrics used in the calculations, supported by illustrative examples. We then argue for merging quantitative SNA with qualitative data. Subsequently, we showcase findings from the PEERLANG project (Paradowski et al., 2021) investigating the influence of peer out-of-class interactions on SLA in two different contexts: among international participants in intensive summer language courses (multilingual “immersion” scenario), and stationary foreign language majors (“no immersion”). We reveal patterns emerging from both contexts, demonstrating the role that mobility plays in network dynamics, and how both factors together moderate language attainment. We show that the impact of peer learner networks on L2 acquisition can be both positive and negative, depending on the context and the network layer involved. Computational and anthropological SNA offers a novel methodology for investigating the link between social relations and language acquisition (especially L2 production).

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Principales modelos de análisis de datos en la investigación sobre adquisición de segundas lenguas

Mar Galindo Merino (2007)

En Biblioteca Virtual redELE

La presente memoria de investigación constituye un acercamiento a la Lingüística Aplicada a la enseñanza de idiomas a través de sus orígenes y del nacimiento de los primeros estudios científicos, siguiendo las principales líneas de investigación hasta nuestro siglo. De este modo, el trabajo se inicia con unas consideraciones sobre la adquisición de segundas lenguas en el contexto de la Lingüística Aplicada, y a continuación aborda los inicios de la investigación de la mano del Análisis Contrastivo, el Análisis de Errores y los trabajos sobre Interlengua. La segunda mitad del trabajo trata de las orientaciones actuales de la investigación, centrada en el Análisis de la Actuación, el Análisis del Discurso, el estudio de las variables del aprendiz y el enfoque social de los procesos de enseñanza y aprendizaje de idiomas.

¿Gramática implícita o gramática explícita en enseñanza de segundas lenguas?: Estudio de campo

Jorge Martí Contreras (2015)

En Normas 5

El presente artículoes el resultado de una investigación pilotada entre estudiantes universitarios que pretende observar qué método gramatical, explícito o implícito, es más eficaz en el aprendizaje y adquisición de una L2. El estudio de campo se ha realizado en dos grupos de estudiantes homogéneos y paralelos en el marco de la asignatura Español económico y empresarial. Para ello se han diseñado materiales idénticos en el contenido y con un enfoque por tareas, pero con un método de gramática distinto en cada uno de los grupos, de forma que pudiera llevarse a cabo una visión contrastiva de los resultados.

En el artículo se plantea un marco teórico, se describe cómo se han diseñado los materiales y cuáles son los resultados obtenidos. Finalmente, se contrastan los resultados que serán significativos para que los estudiantes pueden maximizar la adquisición de conocimiento a lo largo del proceso de aprendizaje-enseñanza. Gracias al trabajo de campo se evidencia que el uso de gramática implícita mejora exponencialmente el rendimiento académico del alumnado, no solo a corto plazo.

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