Pub Date : 2019-03-01DOI: 10.1017/S0267190519000035
Chun Lai
Abstract This article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.
{"title":"Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning","authors":"Chun Lai","doi":"10.1017/S0267190519000035","DOIUrl":"https://doi.org/10.1017/S0267190519000035","url":null,"abstract":"Abstract This article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"39 1","pages":"52 - 58"},"PeriodicalIF":3.7,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0267190519000035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45305018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1017/S0267190519000138
J. Sykes
Abstract In recent years, digital technologies have expanded the possibilities for human interactions in ways that were never before imagined, further complicating the teaching and learning of languages (Taguchi & Sykes, 2013; Thorne, Sauro, & Smith, 2015). Despite this complexity, when approached as meaningful, high-stakes practices, discourses in digital contexts can be highly useful for language learning and teaching. This article synthesizes work related to two digital discourse contexts, specifically hashtags and digital games. Moving away from technology as the vehicle to deliver “important content,” the analysis to follow examines digital discourses as both the content and context to be examined as part of learners’ multilingual experiences. The article begins by situating the discussion focused on digital discourses, reviewing relevant work addressing interactional patterns in each context, and then applying findings to second language teaching and learning. Drawing on empirical work, the article then describes a framework with specific examples for learner exploration of digital discourses as part of their language learning experience. The article concludes with implications for future research and teaching.
{"title":"Emergent Digital Discourses: What Can We Learn From Hashtags and Digital Games to Expand Learners’ Second Language Repertoire?","authors":"J. Sykes","doi":"10.1017/S0267190519000138","DOIUrl":"https://doi.org/10.1017/S0267190519000138","url":null,"abstract":"Abstract In recent years, digital technologies have expanded the possibilities for human interactions in ways that were never before imagined, further complicating the teaching and learning of languages (Taguchi & Sykes, 2013; Thorne, Sauro, & Smith, 2015). Despite this complexity, when approached as meaningful, high-stakes practices, discourses in digital contexts can be highly useful for language learning and teaching. This article synthesizes work related to two digital discourse contexts, specifically hashtags and digital games. Moving away from technology as the vehicle to deliver “important content,” the analysis to follow examines digital discourses as both the content and context to be examined as part of learners’ multilingual experiences. The article begins by situating the discussion focused on digital discourses, reviewing relevant work addressing interactional patterns in each context, and then applying findings to second language teaching and learning. Drawing on empirical work, the article then describes a framework with specific examples for learner exploration of digital discourses as part of their language learning experience. The article concludes with implications for future research and teaching.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"39 1","pages":"128 - 145"},"PeriodicalIF":3.7,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0267190519000138","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42001604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1017/S0267190519000059
Mike Levy
Abstract In the last 20 years we have moved from a somewhat idealistic vision of the internet to one that is far more nuanced and complex. Disruption and change now surround us in a more uncertain and unpredictable world (Foer, 2017; Greenfield, 2017; Lanier, 2018; O'Neil, 2016). This article examines some of the key changes in the wider world and how they may relate to the use of new technologies in second language learning. This topic is approached from three perspectives that have thus far been relatively unexplored. First, the article looks at digital literacy, a cognate field that has long been motivated by issues and concerns relating to educational technology and the classroom–world connection. Second, it considers the role and use of authentic materials and texts. Third, it contrasts notions of input and output as these terms apply to humans and machines, and as they are used in research on second language learning. The goal throughout is to highlight the benefits of increased connectivity between the wider world and the world of the language classroom. Through increased awareness and informed debate, it is hoped this will place us in a stronger position to understand and plan for the changes ahead.
