Araştırma Makalesi
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İKİNCİ DİL EDİNİM ARAŞTIRMASININ PEDAGOJİK İLİŞKİSİ ÜZERİNE ÜÇ TEZ

Yıl 2005, Sayı: 130, 19 - 37, 01.12.2005
https://doi.org/10.1501/Dilder_0000000046

Öz

Bu yazıda ikinci dil edinim araştırmalarının dil öğretimindeki yeri incelenmektedir. Çıkış noktası olarak, her biri ikinci dil edinim araştırmalarıyla bağlantılı bir uygunluk ölçütü getiren üç tez ileri sürülmektedir. Ardından bu üç tez sınıf ortamında ikinci dil araştırmasını temel alan üç adet ampirik çalışmaya dayanılarak örneklenmektedir. Sonuç olarak, görev tabanlı araştırma alanının ikinci dil öğretimi ve ikinci dil araştırmasının birbirlerinden yararlanabilecekleri bir alan olduğu ileri sürülmektedir. Ayrıca, öğretmenlerle araştırmacılar arasında işbirliğine dayanan ve yapıcı bir diyalogun geliştirilmesi için bunun nasıl sağlanabileceği önerilmektedir

Kaynakça

  • Allwright, R. L. (1984). Why don’t learners learn what teachers teach? – The interaction hypothesis. In: Singleton, D. M. & Little, D. G. (eds.), Language learning in formal and informal contexts. Dublin: IRAAL, 3-18.
  • Corder, S. P. (1981). The role of interpretation in the study of learners’ errors. In: Corder, S. P., Error analysis and interlanguage. Oxford: Oxford University Press, 35- 44.
  • Coughlan, P. & Duff, P. (1994). Same task, different activities: Analysis of SLA task from an activity theory perspective. In: Lantolf, J. & Appel, G. (eds.), Vygotskian approaches to second language research. New Jersey: Ablex, 173-193.
  • Dam, L., Legenhausen, L., & Wolff, D. (1990). Text production in the foreign language classroom and the word processor. In: System 18, 325-334.
  • Eckerth, J. (1998). Kognitive Aspekte sprachbezogener Lernerfragen. Interaktion und Kognition im Deutsch-als-Fremdsprache-Unterricht [Cognitive aspects of language-related learner questions. Interaction and cognition in the German- as-a-Second-Language classroom]. Baltmannsweiler: Schneider Verlag Hohengehren.
  • Eckerth, J. (1999a). Assessing learning opportunities in the L2 classroom: Investigating the validity and reliability of uptake-recall charts. Utrecht University, mimeo.
  • Eckerth J. (1999b). Interaction and participation in the foreign language classroom: The snowball hypothesis. In: Proceedings from the 6th International NELLE- Conference, Bielefeld, 25-30.
  • Eckerth, J. (1999c). Negotiation of target language discourse in foreign language learning: focus on form and meaning. In: Toegepaste Taalwetenschap in Artikelen 61, 75-83.
  • Eckerth, J. (2003a). Fremdsprachenerwerb in aufgabenbasierten Interaktionen [Second language acquisition through task-based interaction]. Tübingen: Narr.
  • Eckerth, J. (ed.) (2003b). Empirische Arbeiten aus der Fremdsprachenerwerbsforschung. Beiträge des Hamburger Promovierendenkolloquiums Sprachlehrforschung [Second language acquisition research: Contributions of the Hamburg Ph.D.- Research Forum]. Bochum: AKS-Verlag.
  • Eckerth, J. (under review). Second language acquisition through task-based interaction: Investigating learning processes and learning gains.
  • Eckerth, J. (in preparation). Autonomous learning in task-based learner-learner-interaction. Will be submitted to: Language Teaching Research.
  • Eckerth, J. & Riemer, C. (2000). Awareness und Motivation: Noticing als Bindeglied zwischen kognitiven und affektiven Faktoren des Fremdsprachenlernens [Awareness and motivation: noticing as link between cognitive and affective factors in foreign language learning]. In: Riemer, C. (ed.), Kognitive Aspekte des Lehrens und Lernens von Fremdsprachen / Cognitive aspects of foreign language learning and teaching. Studies in honour of Willis J. Edmondson. Tübingen: Narr, 228-246.
  • Ellis, R. (1995). Uptake as language awareness. In: Language Awareness 4, 147-160.
  • Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University Press.
  • Felix, S. & Weigl, W. (1991). Universal grammar in the classroom: The effects of formal instruction on second language acquisition. In: Second Language Research 72, 162-181.
  • Foster, P. (1998). A classroom perspective on the negotiation of meaning. In: Applied Linguistics 19, 1-23.
  • Gee, J. (21996). Social linguistics and literacies. Ideology in discourses. London: Taylor & Francis.
  • Hall, J. K. & Verplaetse, L. S. (eds.) (2000). Second and foreign language learning through classroom interaction. Mahwah, NJ: Lawrence Erlbaum.
  • Hulstijn, J. (1997). Second language acquisition research in the laboratory: possibilities and limitations. In: Studies in Second Language Acquisition 19, 131-143.
  • Kramsch, C. (1995). The applied linguist and the foreign language teacher: Can they talk to each other? In: Australian Review of Applied Linguistics 18, 1-16.
  • Long, M. (1983). Native-speaker/non-native speaker conversation and the negotiation of comprehensible input. In: Applied Linguistics 4, 126-141.
  • Long, M. (1996). The role of the linguistic environment in second language acquisition. In: Ritchie, W. C. & Bhatia, T. K. (eds.), Handbook of second language acquisition. San Diego: Academic Press, 413-468.
  • Pica, T. (1997). Second language teaching and research relationships: A North American view. In: Language Teaching Research 1, 48-72.
  • Robinson, P. (2001a). Task complexity, difficulty and lexical variety. In: Applied Linguistics 22, 27-57.
  • Robinson, P. (2001b). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In: Robinson, P. (ed.), Cognition and second language instruction. Cambridge: Cambridge University Press, 287-318.
  • Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
  • Skehan, P. & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. In: Language Learning 49, 93-120.
  • Skehan, P. & Foster, P. (2001). Cognition and tasks. In: Robinson, P. (ed.), Cognition and second language instruction. Cambridge: Cambridge University Press, 183- 205..
  • Slimani, A. (1989). The role of topicalization in classroom language learning. In: System 17, 223-234.
  • Slimani, A. (1992). Evaluation of classroom interaction. In: Alderson, J.C. & Beretta, A. (eds.), Evaluating second language education. Cambridge: Cambridge University Press, 197-220.
  • Swain, M. (1985). Communicative competence: some roles of comprehensible input and comprehensible output in its development. In: Gass, S. M. & Madden, C. (eds.), Input in second language acquisition. Rowley, MA: Newbury House, 235-253.
  • Swain, M. (1995): Three functions of output in second language learning. In: Cook, G. & Seidlhofer, B. (eds.), Principle & practice in Applied Linguistics. Studies in honour of H. G. Widdowson. Oxford: Oxford University Press, 125-144.
  • Swain, M. & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In: Bygate, M.; Skehan, P. & Swain, M. (eds.), Researching pedagogic tasks. Second language learning, teaching and testing. London: Longman, 99-118.

