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Content Type: 1
Title: Article: Corrective Feedback
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From http://eltj.oxfordjournals.org/content/early/2013/12/12/elt.cct076.full
Oral corrective feedback
by Shaofeng Li
March 10, 2014
Corrective feedback (CF) refers to teacher and peer responses to learners’ erroneous second language (L2) production. The recent burgeoning of research into oral CF is attributable to its pedagogical and theoretical significance. Practitioners are interested in whether, when, and how to incorporate CF in classroom instruction; theorists (for example Krashen 1981; Gass 1997) are divided over whether the negative evidence afforded by oral CF about what is ‘wrong’ or unacceptable in the target language is necessary for L2 development, or whether exposure to positive evidence about what is correct is sufficient by itself. Experimental studies to date have demonstrated that oral CF can facilitate L2 development but that its effects may be constrained by contextual factors and individual learner differences (Li 2010; Lyster and Saito 2010).
Read the full article at http://eltj.oxfordjournals.org/content/early/2013/12/12/elt.cct076.full
Source: ELT Journal
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Content Type: 5
Title: UO Flagship Student Earns National Language Flagship Certification
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By almost any measure, Brandon Yeh has been an exceptional student. The double-major in political science and Chinese has received four scholarships, including Chinese flagship presidential and UO dean's awards.
He is graduating at the end of winter term with a certificate for completing the rigorous, four-year UO Chinese Flagship Program. And he's one of just fourteen of the program's students since 2010 to also earn a prestigious National Language Flagship Certification in Mandarin Chinese.
But there are at least a couple duties that have not come easily for Yeh: "Juggling the academic workload and explaining to people what flagship is," he says.
For starters, the UO Chinese Flagship Program offered through the Center for Applied Second Language Studies (CASLS) and the Department of East Asian Languages and Literatures is a government, business, and education initiative aimed at producing graduates with professional-level Chinese language and cultural competency skills.
The UO is one of just eleven colleges or universities in the U.S. to offer Chinese Flagship Programs. Students are prepared for China-related careers through cross-disciplinary courses, cultural outreach, summer programs and peer tutoring.
Source: CASLS Spotlight
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Content Type: 3
Title: Considering Accuracy in the Service of Meaning
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by Julie Sykes, CASLS Director
Anyone involved in language acquisition, both practitioners and theorists alike, has a perspective on accuracy and the need for (or need to avoid) focus on grammatical forms in the language classroom. The goal here is not to debate the value of widely varying perspectives, but rather highlight ways in which we can blend the artificial boundaries which often pit form against function.
A common misconception of communicative, task-based, or functional approaches to language teaching and learning is that grammar and accuracy are ignored. However, the absence of accuracy from the learning process is not the intention. Instead, these approaches advocate utilizing grammar forms in the service of producing meaning and completing real world tasks. For example, in the task of buying food at a market, the learner needs to build accurate vocabulary and target structures for making requests and expressing gratitude. From this perspective, accuracy is critical for making appropriate requests, but does not stem from a verb paradigm such as 'irregular present tense verbs'. Grammar in the service of meaning would, instead focus on the function and then identify the tools needed to complete the function. The sample below highlights this perspective for a food buying transaction in a market. In this case, primary lexical emphasis would be placed on the vocabulary (in green) needed to identify foods, exchange money, and express gratitude. Primary grammatical focus would be on structures needed to make different types of requests (in purple), and additional attention would be placed on the strategic knowledge and pragmatic skills necessary to implementing the grammatical structures appropriately.
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As such, the structures are intimately tied to successful performance of the primary function and corrective feedback would target the forms in focus for successfully completing the task. This approach requires a curricular structure which focuses first on meaning, but then intentionally ties this meaning to the tools (i.e., strategies, vocabulary, grammar structure) needed to carry out a function. Accuracy is needed to support any one of the functions, but is not the primary mechanism for determining success or failure.
Source: CASLS Topic of the Week
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Content Type: 4
Title: Buying Food at the Market
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This activity is designed to introduce learners to the key structures needed for buying food at the market.
Outcome: Learners will be able to understand critical structures and determine who is talking based on the structure and verb. This is intended as an input activity. It would then lead to a series of production tasks in which they produce the structures necessary to complete the target function.
Resources: Shopping at the Market Input Sheet
Procedure:
- Begin by having learners brainstorm the people with whom they will need to talk with at the store and critical functions for buying food. For example, this would be the vendor or clerk and possibly another agent when paying for the food. Sample functions include: greetings (already known); requests for amounts, items or prices; comments on quality.
- Function: Have learners sort critical phrases by function and then identify the tense and perspective.
- Sequence: Have learners place the critical functions in order to create a logical conversation in which they buy certain foods.
