This study explores the way translation crowdsourcing may contribute to metacognitive translator training through a teaching experiment where Global Voices Lingua was integrated into an undergraduate English-Chinese translation course. In doing so, the study investigates how translation students' awareness of conditional knowledge and its…

Machine translation post-editing (MTPE) has become a common practice in translation industry, which calls much attention in academia. However, little research has been carried out to investigate students' cognitive and motivational individual differences in MTPE. The purpose of the present study was to examine the predictive effects of…

It is vital to understand the listening problems students face in a foreign language (FL) classroom. In the current study, students were provided with options to identify these problems. Twenty-eight A1 level Turkish secondary school students worked in pairs and had autonomy to control the audio while listening. While dialogic exchanges…

This book is unique in bringing together studies on instructed second language acquisition that focus on a common question: "What renders this research particularly relevant to classroom applications, and what are the advantages, challenges, and potential pitfalls of the methodology adopted?" The empirical studies feature experimental,…

The paper focuses on an unexplored area of metalinguistic awareness in the acquisition of third language (L3) phonology, hereafter referred to as metaphonological awareness. It addresses the role of attention and noticing in input processing. The contribution constitutes a part of a larger scale project on metaphonological awareness in various…

This paper focusses on the teaching of non-linguistic subject matters in a second or third language through bilingual education. We investigate how this specific educational framework influences the development of linguistic competence as well as disciplinary knowledge. Based on a large-scale corpus of classroom interactions collected in bilingual…

This reader-friendly text, firmly grounded in listening theories and supported by recent research findings, offers a comprehensive treatment of concepts and knowledge related to teaching second language (L2) listening, with a particular emphasis on metacognition. The metacognitive approach, aimed at developing learner listening in a holistic…

Ellis's target article suggests that language processing is based on frequency and probabilistic knowledge and that language learning is implicit. These findings are consistent with those of SLA researchers working within a variationist framework (e.g., Tarone, 1985; Bayley & Preston, 1996). This paper provides a brief overview of this research…

In reading research, studies on good and poor reader characteristics abound. However, these findings remain largely scattered in applied linguistics and cognitive and educational psychology. This paper attempts to synthesize current theory and research on the topic in the past 20 years along 3 dimensions: language knowledge and processing ability,…

Halliday's view of all learning as a form of language development is supported as a first step, but an argument is made for a view of learning as induction into discourses as ways of being, not just ways of using words. (Contains 19 references.) (LB)

Justification offered by Steven Pinker for his theory that thought is independent of language, and that thought is couched in some silent medium of the brain ("Mentalese"), is outlined step by step and critiqued. It is argued that the theory ignores deep technical issues and is not explanatory. (MSE)

The work of two theorists are compared by focusing on a limited number of central issues for a language-based theory of learning (LTL), including long-term goals and a genetic approach; language and social activity; appropriating culture; thinking in school; sociosemantic variation; enculturation; and intellectual consequences. The combined…

An exploratory application of the "acquisitional strategies" framework investigated English-speaking language learners' acquisition of preposition stranding in Dutch. Interesting syntactic and morphological contrasts in both English and Dutch render the framework a valuable empirical tool for evaluating language acquisition strategies. (Author/CB)

Investigated third and sixth graders' understanding of factive presupposition using two tasks: one requiring an abstract truth judgment of the verb complement, the other calling for informal judgment of consistency between the target sentence and the negation of its complement. Results indicated the development of factive presupposition is an…

Possibilities of conceptual and pragmatic analysis exist for identifying epistemological processing in teacher thinking. These modes of organizing thought condition classroom planning, shape meaning from a virtual didactic knowledge-store, and scaffold further pedagogical interactions. The semio-cognitive grammar proposed is adapted to the…