Part I - Theoretical Perspectives
Published online by Cambridge University Press: 27 February 2018
Edited by
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- Practice in Second Language Learning , pp. 5 - 52Publisher: Cambridge University PressPrint publication year: 2018
References
References
Amador Moreno, C., McCarthy, M. J. and O’Keeffe, A. 2013. ‘Can English provide a framework for Spanish response tokens?’ Yearbook of Corpus Linguistics and Pragmatics (2013): 175–201.Google Scholar
Atkins, S. and Carter, R. 2012. ‘Creativity in speech’, in Gee, J. P. and Handford, M. (eds.), The Routledge Handbook of Discourse Analysis. Abingdon, Oxon: Routledge, 315–325.Google Scholar
Biber, D. 2009. ‘A corpus-driven approach to formulaic language: Multi-word patterns in speech and writing’, International Journal of Corpus Linguistics 14: 381–417.CrossRefGoogle Scholar
Biber, D., Johansson, S., Leech, G., Conrad, S. and Finegan, E. 1999. Longman Grammar of Spoken and Written English. London: Longman.Google Scholar
Burns, A., Gollin, S. and Joyce, H. 1997. ‘Authentic spoken texts in the language classroom’, Prospect 12: 72–86.Google Scholar
Buttery, P. and Caines, A. 2010. ‘Normalising frequency counts to account for “opportunity of use” in learner corpora’, in Tono, Y., Kawaguchi, Y. and Minegishi, M. (eds.), Developmental and Crosslinguistic Perspectives in Learner Corpus Research. Amsterdam: John Benjamins, 187–204.Google Scholar
Buttery, P. and McCarthy, M. 2012. ‘Lexis in spoken discourse’, in Gee, J. P. and Handford, M. (eds.), The Routledge Handbook of Discourse Analysis. Abingdon, Oxon: Routledge, 285–300.Google Scholar
Bygate, M. 2001. ‘Effects of task repetition on the structure and control of language’, in Bygate, M., Skehan, P. and Swain, M. (eds.), Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing. Harlow: Pearson Education, 23–48.Google Scholar
Carter, R. 1998. ‘Orders of reality: CANCODE, communication and culture’, ELT Journal 52: 43–56.Google Scholar
Carter, R. and McCarthy, M. 1995. ‘Grammar and the spoken language’, Applied Linguistics 16(2): 141–158.CrossRefGoogle Scholar
Carter, R. and McCarthy, M. 2006. Cambridge Grammar of English: A Comprehensive Guide. Spoken and Written English Grammar and Usage. Cambridge: Cambridge University Press.Google Scholar
Carter, R. and McCarthy, M. 2015. ‘Spoken grammar: Where are we and where are we going?’, Applied Linguistics 1–21. First published online 30 January 2015. doi: 10.1093/applin/amu080CrossRefGoogle Scholar
Carter, R., McCarthy, M., Mark, G. and O’Keeffe, A. 2011. English Grammar Today. Cambridge: Cambridge University Press.Google Scholar
Clancy, B. and McCarthy, M. 2015. ‘Co-constructed turn-taking’, in Aijmer, K. and Rühlemann, C. (eds.), Corpus Pragmatics: A Handbook. Cambridge: Cambridge University Press, 430–453.Google Scholar
Clennell, C. 1999. ‘Promoting pragmatic awareness and spoken discourse skills within EAP classes’, ELT Journal 53: 83–91.Google Scholar
Cook, G. 2001. ‘“The philosopher pulled the lower jaw of the hen”: ludicrous invented sentences in language teaching’, Applied Linguistics 22(3): 366–387.CrossRefGoogle Scholar
Council of Europe 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.Google Scholar
DeKeyser, R. M. 2010. ‘Practice for second language learning: Don’t throw out the baby with the bathwater’, International Journal of English Studies 10(1): 155–165.CrossRefGoogle Scholar
Doughty, C. and Pica, T. 1986. ‘“Information gap” tasks: Do they facilitate second language acquisition?’, TESOL Quarterly 20(2): 305–325.CrossRefGoogle Scholar