{"title":"World CALL: Are We Connected?","authors":"Mike Levy","doi":"10.1017/S0267190519000059","DOIUrl":"https://doi.org/10.1017/S0267190519000059","url":null,"abstract":"Abstract In the last 20 years we have moved from a somewhat idealistic vision of the internet to one that is far more nuanced and complex. Disruption and change now surround us in a more uncertain and unpredictable world (Foer, 2017; Greenfield, 2017; Lanier, 2018; O'Neil, 2016). This article examines some of the key changes in the wider world and how they may relate to the use of new technologies in second language learning. This topic is approached from three perspectives that have thus far been relatively unexplored. First, the article looks at digital literacy, a cognate field that has long been motivated by issues and concerns relating to educational technology and the classroom–world connection. Second, it considers the role and use of authentic materials and texts. Third, it contrasts notions of input and output as these terms apply to humans and machines, and as they are used in research on second language learning. The goal throughout is to highlight the benefits of increased connectivity between the wider world and the world of the language classroom. Through increased awareness and informed debate, it is hoped this will place us in a stronger position to understand and plan for the changes ahead.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"39 1","pages":"59 - 73"},"PeriodicalIF":3.7,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0267190519000059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43174771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1017/S0267190519000072
Marije C Michel, M. Cappellini
Abstract Conversational alignment (i.e., the automatic tendency of interactants to reuse each other's morphosyntactic structures and lexical choices in natural dialogue) is a well-researched phenomenon in native (Pickering & Ferreira, 2008) and to a smaller extent in second language (L2) speakers (Jackson, 2018) as confirmed by many highly controlled lab-based experimental studies investigating face-to-face oral interaction. Only a few studies have explored alignment in more naturally occurring L2 interactions (e.g., Dao, Trofimovich, & Kennedy, 2018), some of them extending the context to written computer-mediated communication (SCMC) (e.g., Michel & Smith, 2018). The current study aimed to address this gap by taking a closer look at alignment in L2 conversations mediated by two different types of SCMC (videoconference vs. text chat). We explored lexical as well as structural alignment in three target languages (Chinese, French, and German) involving interactional partners of different status (L2 peer, L1 peer, and L1 tutor). Results revealed that lexical and structural alignment are both present and observable in different SCMC contexts. From a methodological point of view, we discuss how different analyses suit the data generated by the affordances of the different SCMC contexts in the target languages and argue for a more dynamic and pervasive perspective on interaction.
{"title":"Alignment During Synchronous Video Versus Written Chat L2 Interactions: A Methodological Exploration","authors":"Marije C Michel, M. Cappellini","doi":"10.1017/S0267190519000072","DOIUrl":"https://doi.org/10.1017/S0267190519000072","url":null,"abstract":"Abstract Conversational alignment (i.e., the automatic tendency of interactants to reuse each other's morphosyntactic structures and lexical choices in natural dialogue) is a well-researched phenomenon in native (Pickering & Ferreira, 2008) and to a smaller extent in second language (L2) speakers (Jackson, 2018) as confirmed by many highly controlled lab-based experimental studies investigating face-to-face oral interaction. Only a few studies have explored alignment in more naturally occurring L2 interactions (e.g., Dao, Trofimovich, & Kennedy, 2018), some of them extending the context to written computer-mediated communication (SCMC) (e.g., Michel & Smith, 2018). The current study aimed to address this gap by taking a closer look at alignment in L2 conversations mediated by two different types of SCMC (videoconference vs. text chat). We explored lexical as well as structural alignment in three target languages (Chinese, French, and German) involving interactional partners of different status (L2 peer, L1 peer, and L1 tutor). Results revealed that lexical and structural alignment are both present and observable in different SCMC contexts. From a methodological point of view, we discuss how different analyses suit the data generated by the affordances of the different SCMC contexts in the target languages and argue for a more dynamic and pervasive perspective on interaction.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"39 1","pages":"189 - 216"},"PeriodicalIF":3.7,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0267190519000072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42043490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1017/S0267190519000060
J. Nycz
Abstract This article addresses the role that different types of media might play in second dialect acquisition. While many scholars agree that broadcast media such as television have little effect on individual speakers’ language use, research across fields (sociolinguistics, second language learning, laboratory phonology, and phonetics) suggests that high levels of engagement could facilitate dialect learning via mediated speech. I will briefly describe the mechanisms underlying acquisition of new dialect features, discuss how these mechanisms might operate when speakers are exposed to speech via specific types of media, and sketch some avenues for future research.
