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Download full textLeander S. Hughes – Technology in Language Teaching & Learning, 2023
Previous research comparing communicative to non-communicative computer-mediated tasks requiring output production found an advantage in L2 vocabulary learning efficiency in favor of the communicative task (Hughes, 2023). The present study analyzes the chat data from Hughes (2023) to determine what features of interaction may have contributed to…
Descriptors: Second Language Learning, Second Language Instruction, Vocabulary Development, Task Analysis
Direct linkNassaji, Hossein – Language Learning, 2013
This study examined the role of incidental focus on form (FonF) in adult English-as-a-second-language classrooms. Specifically, it explored the extent to which the amount, type, and effectiveness of FonF were related to differences in classroom participation structure, that is, the organization of classroom talk within which FonF may occur. The…
Descriptors: Grammar, English (Second Language), Second Language Learning, Adult Education
Peer reviewedLong, Michael H. – Modern Language Journal, 1997
Argues that Firth and Wagner are justified in arguing that a broader, context-sensitive, participant-sensitive, generally sociolinguistic orientation might prove beneficial for second language acquisition research. Demonstrates a skepticism as to whether greater insights into second language learning will necessarily influence the process. (13…
Descriptors: Context Effect, Interaction Process Analysis, Language Research, Native Speakers
Peer reviewedUlichny, Polly – TESOL Quarterly, 1996
Presents a microanalysis of a segment of an adult English as a Second Language class in order to illustrate classroom interaction that combines the goals of negotiation among participants and explicit instruction on the formal features of language. The article urges teachers to microanalyze their classroom discourse in order to improve teaching…
Descriptors: Adult Students, Classroom Communication, Context Effect, Discourse Analysis
Peer reviewedPoole, Deborah; Patthey-Chavez, G. Genevieve – Issues in Applied Linguistics, 1994
Contrasts teacher-student interactions in typical teacher-fronted second language classrooms with the organization of talk across a variety of alternate educational participant structures--a teacher-student conference, small group work, the making of a class video, and a problem-solving interaction in a computer lab--that deviate from the…
Descriptors: Computer Assisted Instruction, Context Effect, Educational Environment, English (Second Language)
Language Development of Bilingual Pupils in the Mainstream: How Do Pupils and Teachers Use Language?
Peer reviewedCameron, Lynne; And Others – Language and Education, 1996
Examines Language development in mainstream education through analysis of the language demands made on bilingual pupils by tasks and interactions in subject classrooms and the responses pupils make to these demands. Argues that the samples analyzed demonstrate the potentially crucial role of contextual factors in the English language development…
Descriptors: Academic Achievement, Bilingualism, Classroom Communication, Concept Formation
