The distinguishing feature of dynamic assessment (DA) is the dialectical integration of assessment and instruction. However, how to design the targeted instruction or mediation has been relatively underexplored. To address this gap, this study proposes the attribute-based mediation model (AMM), an English-as-a-foreign-language listening mediation…

This article adopts learning-behavior tracking as a research methodology within conversation analysis for second language acquisition to investigate its applicability to track and document how learning opportunities through collaborative repair work are brought about and whether they lead to second language (L2) word learning. To this end, the…

Applied linguists have been exploring approaches to second language acquisition and competence that move beyond a prioritization of cognition and grammar that was derived from the foundational structuralist legacy in linguistics. Recently, for example, they have collaborated in putting together an integrated alternative model (Douglas Fir Group,…

This article analyzes the instructed learning of the English article system by second language (L2) learners. The Competition Model (MacWhinney, 1987, 2012) was adopted as the theoretical framework for analyzing the cues to article usage and for designing effective computer-based article instruction. Study 1 found that article cues followed a…

Community service learning (CSL) is a type of experiential learning that blends specific course content with real-world applications and ties them together through structured reflection. It is an ideal pedagogy for 21st-century language for specific purposes (LSP) programs. This article frames that argument around sociocultural theory, moves to a…

Although a number of studies have reported on the positive effects of Internet chats in the second language classroom, to the best of my knowledge no studies to date have examined the effect of text-based chats on oral fluency development. This exploratory study addressed the above question by examining the oral fluency development of 34 English…

Reviews issues relevant to the assessment of a listening comprehension construct and proposes a framework that specifies the person, competence, text, and item domains and components of assessment. Specifications focus on identification of the factors that relate to the purpose, object, and agent of assessment. (41 references) (JP)

The social psychological constructs postulated by Garner, Clement et al. are integrated into a proposed new framework of second/foreign language (L2) learning motivation. The proposed model comprises three levels: language, learner, and learning situation. Practical examples for motivating L2 learners are presented. (55 references) (LB)

Presents an approach to developing a grammatical scope and sequence for elementary and intermediate foreign-language instruction that is different from the standard model, which bases the grammatical syllabus of a textbook on tradition, intuition, or both. The article argues that different descriptions of grammar are needed for each of the skills…

This article introduces conceptual grammar as an approach to the analysis and teaching of grammar in foreign and second language contexts through a combination of paradigms: corpus, discourse analysis, and cognitive linguistics. Although the approach is applicable to virtually any language and any construction within that language at various…