THREE THESES ON THE PEDAGOGICAL RELEVANCE OF SECOND LANGUAGE ACQUISITION RESEARCH

Yıl 2005, Sayı: 130, 19 - 37, 01.12.2005
https://doi.org/10.1501/Dilder_0000000046

Öz

The paper investigates the relevance of second language acquisition research inside language teaching. As a point of departure, three theses are proposed, each of which suggests a relevance criterion regarding second language acquisition research. These three theses are then exemplified by reference to three empirical studies in classroom-based L2 research. In conclusion, it is suggested that the field of task-based research is one in which L2 teaching and L2 research can benefit from each other. It is further proposed how this might be done, such that a cooperative and constructive dialogue between teachers and researchers develops

Kaynakça

  • Allwright, R. L. (1984). Why don’t learners learn what teachers teach? – The interaction hypothesis. In: Singleton, D. M. & Little, D. G. (eds.), Language learning in formal and informal contexts. Dublin: IRAAL, 3-18.
  • Corder, S. P. (1981). The role of interpretation in the study of learners’ errors. In: Corder, S. P., Error analysis and interlanguage. Oxford: Oxford University Press, 35- 44.
  • Coughlan, P. & Duff, P. (1994). Same task, different activities: Analysis of SLA task from an activity theory perspective. In: Lantolf, J. & Appel, G. (eds.), Vygotskian approaches to second language research. New Jersey: Ablex, 173-193.
  • Dam, L., Legenhausen, L., & Wolff, D. (1990). Text production in the foreign language classroom and the word processor. In: System 18, 325-334.
  • Eckerth, J. (1998). Kognitive Aspekte sprachbezogener Lernerfragen. Interaktion und Kognition im Deutsch-als-Fremdsprache-Unterricht [Cognitive aspects of language-related learner questions. Interaction and cognition in the German- as-a-Second-Language classroom]. Baltmannsweiler: Schneider Verlag Hohengehren.
  • Eckerth, J. (1999a). Assessing learning opportunities in the L2 classroom: Investigating the validity and reliability of uptake-recall charts. Utrecht University, mimeo.
  • Eckerth J. (1999b). Interaction and participation in the foreign language classroom: The snowball hypothesis. In: Proceedings from the 6th International NELLE- Conference, Bielefeld, 25-30.
  • Eckerth, J. (1999c). Negotiation of target language discourse in foreign language learning: focus on form and meaning. In: Toegepaste Taalwetenschap in Artikelen 61, 75-83.
  • Eckerth, J. (2003a). Fremdsprachenerwerb in aufgabenbasierten Interaktionen [Second language acquisition through task-based interaction]. Tübingen: Narr.
  • Eckerth, J. (ed.) (2003b). Empirische Arbeiten aus der Fremdsprachenerwerbsforschung. Beiträge des Hamburger Promovierendenkolloquiums Sprachlehrforschung [Second language acquisition research: Contributions of the Hamburg Ph.D.- Research Forum]. Bochum: AKS-Verlag.
  • Eckerth, J. (under review). Second language acquisition through task-based interaction: Investigating learning processes and learning gains.
  • Eckerth, J. (in preparation). Autonomous learning in task-based learner-learner-interaction. Will be submitted to: Language Teaching Research.
  • Eckerth, J. & Riemer, C. (2000). Awareness und Motivation: Noticing als Bindeglied zwischen kognitiven und affektiven Faktoren des Fremdsprachenlernens [Awareness and motivation: noticing as link between cognitive and affective factors in foreign language learning]. In: Riemer, C. (ed.), Kognitive Aspekte des Lehrens und Lernens von Fremdsprachen / Cognitive aspects of foreign language learning and teaching. Studies in honour of Willis J. Edmondson. Tübingen: Narr, 228-246.