Source: CASLS Activity of the Week
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Content Type: 1
Title: Book: Key Topics in Second Language Acquisition
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From http://www.multilingual-matters.com/display.asp?isb=9781783091799
Key Topics in Second Language Acquisition
By Vivian Cook and David Singleton
Published by Multilingual Matters
This textbook offers an introductory overview of eight hotly-debated topics in second language acquisition research. It offers a glimpse of how SLA researchers have tried to answer common questions about second language acquisition rather than being a comprehensive introduction to SLA research. Each chapter comprises an introductory discussion of the issues involved and suggestions for further reading and study. The reader is asked to consider the issues based on their own experiences, thus allowing them to compare their own intuitions and experiences with established research findings and gain an understanding of methodology. The topics are treated independently so that they can be read in any order that interests the reader. The topics in question are: • how different languages connect in the mind; • whether there is a best age for learning a second language; • the importance of grammar in acquiring and using a second language; • how the words of a second language are acquired; • how people learn to write in a second language; • how attitude and motivation help in learning a second language; • the usefulness of second language acquisition research for language teaching; • the goals of language teaching.
Visit the publisher’s website at http://www.multilingual-matters.com/display.asp?isb=9781783091799
Source: Multilingual Matters
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Title: Call for Papers: Western Conference of the Association for Asian Studies
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From http://car.clas.asu.edu/2014-western-conference-association-for-asian-studies
CALL FOR PAPERS
Western Conference of the Association for Asian Studies WCAAS
Arizona State University
Tempe, Arizona
October 3-4, 2014
The ASU Center for Asian Research invites Asia scholars and advanced graduate students in the Western region to submit proposals for panels and individual papers reflecting current research on South, Southeast, and East Asia.
The organizers particularly encourage contributions that explore the impact of digitization and internationalization on the future of Asian Studies.
Deadline: Extended to April 30, 2014.
Visit the conference website at http://car.clas.asu.edu/2014-western-conference-association-for-asian-studies and download the call for papers from http://car.clas.asu.edu/wp-content/uploads/2014/03/Call-for-Papers-WCAAS-2014a.docx
Source: Arizona State University
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Title: Call for Papers: 4th International Conference on Language Documentation and Conservation
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Announcing ICLDC 4: Enriching Theory, Practice, & Application
February 26-March 1, 2015 | Ala Moana Hotel, Honolulu, HI
CALL FOR PROPOSALS
General papers, posters, and electronic posters; sponsored Special Sessions on Pedagogy in Language Documentation
1) CALL FOR PROPOSALS: GENERAL CONFERENCE PAPERS, POSTERS, AND ELECTRONIC POSTERS
Proposal deadline: August 31, 2014
The organizers especially welcome abstracts that address the conference theme, “Enriching Theory, Practice, & Application.” Discipline-wide reflection on the relationship between the documentation linguistic structure and language pedagogy is crucial if the proper documentation and conservation of endangered languages is to be effective. The aim here is two-fold: to create citizen scientists who can reflect on their language for the purpose of teaching and documenting without being hindered by metalanguage, and to enrich the contributions of linguists to linguistic theory and description via documentation.
2) CALL FOR PROPOSALS: SPONSORED SPECIAL SESSIONS ON PEDAGOGY IN LANGUAGE CONSERVATION
Proposal deadline: May 31, 2014
This year, the organizers are inviting proposals for a series of four Special Sessions on Pedagogy in Language Conservation. Each session will contain four talks and will be focused on a theme relating to the notion of pedagogy for endangered language teaching.
View the full call for papers at http://icldc-hawaii.org
Source: ICLDC
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Content Type: 1
Title: Call for Papers: Working Papers in Literacy, Culture, and Language Education
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From http://linguistlist.org/issues/25/25-1515.html
The Department of Literacy, Culture, and Language Education at Indiana University solicits submissions for publication in the Working Papers in Literacy, Culture, and Language Education (WPLCLE). Graduate students, post-docs and faculty are strongly encouraged to submit their papers.
The submission deadline is May 30, 2014.
View the full call for papers at http://linguistlist.org/issues/25/25-1515.html
Source: LINGUIST List
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Title: 2014 Chicago Language Symposium
Body:
2014 Chicago Language Symposium
Bridges to Everywhere: Language Learning Collaborations
April 25 - 26 on the University of Chicago's Hyde Park campus
Visit the symposium website at http://languages.uchicago.edu/Language_Symposium/index.html
Source: University of Chicago
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Title: Conference: Turkish Studies from an Interdisciplinary Perspective
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Turkish Studies from an Interdisciplinary Perspective
Wednesday, May 7, 2014 from 9:00 AM to 4:30 PM (EDT)
Georgetown University
Washington, DC
View the conference program and register at http://www.eventbrite.com/e/turkish-studies-from-an-interdisciplinary-perspective-tickets-10399494167
Source: Eventbrite
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