Ellis, R. 2003. Task-based Language Learning and Teaching. Oxford: Oxford University Press.Google Scholar
Erman, B. and Warren, B. 2000. ‘The idiom principle and the open choice principle’, Text 20(1): 29–62.Google Scholar
Evison, J. 2013. ‘Turn openings in academic talk: Where goals and roles intersect’, Classroom Discourse 4(1): 3–26.Google Scholar
Gardner, R. 1997. ‘The listener and minimal responses in conversational interaction’, Prospect 12(2): 12–32.Google Scholar
Gatbonton, E. and Segalowitz, N. 1988. ‘Creative automatization: Principles for promoting fluency within a communicative framework’, TESOL Quarterly 22(3): 473–492.Google Scholar
Gilmore, A. 2004. ‘A comparison of textbook and authentic interactions’, ELT Journal 58(4): 363–371.Google Scholar
Golato, A. 2003. ‘Studying compliment responses: A comparison of DCTs and recordings of naturally occurring talk’, Applied Linguistics 24: 90–121.Google Scholar
Green, C. F., Christopher, E. R. and Lam, J. 2002. ‘Developing discussion skills in the ESL classroom’, in Richards, J. C. and Renandya, W. A. (eds.), Methodology in Language Teaching: An Anthology of Current Practices. Cambridge: Cambridge University Press, 225–233.Google Scholar
Griffiths, G. and Keohane, K. 2000. Personalizing Language Learning. Cambridge: Cambridge University Press.Google Scholar
Guilloteaux, M. J. and Dörnyei, Z. 2008. ‘Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation’, TESOL Quarterly 24(1): 55–77.Google Scholar
Hasselgreen, A. 2004. Testing the Spoken English of Young Norwegians: A Study of Test Validity and the Role of ‘Smallwords’ in Contributing to Pupils’ Fluency. Cambridge: Cambridge University Press.Google Scholar
Hinkel, E. 2006. ‘Current perspectives on teaching the four skills’, TESOL Quarterly 40(1): 109–131.Google Scholar
Horwitz, E. K. 1999. ‘Cultural and situational influences on foreign language learners’ beliefs about language learning: a review of BALLI studies’, System 27(4): 557–576.Google Scholar
Horwitz, E. K., Horwitz, M. B. and Cope, J. 1986. ‘Foreign language classroom anxiety’, The Modern Language Journal 70(2): 125–132.Google Scholar
Hughes, R. and McCarthy, M. 1998. ‘From sentence to grammar: Discourse grammar and English language teaching’, TESOL Quarterly 32(2): 263–287.Google Scholar
Hunston, S. 2002. ‘Pattern grammar, language teaching and linguistic variation’, in Reppen, R., Fitzmaurice, S. and Biber, D. (eds.), Using Corpora to Explore Linguistic Variation. Amsterdam: John Benjamins, 167–183.Google Scholar
Jones, R. E. 2002. ‘We used to do this and we'd also do that: A discourse pattern for teaching the reminiscence story’, The Language Teacher 26(2). Available online at: http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/02/feb/ jones.htmGoogle Scholar
Lam, W. and Wong, J. 2000. ‘The effects of strategy training on developing discussion skills in an ESL classroom’, ELT Journal 54(3): 245–255.Google Scholar
Leech, G. 2000. ‘Grammars of spoken English: New outcomes of corpus-oriented research’, Language Learning 50(4): 675–724.Google Scholar
Lynch, T. and Maclean, J. 2001. ‘“A case of exercising”: Effects of immediate task repetition on learners’ performance’, in Bygate, M., Skehan, P. and Swain, M. (eds.), Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing. Harlow: Pearson Education, 141–162.Google Scholar
Maley, A. and Duff, A. 2005. Drama Techniques: A Resource Book of Communication Activities for Language Teachers. 3rd edn. Cambridge: Cambridge University Press.Google Scholar