{"title":"Media and Second Dialect Acquisition","authors":"J. Nycz","doi":"10.1017/S0267190519000060","DOIUrl":"https://doi.org/10.1017/S0267190519000060","url":null,"abstract":"Abstract This article addresses the role that different types of media might play in second dialect acquisition. While many scholars agree that broadcast media such as television have little effect on individual speakers’ language use, research across fields (sociolinguistics, second language learning, laboratory phonology, and phonetics) suggests that high levels of engagement could facilitate dialect learning via mediated speech. I will briefly describe the mechanisms underlying acquisition of new dialect features, discuss how these mechanisms might operate when speakers are exposed to speech via specific types of media, and sketch some avenues for future research.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"39 1","pages":"152 - 160"},"PeriodicalIF":3.7,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0267190519000060","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47066646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1017/S026719051900014X
T. Heift, Alison Mackey, Bryan Smith
The focus of this 2019 issue of ARAL is educational technology. The issue includes review articles, position articles, empirical articles, and short reports. It is a unique compilation in that, unlike other special issues in computer-assisted language learning (CALL) journals (e.g., CALICO Journal, CALL, Language Learning & Technology, ReCALL, and System) that are specifically devoted to research that reports on a particular aspect of language learning and technology (e.g., computer-mediated communication), the topics covered here are dynamic and wide ranging, as befits the broad field of applied linguistics. Articles here include a commentary on second dialects as well as second languages (L2s), concerns of multilingualism and technology, corpus linguistics and its relationship to second language acquisition (SLA), learner autonomy, current issues in pragmatics, digital discourses, and data mining, as well as two empirical studies dealing with learning contributions of technology-mediated instruction. The authors of these pieces hail from universities in the United States, the United Kingdom, Ireland, Hong Kong, Australia, New Zealand, Germany, The Netherlands, France, and Japan. Work by senior scholars who have a long history of contributions in this area appears together with work by junior scholars and graduate students, which underscores the variety of viewpoints represented. In this introduction, we provide a short overview of the articles included in this issue with a special focus on the novel and forward-thinking ideas and innovative applications of technologies presented in these contributions. We also highlight the ways in which familiar ideas have been challenged or expanded, or have otherwise evolved with the goal of inspiring new understandings and advances in technology-mediated language learning contexts.
{"title":"History, Pedagogy, Data and New Directions: An Introduction to the Educational Technology Issue","authors":"T. Heift, Alison Mackey, Bryan Smith","doi":"10.1017/S026719051900014X","DOIUrl":"https://doi.org/10.1017/S026719051900014X","url":null,"abstract":"The focus of this 2019 issue of ARAL is educational technology. The issue includes review articles, position articles, empirical articles, and short reports. It is a unique compilation in that, unlike other special issues in computer-assisted language learning (CALL) journals (e.g., CALICO Journal, CALL, Language Learning & Technology, ReCALL, and System) that are specifically devoted to research that reports on a particular aspect of language learning and technology (e.g., computer-mediated communication), the topics covered here are dynamic and wide ranging, as befits the broad field of applied linguistics. Articles here include a commentary on second dialects as well as second languages (L2s), concerns of multilingualism and technology, corpus linguistics and its relationship to second language acquisition (SLA), learner autonomy, current issues in pragmatics, digital discourses, and data mining, as well as two empirical studies dealing with learning contributions of technology-mediated instruction. The authors of these pieces hail from universities in the United States, the United Kingdom, Ireland, Hong Kong, Australia, New Zealand, Germany, The Netherlands, France, and Japan. Work by senior scholars who have a long history of contributions in this area appears together with work by junior scholars and graduate students, which underscores the variety of viewpoints represented. In this introduction, we provide a short overview of the articles included in this issue with a special focus on the novel and forward-thinking ideas and innovative applications of technologies presented in these contributions. We also highlight the ways in which familiar ideas have been challenged or expanded, or have otherwise evolved with the goal of inspiring new understandings and advances in technology-mediated language learning contexts.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"39 1","pages":"1 - 7"},"PeriodicalIF":3.7,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S026719051900014X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42234547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1017/S0267190519000096
Tony McEnery, V. Brezina, Dana Gablasova, Jayanti Banerjee
Abstract In this article we explore the relationship between learner corpus and second language acquisition research. We begin by considering the origins of learner corpus research, noting its roots in smaller scale studies of learner language. This development of learner corpus studies is considered in the broader context of the development of corpus linguistics. We then consider the aspirations that learner corpus researchers have had to engage with second language acquisition research and explore why, to date, the interaction between the two fields has been minimal. By exploring some of the corpus building practices of learner corpus research, and the theoretical goals of second language acquisition studies, we identify reasons for this lack of interaction and make proposals for how this situation could be fruitfully addressed.