  • Ellis, R. (1995). Uptake as language awareness. In: Language Awareness 4, 147-160.
  • Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University Press.
  • Felix, S. & Weigl, W. (1991). Universal grammar in the classroom: The effects of formal instruction on second language acquisition. In: Second Language Research 72, 162-181.
  • Foster, P. (1998). A classroom perspective on the negotiation of meaning. In: Applied Linguistics 19, 1-23.
  • Gee, J. (21996). Social linguistics and literacies. Ideology in discourses. London: Taylor & Francis.
  • Hall, J. K. & Verplaetse, L. S. (eds.) (2000). Second and foreign language learning through classroom interaction. Mahwah, NJ: Lawrence Erlbaum.
  • Hulstijn, J. (1997). Second language acquisition research in the laboratory: possibilities and limitations. In: Studies in Second Language Acquisition 19, 131-143.
  • Kramsch, C. (1995). The applied linguist and the foreign language teacher: Can they talk to each other? In: Australian Review of Applied Linguistics 18, 1-16.
  • Long, M. (1983). Native-speaker/non-native speaker conversation and the negotiation of comprehensible input. In: Applied Linguistics 4, 126-141.
  • Long, M. (1996). The role of the linguistic environment in second language acquisition. In: Ritchie, W. C. & Bhatia, T. K. (eds.), Handbook of second language acquisition. San Diego: Academic Press, 413-468.
  • Pica, T. (1997). Second language teaching and research relationships: A North American view. In: Language Teaching Research 1, 48-72.
  • Robinson, P. (2001a). Task complexity, difficulty and lexical variety. In: Applied Linguistics 22, 27-57.
  • Robinson, P. (2001b). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In: Robinson, P. (ed.), Cognition and second language instruction. Cambridge: Cambridge University Press, 287-318.
  • Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
  • Skehan, P. & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. In: Language Learning 49, 93-120.
  • Skehan, P. & Foster, P. (2001). Cognition and tasks. In: Robinson, P. (ed.), Cognition and second language instruction. Cambridge: Cambridge University Press, 183- 205..
  • Slimani, A. (1989). The role of topicalization in classroom language learning. In: System 17, 223-234.
  • Slimani, A. (1992). Evaluation of classroom interaction. In: Alderson, J.C. & Beretta, A. (eds.), Evaluating second language education. Cambridge: Cambridge University Press, 197-220.
  • Swain, M. (1985). Communicative competence: some roles of comprehensible input and comprehensible output in its development. In: Gass, S. M. & Madden, C. (eds.), Input in second language acquisition. Rowley, MA: Newbury House, 235-253.
  • Swain, M. (1995): Three functions of output in second language learning. In: Cook, G. & Seidlhofer, B. (eds.), Principle & practice in Applied Linguistics. Studies in honour of H. G. Widdowson. Oxford: Oxford University Press, 125-144.
  • Swain, M. & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In: Bygate, M.; Skehan, P. & Swain, M. (eds.), Researching pedagogic tasks. Second language learning, teaching and testing. London: Longman, 99-118.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Çalışmaları
Bölüm Araştırma Makalesi
Yazarlar

Johannes Eckerth Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2005
Gönderilme Tarihi 1 Ocak 2005
Yayımlandığı Sayı Yıl 2005 Sayı: 130

Kaynak Göster

APA Eckerth, J. (2005). THREE THESES ON THE PEDAGOGICAL RELEVANCE OF SECOND LANGUAGE ACQUISITION RESEARCH. Dil Dergisi(130), 19-37. https://doi.org/10.1501/Dilder_0000000046