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A comparison of writing tasks in ESL writing and first-year composition courses [Recurso electrónico] : A case study of one US university / Jooyoung Lee.

a b 211007s2021 usa||||sr 0 ||eng d 124634 eng 2021 A comparison of writing tasks in ESL writing and first-year composition courses [Recurso electrónico] : A case study of one US university /Jooyoung Lee. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 376-377. Many international students in American universities are required to take writing courses in English as a second language (ESL) before participating in a mainstream first-year composition (FYC) course. Given that the goal of ESL writing course is to prepare students for FYC course, the connection between ESL and FYC courses is significant. This study investigates the correspondence of two such courses in terms of writing tasks based on the analysis of course syllabi, assignment sheets, and interviews with eight ESL course and 10 FYC instructors as well as 26 international students who are from diverse countries and took both composition courses. The findings suggest that students’ assignments from both courses are all essays in terms of genre, but show differences with regard to the text’s purpose, audience, information source, topic, and rhetorical function. Students are also aware of such similarities and differences, but occasionally demonstrate less sophisticated or inaccurate understanding of the assignments. Pedagogical implications for modifying the writing assignments in ESL courses to fit the expectations of FYC courses are discussed. ESL writing course First-year composition course Writing tasks Language teaching research. -- 2021 (May), v. 25, n. 3, p. 360-377 Language teaching research. -- 2021 (May), v. 25, n. 3, p. 360-377 https://search-ebscohost-com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=50886680&lang=es&site=ehost-live Acceso al documento

Activation of L1 orthography in L2 word reading [Recurso electrónico]: Constraints from language and writing system / Lin Chen ... [et al.].

a b 210611s2021 usa|||||r 0 ||eng d 121349 eng 2021 Activation of L1 orthography in L2 word reading [Recurso electrónico]: Constraints from language and writing system / Lin Chen ... [et al.]. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 342-345. When reading in a second language, a reader’s first language may be involved. For word reading, the question is how and at what level: lexical, pre-lexical, or both. In three experiments, we employed an implicit reading task (color judgment) and an explicit reading task (word naming) to test whether a Chinese meaning equivalent character and its sub-character orthography are activated when first language (L1) Chinese speakers read second language (L2) English words. Because Chinese and English have different spoken and written forms, any cross language effects cannot arise from shared written and spoken forms. Importantly, the experiments provide a comparison with single language experiments within Chinese, which show cross-writing system activation when words are presented in alphabetic Pinyin, leading to activation of the corresponding character and also its sub-character (radical) components. In the present experiments, Chinese–English bilinguals first silently read or made a meaning judgment on an English word. Immediately following, they judged the color of a character (Experiments 1A and 1B) or named it (Experiment 2). Four conditions varied the relation between the character that is the meaning equivalent of the English word and the following character presented for naming or color judgment. The experiments provide evidence that the Chinese meaning equivalent character is activated during the reading of the L2 English. In contrast to the within-Chinese results, the activation of Chinese characters did not extend to the sub-character level. This pattern held for both implicit reading (color judgment) and explicit reading (naming) tasks, indicating that for unrelated languages with writing systems, L1 activation during L2 reading occurs for the specific orthographic L1 form (a single character), mediated by meaning. We conclude that differences in writing systems do not block cross-language co-activation, but that differences in languages limit co-activation to the lexical level. Bilingual Lexical access Orthography Writing system Second language research. -- 2021 (April), v. 37, n. 2, p. 323-348 Second language research. -- 2021 (April), v. 37, n. 2, p. 323-348 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=53435195&lang=es&site=ehost-live Acceso al documento

Alins Breda, Diego. Do activities in graded readers promote vocabulary learning? [Recurso electrónico] : A Technique Feature Analysis study = ¿Las actividades en las lecturas graduadas promueven el aprendizaje de vocabulario? Un estudio de Technique Feature Analysis / Diego Alins Breda.

