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It Works in Theory and in Practice: A Practical Guide for Introducing TBLT in a Beginner Spanish Program
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Llorente Bravo, Marta; Sanchez-Gutierrez, Claudia Helena; Guerra, Kathleen; Aguinaga Echeverría, Silvia – L2 Journal, 2022
Task-based language teaching (TBLT) has been at the center of the debates on which approaches are most effective for structuring, planning, and implementing language courses. Several articles have focused on its effectiveness (Bryfonsky & McKay, 2017; Long, 2016; González-Lloret & Nielson, 2015), but few have shared specific implementation…
Descriptors: Task Analysis, Spanish, Teaching Methods, Second Language Learning
From Learning to Interacting: The Experience of Perezhivanie in a Beginner Italian Student's Use of the Schemas of a Complete Orienting Basis of Action (SCOBAs)
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Fernandez, Loretta – L2 Journal, 2022
This case study explores the cognitive and emotional development of a university student using the schema of a complete orienting basis of action (SCOBA) in her learning of Italian as a foreign language. The article follows Marie, a 19-year-old undergraduate student, as she used a SCOBA that illustrated the concept of Genre and Register in…
Descriptors: Second Language Learning, Second Language Instruction, Italian, Learning Processes
Machine Translation: Friend or Foe in the Language Classroom?
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Klekovkina, Vera; Denié-Higney, Laurence – L2 Journal, 2022
Machine translation (MT) provides a seemingly accelerated alternative way to communicate in the target language (L2). A convenient service to the public, MT renders a potential disservice to language learners. In this pedagogically focused article, we show concrete and detailed examples of how language instructors can turn MT and other electronic…
Descriptors: Translation, Computational Linguistics, Interdisciplinary Approach, Writing Instruction
Carving out a Dialogic Space for "I": A Corpus-Based Study of Novice L2 College Writers' Use of First-Person Pronouns in Argumentative Essays
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Wang, Zhaozhe – L2 Journal, 2019
L2 writers likely perceive "good academic writing" as impersonal (Hyland, 2002; Shen, 1989; Tang & John, 1999). Yet research has shown that every linguistic and rhetorical choice that a writer makes--including, the presence/absence and different forms of self-mention--potentially reveals the writer's authorial identity (Ivanic,…
Descriptors: Second Language Learning, Form Classes (Languages), Academic Language, Persuasive Discourse
Creating a Social Context through Film: Teaching L2 Pragmatics as a Locally Situated Process
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Abrams, Zsuzsanna – L2 Journal, 2016
Pragmatics is an underrepresented area in L2 instruction, in spite of disciplinary emphasis on communicative skills (de Pablos-Ortega, 2011; Eisenchlas, 2011). Films have been shown to be capable of mitigating this lack of pedagogically prepared materials (Abrams, 2014; Kambara, 2011; Fernández-Guerra, 2008; Grant & Starks, 2001; Washburn,…
Descriptors: Second Language Learning, Second Language Instruction, Pragmatics, Social Environment
Student Initiatives and Missed Learning Opportunities in an IRF Sequence: A Single Case Analysis
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Li, Houxiang – L2 Journal, 2013
Most conversation analysis (CA) studies of the initiation-response-feedback (IRF; Sinclair & Coulthard, 1975) sequence have focused on teacher actions in the feedback move. In this article, I use CA to analyze student initiatives (Waring, 2011) within an IRF sequence in one excerpt from a Chinese as a foreign language class. The excerpt…
Descriptors: Discourse Analysis, Case Studies, Feedback (Response), Second Language Learning