Martinez, R. and Schmitt, N. 2012. ‘A phrasal expressions list’, Applied Linguistics 33(3): 299–320.Google Scholar
McCarten, J. 2007. Teaching Vocabulary: Lessons from the Corpus, Lessons for the Classroom. New York: Cambridge University Press Marketing Department.Google Scholar
McCarten, J. 2010. ‘Corpus-informed course book design’, in O’Keeffe, A. and McCarthy, M. (eds.), The Routledge Handbook of Corpus Linguistics. Abingdon, Oxon: Routledge, 413–427.Google Scholar
McCarthy, M. 2014. ‘Authenticity revisited: Corpus, conversation, and materials’, The Language Teacher 38(4): 23–27.Google Scholar
McCarten, J. and Sandiford, H. 2016. ‘A case study in blended learning course design’, in McCarthy, M. (ed.), The Cambridge Guide to Blended Learning for Language Teaching Cambridge: Cambridge University Press, 200–215.Google Scholar
McCarthy, M. 1998. Spoken Language and Applied Linguistics. Cambridge: Cambridge University Press.Google Scholar
McCarthy, M. 2002. ‘Good listenership made plain: British and American non-minimal response tokens in everyday conversation’, in Reppen, R., Fitzmaurice, S. and Biber, D. (eds.), Using Corpora to Explore Linguistic Variation. Amsterdam: John Benjamins, 49–71.Google Scholar
McCarthy, M. 2003. ‘Talking back: “small” interactional response tokens in everyday conversation’, Research on Language in Social Interaction 36: 33–63.Google Scholar
McCarthy, M. 2010. ‘Spoken fluency revisited’, English Profile Journal. Available online at: http://journals.cambridge.org/action/displayJournal?jid=EPJGoogle Scholar
McCarthy, M. and O’Keeffe, A. 2004. ‘Research in the teaching of speaking’, Annual Review of Applied Linguistics 24: 26–43.Google Scholar
McCarthy, M. and McCarten, J. 2010. ‘Bridging the gap between corpus and course book: The case of conversation strategies’, in Mishan, F. and Chambers, A. (eds.), Perspectives on Language Learning Materials Development. Oxford: Peter Lang, 11–32.Google Scholar
McCarthy, M. and McCarten, J. 2012. ‘Corpora and materials design’, in Hyland, K. L., Chau, M. H. and Handford, M. (eds.), Corpus Applications in Applied Linguistics. London and New York: Continuum, 225–241.Google Scholar
McCarthy, M., McCarten, J. and Sandiford, H. 2012. Viewpoint Student’s Book 1. Cambridge: Cambridge University Press.Google Scholar
McCarthy, M., McCarten, J. and Sandiford, H. 2014. Touchstone Second Edition, Levels 1–4. Cambridge: Cambridge University Press.Google Scholar
Mori, J. 2002. ‘Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom’, Applied Linguistics 23: 323–347.Google Scholar
O’Keeffe, A. and Farr, F. 2003. ‘Using language corpora in language teacher education: Pedagogic, linguistic and cultural insights’, TESOL Quarterly 37: 389–418.Google Scholar
Richards, J. C. 2006. Communicative Language Teaching Today. Cambridge: Cambridge University Press.Google Scholar
Rühlemann, C. 2006. ‘Coming to terms with conversational grammar’, International Journal of Corpus Linguistics 11(4): 385–409.CrossRefGoogle Scholar
Sacks, H., Schlegoff, E. and Jefferson, G. 1974. ‘A simplest semantics for the organisation of turn taking for conversation’, Language 50(4): 696–735.Google Scholar
Schmidt, R. 1990. ‘The role of consciousness in second language learning’, Applied Linguistics 11: 129–158.Google Scholar
Schmidt, R. 1993. ‘Awareness and second language acquisition’, Annual Review of Applied Linguistics 13: 206–226.Google Scholar
Shumin, K. 2002. ‘Factors to consider: Developing adult learners’ EFL speaking abilities’, in Richards, J. C. and Renandya, W. A. (eds.), Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press, 204–211.Google Scholar