a b 210506s2021 esp|||p|r 0 |spa d 120935 spa 2021 RUNNE eng. eng. spa. eng 81'243(0.034) 81'33(0.034) Alins Breda, Diego. Do activities in graded readers promote vocabulary learning? [Recurso electrónico] : A Technique Feature Analysis study = ¿Las actividades en las lecturas graduadas promueven el aprendizaje de vocabulario? Un estudio de Technique Feature Analysis / Diego Alins Breda. Referencias bibliográficas: p. 116-117. Dominio público. application/pdf Abstract: Vocabulary acquisition through reading has been repeatedly studied in second language learning research and several recent studies conclude that incidental learning through reading needs to be complemented with intentional learning activities that target specific words. These learning opportunities are potentially present in graded readers (i.e., books adapted to the proficiency level of the learners). Seeking to contribute to this growing area of scholarship, this study analyzes the activities in 10 elementary Spanish graded readers. The framework used to measure the activities' quality is Nation and Webb's (2011) Technique Feature Analysis (TFA). Results show that graded readers include only a low number of activities explicitly focused on vocabulary. In addition, TFA scores were extremely low for most of the activities. Overall, the study indicates the necessity of increasing the quantity and quality of vocabulary activities in these books.La adquisición de vocabulario a partir de la lectura se ha estudiado repetidas veces en la investigación sobre aprendizaje de segundas lenguas y varios estudios demuestran la importancia de complementar el aprendizaje incidental en la lectura con actividades intencionales de aprendizaje de léxico. Un tipo de lectura que brinda esta oportunidad son las lecturas graduadas (es decir, libros adaptados al nivel de los estudiantes). Tratando de contribuir a esta área de estudio, este trabajo evalúa las actividades incluidas en 10 lecturas graduadas de nivel elemental de español. El marco teórico utilizado para medir la calidad de las actividades es Nation y Webb (2011): Technique Feature Analysis(TFA). Los resultados muestran que las lecturas graduadas incluyen un número limitado de actividades explícitas de vocabulario y que la mayoría tienen un TFA bajo. Estos datos confirman la necesidad de incrementar la cantidad y calidad de las actividades de vocabulario en estos libros. Disponible en formato .pdf info:eu-repo/semantics/openAccess. Textos en español ; resúmenes y palabras clave en español e inglés. Sitio web de la revista (Consulta: 06-05-2021) Adquisición de segundas lenguas-En línea. Lingüística aplicada-En línea. Intentional vocabulary acquisition Technique Feature Analysis Spanish graded readers Incidental learning Adquisición de vocabulario intencional Lecturas graduadas en español Aprendizaje incidental Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas. -- 2021, v. 15, n. 30, p. 103-117. 1699-6569 Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas. -- 2021, v. 15, n. 30, p. 103-117. 1699-6569 https://doi.org/10.26378/rnlael1530430 acceso al documento a través del sitio web de la revista

Are our preferences and evaluations conditioned by the language context? [Recurso electrónico] / Alice Vidal, Albert Costa, Alice Foucart.

Autores: Costa Martínez, Albert (1970-) ; Foucart, Alice.

a b 210728s2021uuuuxxx|||||r z0 |eng d 122956 eng 2021 eng Are our preferences and evaluations conditioned by the language context? [Recurso electrónico] / Alice Vidal, Albert Costa, Alice Foucart. Documento no disponible en el fondo. Abstract: Our preferences and evaluations are often affected by contextual factors. One unavoidable context is language. We used an evaluative conditioning (EC) paradigm (pairing neutral stimuli with emotional or neutral stimuli) to investigate whether our evaluations are equally conditioned in a first (L1) and a second language (L2). An EC effect was observed in both languages, however, if in L1 it occurred independently of recollection of the pairing of the stimuli, in second language memory seemed to play a larger role. These results were confirmed using a more implicit measure (memory confusion paradigm). Overall, the results suggest that conditioning occurs both in L1 and L2 but is weaker and more sensitive to memory of the emotional stimuli in L2. The study is the first demonstration that EC is modulated by language and converges with recent findings showing that linguistic context can modulate our behaviours. Referencia y resumen en línea a través de la web de la revista (Consulta: 28-07-2021) Costa Martínez, Albert (1970-) Foucart, Alice. Journal of Multilingual and Multicultural Development. -- 2021.1747-7557 2021. 1747-7557 https://doi.org/10.1080/01434632.2021.1896530 acceso al documento (referencia y resumen)

Because words matter [Recurso electrónico] : Investigating vocabulary development across contexts and modalities / Victoria Zaytseva, Imma Miralpeix, Carmen Pérez-Vidal.