{"title":"Corpus Linguistics, Learner Corpora, and SLA: Employing Technology to Analyze Language Use","authors":"Tony McEnery, V. Brezina, Dana Gablasova, Jayanti Banerjee","doi":"10.1017/S0267190519000096","DOIUrl":"https://doi.org/10.1017/S0267190519000096","url":null,"abstract":"Abstract In this article we explore the relationship between learner corpus and second language acquisition research. We begin by considering the origins of learner corpus research, noting its roots in smaller scale studies of learner language. This development of learner corpus studies is considered in the broader context of the development of corpus linguistics. We then consider the aspirations that learner corpus researchers have had to engage with second language acquisition research and explore why, to date, the interaction between the two fields has been minimal. By exploring some of the corpus building practices of learner corpus research, and the theoretical goals of second language acquisition studies, we identify reasons for this lack of interaction and make proposals for how this situation could be fruitfully addressed.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"39 1","pages":"74 - 92"},"PeriodicalIF":3.7,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0267190519000096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46030970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1017/S0267190519000102
Helen Kelly-Holmes
Abstract The focus in this article is on the evolution of language and technology in relation to multilingualism, in particular on how multilingual provision has developed in tandem with the development of the internet and the World Wide Web (WWW). In trying to understand how multilingualism has evolved, it is also necessary to understand how the technical aspects of digital technology as well as the politico-economic dimensions to that technology have changed. Four distinct periods emerge in the development: monolingualism, multilingualism, hyperlingualism, and idiolingualism. Monolingualism covers the origins of the internet and later the WWW as monolingual spaces. This was followed by a long period that charts the slow but gradual development of increased language provision and what I am terming “partial multilingualism.” Multilingualism expanded substantially, potentially limitlessly, with the development of Web 2.0. This has involved the diversification of online spaces to the point of “hyperlingualism.” I argue that we are still in this hyperlingual phase, but alongside it, a new phase is developing, that of “idiolingualism” as a result of mass linguistic customization. In this article, I discuss these phases, paying attention to both their technical and economic contexts, as well as their implications for linguistic diversity online and in wider society.
{"title":"Multilingualism and Technology: A Review of Developments in Digital Communication from Monolingualism to Idiolingualism","authors":"Helen Kelly-Holmes","doi":"10.1017/S0267190519000102","DOIUrl":"https://doi.org/10.1017/S0267190519000102","url":null,"abstract":"Abstract The focus in this article is on the evolution of language and technology in relation to multilingualism, in particular on how multilingual provision has developed in tandem with the development of the internet and the World Wide Web (WWW). In trying to understand how multilingualism has evolved, it is also necessary to understand how the technical aspects of digital technology as well as the politico-economic dimensions to that technology have changed. Four distinct periods emerge in the development: monolingualism, multilingualism, hyperlingualism, and idiolingualism. Monolingualism covers the origins of the internet and later the WWW as monolingual spaces. This was followed by a long period that charts the slow but gradual development of increased language provision and what I am terming “partial multilingualism.” Multilingualism expanded substantially, potentially limitlessly, with the development of Web 2.0. This has involved the diversification of online spaces to the point of “hyperlingualism.” I argue that we are still in this hyperlingual phase, but alongside it, a new phase is developing, that of “idiolingualism” as a result of mass linguistic customization. In this article, I discuss these phases, paying attention to both their technical and economic contexts, as well as their implications for linguistic diversity online and in wider society.","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"39 1","pages":"24 - 39"},"PeriodicalIF":3.7,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0267190519000102","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43610717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1017/s0267190519000163
{"title":"APL volume 39 Cover and Back matter","authors":"","doi":"10.1017/s0267190519000163","DOIUrl":"https://doi.org/10.1017/s0267190519000163","url":null,"abstract":"","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"39 1","pages":"b1 - b2"},"PeriodicalIF":3.7,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/s0267190519000163","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47233164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-01DOI: 10.1017/s0267190519000151
{"title":"APL volume 39 Cover and Front matter","authors":"","doi":"10.1017/s0267190519000151","DOIUrl":"https://doi.org/10.1017/s0267190519000151","url":null,"abstract":"","PeriodicalId":47490,"journal":{"name":"Annual Review of Applied Linguistics","volume":"39 1","pages":"f1 - f2"},"PeriodicalIF":3.7,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/s0267190519000151","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46608148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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