Sinclair, J. McH. and Coulthard, R. M. 1975. Towards an Analysis of Discourse. Oxford: Oxford University Press.Google Scholar
Slade, D. 1997. ‘Stories and gossip in English: The macro-structure of casual talk’, Prospect 12: 72–86.Google Scholar
Tao, H. 2003. ‘Turn initiators in spoken English: A corpus-based approach to interaction and grammar’, in Meyer, C. and Leistyna, P. (eds.), Corpus Analysis, Language Structure and Language Use. Amsterdam: Rodopi, 187–207.Google Scholar
Tao, H. and McCarthy, M. 2001. ‘Understanding non-restrictive which-clauses in spoken English, which is not an easy thing’, Language Sciences 23: 651–677.CrossRefGoogle Scholar
Toohey, K. 2000. Learning English at School: Identity, Social Relations and Classroom Practice. Clevedon: Multilingual Matters.Google Scholar
Tsang, W. K. and Wong, M. 2002. ‘Conversational English: An interactive, collaborative, and reflective approach’, in Richards, J. C. and Renandya, W. A. (eds.), Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press, 212–224.Google Scholar
Ushioda, E. and Dörnyei, Z. 2012. ‘Motivation’, in Gass, S. and Mackey, A. (eds.), The Routledge Handbook of Second Language Acquisition. New York: Routledge, 396–409.Google Scholar
Van Lier, L. 1998. ‘The relationship between consciousness, interaction and language learning’, Language Awareness 7: 128–145.Google Scholar
Widdowson, H. G. 1998. ‘Context, community, and authentic language’, TESOL Quarterly 32(4): 705–716.Google Scholar
Wray, A. 2000. ‘Formulaic sequences in second language teaching: Principle and practice’, Applied Linguistics 21: 463–489.CrossRefGoogle Scholar
Yuan, Y. 2001. ‘An enquiry into empirical pragmatics data-gathering methods: Written DCTs, oral DCTs, field notes, and natural conversations’, Journal of Pragmatics 33: 271–292.Google Scholar
References
Anderson, J. R. 1995. Learning and Memory: An Integrated Approach. New York: John Wiley and Sons.Google Scholar
Anderson, J. R. 2015. Cognitive Psychology and Its Implications. 8th edn. New York: Worth Publishers.Google Scholar
Anderson, J. R. and Schunn, C. D. 2000. ‘Implications of the ACT-R learning theory: No magic bullets’, in Glaser, R. (eds.), Advances in Instructional Psychology, Vol. V. Mahwah, NJ: Lawrence Erlbaum, 1–27.Google Scholar
Anderson, J. R. and Fincham, J. M. 1994. ‘Acquisition of procedural skills from examples’, Journal of Experimental Psychology: Learning, Memory, and Cognition 20(6): 1322–1340.Google Scholar
Anderson, J. R., Bothell, D., Byrne, M. D., Douglass, S., Lebiere, C. and Qin, Y. 2004. ‘An integrated theory of the mind’, Psychological Review 111(4): 1036–1060.Google Scholar
Baralt, M., Gilabert, R. and Robinson, P. 2014. Task Sequencing and Instructed Second Language Learning. London: Bloomsbury.Google Scholar
Bygate, M. 2001. ‘Effects of task repetition on the structure and control of oral language’, in Bygate, M., Skehan, P. and Swain, M. (eds.), Researching Pedagogic Tasks: Second Language Learning and Testing. Harlow: Longman, 23–49.Google Scholar
Carol, J. B. 1965. ‘The contributions of psychological theory and educational research to the teaching of foreign languages’, The Modern Language Journal 5: 273–281.Google Scholar
Carter, R. and McCarthy, M. 1995. ‘Grammar and the spoken language’, Applied Linguistics 16(2): 141–158.Google Scholar
Chastain, K. D. and Woerdehoff, F. J. 1968. ‘A methodological study comparing the audio-lingual habit theory and the cognitive code-learning theory’, The Modern Language Journal 52(5): 268–279.Google Scholar
