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"Are There Any Mexicans Listening?" Stancetaking and Language Ideologies in a Spanish L2 Classroom
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Mattson-Prieto, Raquel; Showstack, Rachel – Language Learning, 2022
This study investigated classroom interaction through the framework of "stancetaking" (Du Bois, 2007) to understand how Spanish second language (L2) learners positioned themselves when participating in communicative language learning activities. Data came from transcribed audio and video recordings of three 90-minute lessons in one…
Descriptors: Second Language Learning, Second Language Instruction, Teaching Methods, Classroom Communication
A Meta-Analysis and Meta-Regression of Incidental Second Language Word Learning from Spoken Input
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de Vos, Johanna F.; Schriefers, Herbert; Nivard, Michel G.; Lemhöfer, Kristin – Language Learning, 2018
We meta-analyzed the effectiveness of incidental second language word learning from spoken input. Our sample contained 105 effect sizes from 32 primary studies employing meaning-focused word-learning activities with 1,964 participants with typical cognitive functioning. The random-effects meta-analysis yielded a mean effect size of g = 1.05,…
Descriptors: Second Language Learning, Vocabulary Development, Oral Language, Effect Size
Impact of Classroom Dynamics on the Effectiveness of Recasts in Second Language Acquisition.
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Morris, Frank A.; Tarone, Elaine E. – Language Learning, 2003
This study suggests that the social dynamics of the language learning classroom may in some cases dramatically alter the way cognitive processes of attention, or noticing, are deployed in cooperative learning activities in which feedback occurs, and this in turn appears to affect acquisition. (Author/VWL)
Descriptors: Cognitive Processes, Cooperative Learning, Group Dynamics, Learning Activities
Attention, Memory, and the "Noticing" Hypothesis.
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Robinson, Peter – Language Learning, 1995
Reviews research on the nature of attention and memory and proposes a model of the relationship between them during second-language acquisition complementary to Schmidt's noticing hypothesis and oppositional to Krashen's dual-system hypothesis. The article maintains that differential performance on implicit and explicit learning and memory…
Descriptors: Associative Learning, Attention Control, Cognitive Processes, College Students