Browsing by Subject "L2"

Now showing 1 - 3 of 3

Feedback approaches in foreign and second language (L2) writing
(2013-12) Kim, Tristina; Pulido, Diana C.
Written corrective feedback is extensively used in second language writing courses. Although some think it detrimental to student learning (i.e. Truscott, 1996), much research over the last decade has proven a place for written corrective feedback in the classroom. The present report seeks to review literature on such feedback. This includes research on more recent approaches such as dynamic written corrective feedback, computer-based feedback, concordance use as feedback, and peer feedback. The report discusses pedagogical implications and areas for future research.
Linguistic humor comprehension in Spanish as a second language
(2011-12) Rayburn, Karyn Hopper; Koike, Dale April; Toribio, Jaqueline; Blyth, Carl; Nishida, Chiyo; Walters, Samuel K.
The aims of this study are twofold: (1) to examine the development of linguistic humor interpretation and comprehension by second language (L2) Spanish learners by using a linguistic humor instrument comprised of comic strips, considering the linguistic properties of Spanish; and (2) to see whether and how reading comprehension ability is reflected in the understanding of four types of linguistic-based humor (i.e. semantic, syntactic, phonological, and morphological). Also discussed are the comprehension strategies utilized by the participants during humor processing. To address these goals, a mixed methods approach was implemented through a linguistic humor multiple-choice questionnaire together with a think-aloud protocol. Results are discussed with reference to Raskin’s (1985) Semantic-Script Switch Theory of Humor (SSTH). The data indicate: (1) comprehension of linguistic-based humor increases with L2 study; (2) L2 learners struggle most with polysemic lexical items; and (3) cognate status and pseudofamiliar words impede comprehension. Considering the analysis of the data, a reassessment of the SSTH and how it applies to L2 humor processing is suggested. Notably, linguistic-based scripts tend to dominate access to other non-linguistic based scripts because L2 learners remain within the linguistic-script frame and are unable to access and/or utilize non-linguistic scripts such as background knowledge. Furthermore, L2 learners contend with error scripts as an additional obstacle, which NS do not experience. The findings suggest that learners should be encouraged and explicitly taught about lexical depth in order to increase their ability to infer meaning from context, thereby increasing their metalinguistic knowledge base. Recommendations are made for the adjustment of the SSTH theory to be more inclusive of L2 learning environments. Finally, suggestions for the L2 classroom include: (1) methods to increase metacognitive awareness; and (2) pedagogical approaches to introduce language-based humor.
Second language collaborative writing in face-to-face and online environments
(2013-12) Ghosh, Mimi; Crane, Cori
Collaborative writing, the joint construction of a text by two or more authors, is an instructional practice originally used in first language classrooms. More recently, it has been applied in second language (L2) learning contexts. Collaborative writing can take place in the classroom, with pairs or small groups of learners working face-to-face and interacting verbally to make decisions about the content and form of their text. It can also take place in online contexts, allowing larger groups of learners to collaborate on longer texts over a longer period of time. The aim of this paper is to explore empirical research undertaken on second language (L2) collaborative writing tasks in face-to-face and online environments. Attention is paid to the instructional contexts in which these tasks have been used, including educational settings, learners’ proficiency levels, and task types. After these elements are described, the paper integrates and analyzes research concerning the outcomes of collaborative writing tasks, namely the nature of languaging and peer scaffolding, the writing process, language learning, text quality, and learners’ perceptions of collaborative writing. The paper concludes with pedagogical implications and directions for future research.