Bridging Research and Practice
Professional Development Resources for L2 Teaching and Learning
Participants: dialogue (two natives) Context: conversation, fall 2015 Topic Keywords: personal history, boyfriend, strike, vacation Linguistic Features: past tense, present tense, subject expression, use of subject pronoun in object position Interactional Practices: active listening, reactive token showing surprise and excitement,
Participants: 3 (native young female adult, from Southern Spain.) Context: host family’s home (Seville, Spain) Topic Keywords: greetings and goodbyes, small talk, summer vacation, weather, higher education, internships and volunteer work, travel destinations, foreign languages, finding a job in Spain
Participants: 3 (Native1 – Young male adult, from Seville. Native2 – Young female adult, from Seville. Non-native – Learner: Rice student, intermediate level. Chinese L1 speaker) Context: host family’s home (Seville, Spain) Topic Keywords: interview, Language contact, cultural diversity, loan
Participants: dialogue (two natives) Context: at CLIC, Fall 2015 Topic Keywords: acceptance Linguistic Features: turn taking Interactional Practices: acceptance Downloads ◆ Transcript (coming soon)
Participants: dialogue (two natives) Context: at CLIC, Fall 2015 Topic Keywords: refusal Linguistic Features: turn taking Interactional Practices: refusal Downloads ◆ Transcript (coming soon)
Participants: dialogue (one learner, one native) Context: host family, Rice-in-China, summer 2014 Topic Keywords: Chinese food Linguistic Features: turning taking Interactional Practices: interview Downloads ◆ Transcript (coming soon)
Participants: dialogue (two natives) Context: purchase a bike (from 2014 Summer Rice-in-China) Topic Keywords: Asking for a favor, buying a bike Linguistic Features: vocabulary, grammatical patterns, making requests Interactional Practices: request, refusal Downloads ◆ Transcript (coming soon)
Participants: Dialogue (two natives) Context: lunch talk Topic Keywords: courses, majors, campus life, career, traveling Linguistic Features: variety of sentence patterns Interactional Practices: opening a conversation, initiating and expanding topics Downloads ◆ Transcript (coming soon)
Hansun Waring (Teachers College, Columbia University) discusses on specific areas of turn-taking, sequencing, overall structuring, and repair that may be amenable to instruction geared towards lower-level learners of ESL. Learn more about Waring
Students develop the awareness of an interaction as a co-constructed process between the speaker and the listener, and they gain the ability to take on the role of active listener by practicing the use of topic expansions in a conversation.
Meng Yeh (CLIC, Rice University) discusses on the steps that lead to establishing learning outcomes that are achievable for first year L2 Chinese students and the assessment procedures, both formative and summative, that were adopted to monitor the students’ progress
Katharina Kley (CLIC, Rice University) discusses (1) making students aware that minimal expansions occur in both English and German; (2) having students identify minimal expansions in authentic English and German interactions, and contrast and compare expansions in both languages; and
Participants: 2 (Native – Undergraduate (Senior) student at University of Seville, Non-native – Learner: Rice student, intermediate level) Context: On a train (Seville, Spain) Topic Keywords: Intensifiers, Simple syntax, Rhetorical strategies to add interest: repetition, metaphors, examples, imagery, hyperbole Linguistic
Participants: dialogue (one learner, one native) Context: activity outside class, interviewing, spring 2015 Topic Keywords: major, exchange student, overall structure and exams at Science Po Linguistic Features: past, present, describing Interactional Practices: expanding, co-construction, turn taking (overlaps, listener responses) Downloads
Participants: dialogue (two learners, one native) Context: Rice-in-China, summer 2014 Topic Keywords: Family, Marriage, Career Linguistic Features: turn taking Interactional Practices: street interview Downloads ◆ Transcript (coming soon)
Carmen Taleghani-Nikazm (Ohio State University): 1) presents an empirical study of L2 learners’ development of IC in German; 2) discusses the importance of learning L2 response tokens in developing IC; 3) shows that L2 response tokens should be explicitly taught to L2 learners.
Maryam Emami and Hélade Scutti Santos (CLIC, Rice University): 1) introduce their approach to assessing first year L2 learners’ interactional competence; 2) provide examples of activities and assessments used in their program; 3) present a sample rubric for assessing IC
About this workshop Introduction In this workshop, Glenn Martinez (Ohio State University) discusses how to introduce the topic of language variation and language varieties into the second language (L2) curriculum. He addresses this topic across all levels of L2 instruction.
Students are guided to analyze how listeners show affiliation and formulate assessments as they respond to prior turns in ordinary conversation.
Students are guided to analyze the discourse functions of three expressions of agreement – 好(hǎo) , 好的(hǎo de), 好啊(hǎo a) which are used frequently in natural conversation. Then, students write short skits using these features.
About this workshop Introduction In the time since S. P. Corder’s article, “The Significance of Learners’ Errors,” was published, we have come to understand that errors are not necessarily indications that students have learned something incorrectly, but rather evidence regarding
In this lesson, students are guided to analyze the basic structure of a narrative, noticing the beginning, middle and ending and conjunctions/time phrases used to connect sentences. Then, students in pair construct a narrative based on what they have learned.
Students are guided to identify the presence of discourse fillers in a natural conversation, to develop awareness about the collaborative nature of spoken interactions, and to develop the ability to apply features of collaborative discourse to any conversational setting.
Students are guided to examine and analyze how language is used in request sequences in ordinary conversation. This analysis leads students to discover sentence patterns and word choices that can be used to mitigate requests.
In this module of Portuguese for Spanish Speakers, students use real conversations from people to learn skills such as discussing your career goals, reacting naturally in a conversation, and showing your personality in the workplace.
Part 1. Simona Pekarek Doehler (University of Neuchâtel, Switzerland): 1) introduces the concept of interactional competence (IC); 2) discusses why we study and research IC; 3) presents the relevant concerns for exploring IC in second languages; 4) addresses challenges for research-based
Olcay Sert (Hacettepe University, Turkey): 1) defines the practice of active listenership, 2) illustrates the development of students’ ability to produce collaborative turn completions, and 3) discusses the potential pedagogical implications of these findings. Learn more about Sert
On competence and intersubjective agency: A post-cognitive perspective – Numa Markee
About this workshop Introduction This workshop is divided into two parts: in the first, we define noticing as a cognitive phenomenon and discuss how it may emerge in interaction. We cover the following topics: the noticing hypothesis (Schmidt, 1990), attention
About this workshop Introduction Second language learners need to be able to communicate, and in order to communicate they need to know a wide range of words, as well as how to use them. In this workshop we will consider