a b 210602s2021 usa||||sr 0 ||eng d 121205 eng 2021 Because words matter [Recurso electrónico] : Investigating vocabulary development across contexts and modalities / Victoria Zaytseva, Imma Miralpeix, Carmen Pérez-Vidal. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 180-183. The present study investigates the effects of two subsequent learning contexts, formal instruction (FI) at home and a 3-month stay abroad (SA), on vocabulary acquisition in English as a foreign language (EFL) writing and speaking. Data were collected from 30 Catalan/Spanish learners of English before and after each learning period using a written composition and an oral interview. These samples were examined in terms of quantitative measures of lexical proficiency in the domains of diversity, sophistication, density and accuracy. Native-speaker baseline data were also obtained through the same tasks for comparison purposes. Results reveal that SA is particularly beneficial for written productive vocabulary, and less so for oral, and that progress occurs especially in lexical diversity. FI, however, shows a modest effect on the improvement of oral productive vocabulary and affects namely lexical sophistication. ESL Lexical proficiency Oral-written connection Production modality Speaking Study abroad Vocabulary acquisition Writing Language teaching research. -- 2021 (March), v. 25, n. 2, p. 162-184 Language teaching research. -- 2021 (March), v. 25, n. 2, p. 162-184 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=50886722&lang=es&site=ehost-live Acceso al documento

Behavioral and Neural Responses to Tone Errors in Foreign-Accented Mandarin [Recurso electrónico] / Eric Pelzl ... [et al.].

a b 211006s2021 usa||||sr 0 ||eng d 124609 eng 2021 Behavioral and Neural Responses to Tone Errors in Foreign-Accented Mandarin [Recurso electrónico] / Eric Pelzl ... [et al.]. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 446-450. Previous event-related potentials (ERP) research has investigated how foreign accent modulates listeners’ neural responses to lexical-semantic and morphosyntactic errors. We extended this line of research to consider whether pronunciation errors in Mandarin Chinese are processed differently when a foreign-accented speaker makes them relative to when a native-accented speaker makes them (a conceptual replication using the materials from Pelzl et al., 2019). We evaluated behavioral judgments, the N400, and late positive component while native speakers listened to native and foreign-accented sentences containing tone and rhyme pronunciation errors. We observed effects that suggested that the participants were prone to detect errors in foreign-accented speech more often in sentences with no critical word deviation but also were less likely to reject critical tone errors produced by the foreign-accented speaker. ERP results showed a main effect of accent on late positive components that suggested a difference in degree for sensitivity to foreign-accented compared to native-accented pronunciation errors rather than a completely different response pattern. We found no effect of accent on N400s, with statistically significant differences between tone and rhyme errors regardless of speaker accent. Accented speech Pronunciation Lexical tones Mandarin Event-related potentials Language learning. -- 2021 (June), v. 71, n. 2, p. 414-452 Language learning. -- 2021 (June), v. 71, n. 2, p. 414-452 https://search-ebscohost-com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=56405511&lang=es&site=ehost-live Acceso al documento

Bilingual and multilingual mental lexicon [Recurso electrónico]: a modeling study with linear discriminative learning / Yu-Ying Chuang ... [et al.].

a b 210410s2021 usa||||sr 0 ||eng d 120622 eng 2021 Bilingual and multilingual mental lexicon [Recurso electrónico]: a modeling study with linear discriminative learning / Yu-Ying Chuang ... [et al.]. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 281-290. This study addresses whether there is anything special about learning a third language, as compared to learning a second language, that results solely from the order of acquisition. We use a computational model based on the mathematical framework of Linear Discriminative Learning to explore this question for the acquisition of a small trilingual vocabulary, with English as L1, German or Mandarin as L2, and Mandarin or Dutch as L3. Our simulations reveal that when qualitative differences emerge between the learning of a first, second, and third language, these differences emerge from distributional properties of the particular languages involved rather than the order of acquisition per se, or any difference in learning mechanism. One such property is the number of homophones in each language, since within‐language homophones give rise to errors in production. Our simulations also show the importance of suprasegmental information in determining the kinds of production errors made. Bilingualism Mental lexicon Linear discriminative learning Multilingualism Homophony Language learning. -- 2021 (March), v. 71, supp. 1, p. 219-292 Language learning. -- 2021 (March), v. 71, supp. 1, p. 219-292 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=55383505&lang=es&site=ehost-live Acceso al documento

A case for Multisite Second Language Acquisition Research [Recurso electrónico] : challenges, risks, and rewards / Kara Moranski, Nicole Ziegler.

