Collaborative Completions in Everyday Interaction: A Literature Review

Published Dec 28, 2018

Abstract This article provides an overview of conversation analytic research that investigates the phenomenon of interlocutors “finishing each other’s sentences,” termed collaborative completion, in everyday conversation. The objective is twofold: (1) by reporting on research that examines the formal features and the social actions of collaborative completions, this paper provides a comprehensive overview of both… Read more

Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy

Published Jun 8, 2018

Abstract Assessment literacy (AL) empowers teachers (Grabowski & Dakin, 2014) by helping them make better decisions about the development, administration, and use of assessments (Harding & Kremmel, 2016; Popham, 2009). This is crucial because when teachers make erroneous interpretations, which lead to incorrect decisions, students can suffer unintended, negative consequences (Purpura, 2016; Purpura, Brown, &… Read more

Corrective Feedback in Written Synchronous and Asynchronous Computer-Mediated Communication

Published Dec 22, 2017

Abstract Although corrective feedback (CF) has attracted much attention in the field of second language acquisition, there is scant research pertaining to CF in naturalistic written computer-mediated communication (CMC). This exploratory study addressed this gap by describing the types of CF that occurred and evaluating their relative effects on learner uptake in two conditions: (1)… Read more

Language for Specific Purposes Testing: A Historical Review

Published Dec 22, 2017

Abstract Language for specific purposes (LSP) has a long history in the language testing literature. An outgrowth of the communicative language movement of the 1970s, LSP testing arose out of the practical need to assess individuals’ abilities to perform specific tasks in academic and professional settings. This historical review traces the evolution of LSP testing… Read more

Complex Dynamic Systems and Interlanguage Variability: Investigating Topic, Syntactic Complexity, and Accuracy in NS-NNS Written Interaction

Published Jun 23, 2017

Abstract Studies adopting a Complex Dynamic Systems Theory framework have often fallen into one of two camps: those investigating variable linguistic subsystems (namely, CAF studies) and those concerned with non-linguistic variables displaying the characteristics of dynamic systems, with little concern for their connection to linguistic development. Examining asynchronous interactional data in an 8-week email exchange… Read more

Exploring the Dynamics of Willingness to Communicate in Written Communication: A Case Study

Published Jun 23, 2017

Abstract This paper investigates the dynamics of willingness to communicate (WTC) in written communication between a native and non-native speaker of English. Although research into WTC has identified topic as an interacting variable affecting L2 learners’ WTC during task performances (MacIntyre & Legatto, 2011) and classroom interactions (Cao, 2013), fewer studies have explored the nature… Read more

Exploring the Variability of the Preposition “In” in Written Communication

Published Jun 23, 2017

Abstract Complex Dynamic Systems Theory (CDST) has been applied to the study of second language acquisition to possibly account for the nonlinear development and variability found within second language development. Characteristics of a dynamic system that make it compatible with examining the developmental trajectory of second language acquisition include the presence of subsystems, variability, and… Read more

Exploring the Dynamism between Propositional Complexity and Error Rate: A Case Study

Published Jun 23, 2017

Abstract This case study analyzed data from an asynchronous written mediated exchange between a native speaker and nonnative speaker of English. Three methods of analysis- error analysis, propositional complexity (idea units), and qualitative analysis were used to analyze learner performance over time. The results from these methods were visualized and interpreted according from Complex Dynamic… Read more

Introduction: Investigating Written Dyadic Interaction through a Complex Dynamic Systems Theory Perspective

Published Jun 23, 2017

Abstract Since its inception in the late 1960’s, the field of Second Language Acquisition (SLA) has undergone many transformations. As pre-existing theories have been expanded upon and new theories introduced, researchers and practitioners have come to a deeper understanding of the second language (L2) learning process. The past two decades, in particular, have seen a… Read more

The Effects of Visual Input on Scoring a Speaking Achievement Test

Published Dec 31, 2016

ABSTRACT In the assessment of aural skills of second language learners, the study of the inclusion of visual stimuli has almost exclusively been conducted in the context of listening assessment. While the inclusion of contextual information in test input has been advocated for by numerous researchers (Ockey, 2010), little has been said regarding the scoring… Read more

The Impact of Input Flooding and Textual Enhancement on Iranian EFL Learners’ Syntactic Development

Published Jul 18, 2016

Abstract The present study was an attempt to examine the impact of input flooding (IF) and textual enhancement (TIE) on EFL learners’ syntactic development. Four homogenous groups were selected based on the pre-test and placement tests. During the treatment, the first group (i.e., IF) received reading comprehension passages in which the structure was flooded. The… Read more

Rater Cognition in L2 Speaking Assessment: A Review of the Literature

Published Jul 18, 2016

Abstract   This literature review attempts to survey representative studies within the context of L2 speaking assessment that have contributed to the conceptualization of rater cognition. Two types of studies are looked at: 1) studies that examine how raters differ (and sometimes agree) in their cognitive processes and rating behaviors, in terms of their focus… Read more

Rethinking for Second Language Speaking

Published Dec 30, 2015

Abstract Slobin’s (1996) thinking for speaking hypothesis has been recently adopted by second language researchers as a valuable lens from which to examine the complexities of possible conceptual restructuring during interlanguage development. This paper reviews a sample of studies analyzing the linguistic and conceptual patterns observed in second language learners while using their respective target… Read more

Intentional Dynamics in TESOL: An Ecological Perspective

Published Jun 16, 2015

Abstract This paper presents an ecological perspective on meaning-making, conceptualised as developing intentionality and exemplified with reference to three international TESOL settings. The paper draws on philosophical and folk-psychological perspectives on intentionality, including Searle’s (1983) distinction between intrinsic (individual) and derived (social) forms of intentionality and Young, DePalma and Garrett’s (2002) modelling of intentional dynamics… Read more

Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction

Published Jun 16, 2015

Abstract Based on video-recordings and transcripts from parent-child conversations, this paper examines how marked person references can be designed to invoke relevant membership categories. Through detailed analyses guided by the principles of Conversation Analysis and Membership Categorization Analysis, I show that categories invoked through marked person references allow speakers to account for and upgrade the… Read more

Talmy’s Dichotomous Typology and Japanese Lexicalization Patterns of Motion Events

Published Jun 4, 2015

Abstract Talmy‘s (1985) crosslinguistic typology of lexicalization patterns of motion events have been extensively used in second language acquisition (SLA) research as a means to examine how second language (L2) learners map form, meaning, and function. These studies have yielded some conflicting results regarding the learnability of L2 lexicalization patterns — arguably the oversimplification over… Read more

Task Complexity and Linguistic Complexity: An Exploratory Study

Published Jun 4, 2015

Abstract Central to any task-based syllabus is the notion of complexity. Proponents of task-based language teaching (TBLT) have argued that tasks be sequenced according to their inherent cognitive complexity, partially because learner performance changes according to the complexity of the task. This exploratory study examines the effect of task complexity on the linguistic complexity of… Read more

Effects of Output and Note-Taking on Noticing and Interlanguage Development

Published Jun 4, 2015

Abstract Recent literature in second language acquisition (SLA) suggests that opportunities for output production contribute to target like acquisition. In the course of second language (L2) production, learners are prompted to notice the gaps and/or holes in their knowledge, and thus give extra attention to such discrepancies in subsequent input (Swain, 1995). Given that whether… Read more