Chein, J. M. and Schneider, W. 2005. ‘Neuroimaging studies of practice-related change: fMRI and meta-analytic evidence of a domain-general control network for learning’, Cognitive Brain Research 25: 607–623.Google Scholar
DeKeyser, R. M. 1998. ‘Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar’, in Doughty, C. and Williams, J. (eds.), Focus on Form in Second Language Acquisition. Cambridge: Cambridge University Press, 42–63.Google Scholar
DeKeyser, R. M. 2007. ‘Introduction: Situating the concept of practice’, in DeKeyser, R. M. (eds.), Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology. Cambridge: Cambridge University Press, 1–18.CrossRefGoogle Scholar
DeKeyser, R. M. 2010. ‘Practice for second language learning: Don’t throw out the baby with the bathwater’, International Journal of English Studies 10(1): 155–165.Google Scholar
DeKeyser, R. M. 2015. ‘Skill acquisition theory’, in VanPatten, B. and Williams, J. (eds.), Theories in Second Language Acquisition. London: Routledge, 94–112.Google Scholar
DeKeyser, R. M. and Sokalski, K. 1996. ‘The differential role of comprehension and production practice’, Language Learning 46: 613–642.Google Scholar
DeKeyser, R. M. and Botana, G. P. 2015. ‘The effectiveness of processing instruction in L2 grammar acquisition: A narrative review’, Applied Linguistics 36(3): 290–305.CrossRefGoogle Scholar
Ellis, R. 1993. ‘The structural syllabus and second language acquisition’, TESOL Quarterly 27(1): 91–113.Google Scholar
Ellis, R. 1994. ‘A theory of instructed second language acquisition’, in Ellis, N. (ed.), Implicit and Explicit Learning of Strategies. San Diego, CA: Academic Press, 79–114.Google Scholar
Ellis, R. 2003. Task-based Language Learning and Teaching. Oxford: Oxford University Press.Google Scholar
Ellis, R. 2005. ‘Planning and task-based performance: Theory and research’, in Ellis, R. (eds.), Planning and Task Performance in a Second Language. Amsterdam: John Benjamins, 3–37.CrossRefGoogle Scholar
Ellis, R. 2008. The Study of Second Language Acquisition. 2nd edn. Oxford: Oxford University Press.Google Scholar
Ellis, R. 2009. ‘Task-based language teaching: Sorting out the misunderstandings’, International Journal of Applied Lingustics 19(3): 221–246.Google Scholar
Ellis, R. and Shintani, N. 2014. Exploring Language Pedagogy through Second Language Acquisition Research. London and New York: Routledge.Google Scholar
Ericsson, K. A. 2006. ‘The influence of experience and deliberate practice on the development of superior expert performance’, in Ericsson, K. A., Charness, N., Feltovich, P. J. and Hoffman, R. R. (eds.), The Cambridge Handbook of Expertise and Expert Performance. Cambridge: Cambridge University Press, 685–706.Google Scholar
Ericsson, K. A., Krampe, R. T. and Tesch-Romer, C. 1993. ‘The role of deliberate practice in the acquisition of expert performance’, Psychological Review 100: 363–406.Google Scholar
Farley, A. and Aslan, E. 2012. ‘The relative effects of processing instruction and meaning based output instruction on L2 acquisition of the English subjunctive’, ELT Research Journal 1(2): 120–141.Google Scholar
Hayes, J. R. 1985. ‘Three problems in teaching general skills’, in Segal, J., Chipman, S. and Glaser, R. (eds.), Thinking and Learning. Hillsdale, NJ: Lawrence Erlbaum, 391–405.Google Scholar
Howatt, A. P. R. with Widdowson, H. G. 2004. A History of English Language Teaching. Oxford: Oxford University Press.Google Scholar