a b 210414s2021 usa||||sr 0 ||eng d 120678 eng 2021 A case for Multisite Second Language Acquisition Research [Recurso electrónico] : challenges, risks, and rewards / Kara Moranski, Nicole Ziegler. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 233-241. Multisite research (MSR) offers the key advantages of greater statistical power and external validity via larger and more diverse participant pools. In second language acquisition (SLA) research, recent developments in meta&-analysis have created a robust foundation for MSR. Although logistical and financial obstacles can complicate expansion beyond a single site, we show that MSR's benefits can justify the investment of resources. We begin by outlining how developments in meta-analytic research, replication, and access to data and materials have created an especially opportune moment for MSR. Next, we discuss the methodology for a classroom study on metacognitive instruction as an illustrative case, outlining the major elements of its design and implementation. Finally, we review how four issues critical to MSRs (funding, compliance, logistics, and analysis) were addressed in our example study, including a discussion on multilevel modeling. We conclude with a discussion of how the field can build upon existing research to advance multisite work. Multisite Research methods Classroom research Metacognitive instruction Corrective feedback Language learning. -- 2021 (March), v. 71, n. 1, p. 204-242 Language learning. -- 2021 (March), v. 71, n. 1, p. 204-242 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=55274972&lang=es&site=ehost-live Acceso al documento

Challenging discourses of deficit [Recurso electrónico] : Understanding the vibrancy and complexity of multilingualism through language trajectory grids / Julie Choi, Yvette Slaughter.

a b 210602s2021 usa||||sr 0 ||eng d 121201 eng 2021 Challenging discourses of deficit [Recurso electrónico] : Understanding the vibrancy and complexity of multilingualism through language trajectory grids / Julie Choi, Yvette Slaughter. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 101-104. The ‘multilingual turn’ has opened up a variety of creative, participatory methods for researchers and educators to explore language learners’ linguistic repertoires, language practices and resources, and linguistic experiences. In this article, we draw on data from the English as an additional language (EAL) secondary school classroom context where we use what we call ‘language trajectory grids’ to make visible EAL students’ English language learning experiences. The grid activity involves plotting learners’ emotions, practices, relationships, and life circumstances with their resources, practices and historical events onto a chronological grid. Using a narrative structure to make sense of learners’ grids and the ‘small stories’ (Barkhuizen, 2009) participants shared during the activity, we discuss the affordances of such devices in opening up space for teachers and learners to critically reflect on the complexities and vibrancy of contemporary multilingual language journeys; to recognize situational factors that influence dispositions towards language, language learning and identity; and as a powerful starting point for students and teachers to engage in ‘collaborative relations of power’. Language learning experiences Language trajectory grids Linguistic repertoires Multilingualism Participatory visual methods Language teaching research. -- 2021 (January), v. 25, n. 1, p. 81-104 Language teaching research. -- 2021 (January), v. 25, n. 1, p. 81-104 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=53772847&lang=es&site=ehost-live Acceso al documento

Challenging the monolingual mindset [Recurso electrónico] : Understanding plurilingual pedagogies in English as an Additional Language (EAL) classrooms / Yvette Slaughter, Russell Cross.

a b 210602s2021 usa||||sr 0 ||eng d 121198 eng 2021 Challenging the monolingual mindset [Recurso electrónico] : Understanding plurilingual pedagogies in English as an Additional Language (EAL) classrooms / Yvette Slaughter, Russell Cross. Este artículo se encuentra disponible en su edición electrónica. Su acceso electrónico es a través del enlace de 'Acceso al documento'. References: p. 58-60. Current theories of bilingualism argue that the language practices of bilinguals are drawn from a single linguistic repertoire, and that enabling access to the full breadth of students’ language practices can be a vital resource for further language development. This challenges commonplace practices within English as an Additional Language (EAL) education in Australia, where curriculum, pedagogy, and assessment are predicated on monolingual (English-only) structures. Even though many teachers identify with the need to draw on students’ linguistic repertoires, a lack of pedagogical guidance can result in disengagement with this issue. As we move towards identifying and systematizing plurilingual practices, it is imperative we understand teacher stance towards the use of languages other than English in the classroom. This research, therefore, sought to explore the use of language mapping to build teachers’ awareness of their students’ communicative lifeworlds, and to reflect on their stance towards students’ languages (other than English) in contexts where the focus is learning English as an additional language. The findings illustrate pedagogical practices which go at least some way to subverting the dominance of English-only structures, as well as demonstrating that teacher positioning towards the use of first languages is dynamic in that it is responsive to changes in student context, as well as to new knowledge, as gained through the language mapping activities. Language learning Linguistic repertoires Pedagogy Teacher agency Translanguaging Language teaching research. -- 2021 (January), v. 25, n. 1, p. 39-60 Language teaching research. -- 2021 (January), v. 25, n. 1, p. 39-60 http://search.ebscohost.com.ezproxy.nebrija.es/login.aspx?direct=true&db=eoah&AN=53780023&lang=es&site=ehost-live Acceso al documento

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