Hymes, D. 1972. ‘On communicative competence’, in Pride, J. B. and Holmes, J. (eds.), Sociolinguistics. Harmondsworth: Penguin, 269–293.Google Scholar
Keating, G. D. 2014. ‘Eye-tracking with text’, in Jegerski, J. and VanPatten, B. (eds.), Research Methods in Second Language Psycholinguistics. New York and London. Routledge, 69–92.Google Scholar
Krashen, S. 1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon.Google Scholar
Krashen, S. and Terrell, T. 1983. The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergamon.Google Scholar
Logan, G. D. 1988. ‘Toward an instance theory of automatization’, Psychological Review 95: 492–527.Google Scholar
Loschky, L. and Bley-Vroman, R. 1993. ‘Grammar and task-based methodology’, in Crookes, G. and Gass, S. M. (eds.), Tasks and Language Learning: Integrating Theory and Practice. Clevedon: Multilingual Matters, 123–167.Google Scholar
Newell, A. and Rosenbloom, P. 1981. ‘Mechanisms of skill acquisition and the law of practice’, in Anderson, J. R. (ed.), Cognitive Skills and Their Acquisition. Hillsdale, NJ: Lawrence Erlbaum, 1–56.Google Scholar
Nunan, D. 2004. Task-based Language Teaching. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Paradis, M. 1994. ‘Neurolinguistic aspects of implicit and explicit memory: Implications for bilingualism’, in Ellis, N. (ed.), Implicit and Explicit Learning of Second Languages. London: Academic Press, 393–419.Google Scholar
Rivers, W. M. 1964. The Psychologist and the Foreign Language Teacher. Chicago: University of Chicago Press.Google Scholar
Robinson, P. 2010. ‘Situating and distributing cognition across task demands: The SSARC model of pedagogic task sequencing’, in Putz, M. and Sicola, L. (eds.), Inside the Learner’s Mind: Cognitive Processing in Second Language Acquisition. Amsterdam: John Benjamins, 243–268.CrossRefGoogle Scholar
Robinson, P. 2011. Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance. Amsterdam: John Benjamins.Google Scholar
Schmidt, R. 1990. ‘The role of consciousness in second language learning’, Applied Linguistics 11(2): 129–158.Google Scholar
Serrano, R. 2011. ‘The time factor in EFL classroom practice’, Language Learning 61(1): 117–145.Google Scholar
Shintani, N., Li, S. and Ellis, R. 2013. ‘Comprehension-based versus production-based grammar instruction: A meta-analysis of comparative studies’, Language Learning 63(2): 296–329.Google Scholar
Simon, H. and Gilmartin, K. 1973. ‘A simulation of memory for chess positions’, Cognitive Psychology 5: 29–46.Google Scholar
Thompson, C. 2014. ‘The effects of guided planning, task complexity and task sequencing on L2 oral production’, in Baralt, M., Gilabert, R. and Robinson, P. (eds.), Task Sequencing and Instructed Second Language Learning. London: Bloomsbury, 123–148.Google Scholar
Toth, P. 2006. ‘Processing instruction and a role for output in second language acquisition’, Language Learning 56(2): 319–385.Google Scholar
VanPatten, B. 1996. Input Processing and Grammar Instruction. Norwood, NJ: Ablex Publishing Corporation.Google Scholar
VanPatten, B. 2004. ‘Input processing in second language acquisition’, in VanPatten, B. (ed.), Processing Instruction: Theory, Research, and Commentary. Mahwah, NJ: Lawrence Erlbaum, 5–32.Google Scholar
VanPatten, B. 2015. ‘Input processing in adult SLA’, in VanPatten, B. and Williams, J. (eds.), Theories in Second Language Acquisition. London: Routledge, 113–137.Google Scholar
VanPatten, B. and Cadierno, T. 1993. ‘Explicit instruction and input processing’, Studies in Second Language Acquisition 15: 225–243.Google Scholar