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摘要：Despite the popularity of task-based language teaching (TBLT) in foreign language (FL) education at elementary school, it remains unclear how young learners' FL abilities can best be evaluated with tasks. The present study seeks to understand developmental differences in interactions among elementary-school students during task-based language assessment (TBLA) and aims to address the possibilities and limitations of introducing paired-TBLA among young FL learners. The participants were 32 fourth-grade students (ages 9-10) and 32 sixth-grade students (ages 11-12) and their teachers from a FL program where TBLT was mandated. The students were engaged in two sets of assessment tasks with their peers. It was found that the interaction patterns were different between the two grade levels. Compared with the sixth-grade dyads, the fourth-grade dyads showed less mutual topic development, used formulaic turn-taking more frequently, and had a harder time taking their partners' perspectives during the tasks. Consequently, a smaller variety of interactional functions were observed among the fourth graders. The potential for eliciting a wide range of interactional functions, which is a primary advantage of introducing paired assessment, may have limited application for younger dyads. The study also discusses the strategic roles that such interactional characteristics may play among younger learners. Adapted from the source document

摘要：This article provides an examination of corrective feedback -- teacher and peer responses to learners erroneous second language production. The recent burgeoning of research into oral corrective feedback is attributable to its pedagogical and theoretical significance. Experimental studies to date have demonstrated that oral corrective feedback can facilitate second language development but that its effects may be constrained by contextual factors and individual learner differences (Li 2010; Lyster and Saito 2010). Adapted from the source document

摘要：The Output Hypothesis proposes that language production can facilitate language learning in a number of ways. However, while early research into this theory provided a strong starting point for further research, it did not provide clear, long-term evidence of output's role in language acquisition. More recent research has addressed this problem by using simple writing task sequences in which output precedes input in order to maximize its role in noticing. Results have been encouraging. In this article, I summarize this research before going on to suggest ways in which teachers can utilize similar task sequences in order to create practical classroom techniques which encourage learners to notice holes in their own knowledge and gaps between their written ability and expert user texts. Adapted from the source document

摘要：Help options, or in-built application resources designed to provide assistance, have long been an integral component of computer-based second language (L2) listening materials. Despite their potential to promote comprehension and efficiency, research on the role of help options has lagged. Previous research has found that learners do not often make use of help options. With a focus on the interventions listeners may deem relevant for comprehension and task completion, the aim of this qualitative study is to examine the interactions of language learners as they use, or do not use, these potentially assistive resources. Data were gathered from 15 adult learners of English who worked with a set of Longman English Interactive(copyright) (2008) listening exercises over three one-hour sessions. Within two studies, each participant was interviewed on three and six different occasions. Through our cyclical analysis of the data, five themes emerged: Relevance, Challenge, Familiarity, Recovery and Compatibility. We define and discuss each theme, and we conclude the article with suggestions for further research. Adapted from the source document

摘要：This paper describes a study undertaken with language tutors who were engaged in a project to publish and create open educational resources. We sought to investigate how far working with open content could offer language tutors opportunities to develop professionally and acquire new technical knowledge for language teaching. Language educators face particular motivational challenges, and often have a lack of training in the use of technology for teaching. We applied a self-efficacy theory of motivation to understand the extent to which tutors felt confident and capable about open practice, and whether they perceived development benefits. On the whole our findings suggest that open practice may be an effective vehicle for professional development, for enhancing knowledge of technology in teaching and for alleviating some specific motivational barriers faced by language educators. However, they also revealed significant issues which challenge tutors' likelihood of continuing with open practice, which would need to be addressed for the benefits of open working to be fully realised. Adapted from the source document

摘要：Studies undertaken since the introduction of Web 2.0 have focussed mainly on open educational resources (OERs) such as email, blogging and virtual learning environments. No consistent efforts have been undertaken to study the use of social networking sites as a tool for learning in the second language classroom. This study examined the use of social networking sites as a means of establishing an asynchronous online environment for use in language learning in a classroom setting. The findings described are based on the use of a social networking site called Ning in a classroom during a summer school project, which was conducted at a further education college in the UK. The project focussed in particular on informal language practice when using social networking sites. The paper then examines the effect the use of the social networking tool had on group cohesion and learner-to-learner interaction, and how these, in turn, enhanced informal language learning due to an increase in learner collaboration. The study found that the use of Ning enhanced group cohesion and that learners started working in different groups once Ning was introduced. Finally, it highlights the potential technical and administrative barriers that can impede an institution in implementing its educational strategy in regards to OERs -- in this case, social networking sites in the classroom. The further education college in which this study took place had no policies in place in regards to the use of OERs in the classroom, thus the paper concludes with recommendations in regards to training and policies so that researchers and practitioners can learn from the project. Adapted from the source document

摘要：This paper discusses challenges and opportunities arising during the development of open educational resources (OERs) to support communicative language teaching (CLT) with interactive whiteboards (IWBs). iTILT1 (interactive Technologies in Language Teaching), a European Lifelong Learning Project, has two main aims: (a) to promote 'best practice' or effective CLT teaching with IWBs, and (b) to support continuing professional development among language teachers both in formal training contexts and through informal independent study. Some 40 teachers in seven European countries, working with learners of six foreign languages at various educational and proficiency levels, were trained and followed over one school year in order to collect over 200 video examples of classroom practice. These short (3-minute) class videos were selected collaboratively by teachers and researchers, and supported by learner and teacher commentaries. The main outcome of the project is an open-access website ([URL:http://itilt.eu]), a searchable repository of training materials (manual, sample materials) and classroom illustrations (video clips, participant comments). This study explores the action research dimension of successive phases of the project from the development of appropriate training materials, data collection in language classrooms, selection of illustrative teaching episodes, and preparation for online presentation for future teacher education. It investigates the influence of research-based training on teacher development and the inclusion of participant perspectives, and explores how this kind of OER can support open practices. The paper also raises issues with respect to 'best practice' and user requirements. The paper concludes with 'lessons learned' throughout the project, showing both the advantages and drawbacks to this kind of collaboration between teachers and researchers, as well as furnishing suggestions for future OER development. Adapted from the source document

摘要：This review summarizes evidence for the effectiveness of technology use in foreign language (FL) learning and teaching, with a focus on empirical studies that compare the use of newer technologies with more traditional methods or materials. The review of over 350 studies (including classroom-based technologies, individual study tools, network-based social computing, and mobile and portable devices) revealed that, in spite of an abundance of publications available on the topic of technology use in FL learning and teaching, evidence of efficacy is limited. However, strong support for the claim that technology made a measurable impact in FL learning came from studies on computer-assisted pronunciation training, in particular, automatic speech recognition (ASR). These studies demonstrated that ASR can facilitate the improvement of pronunciation and can provide feedback effectively. Additional studies provided strong support for the use of chat in FL learning. These studies showed that, with chat, both the amount of learners' language production and its complexity significantly increased. The literature revealed moderate support for claims that technology enhanced learners' output and interaction, affect and motivation, feedback, and metalinguistic knowledge. Adapted from the source document

摘要：This study investigated how synchronous computer-mediated communication (SCMC) and face-to-face (F2F) oral interaction influence the way in which learners collaborate in language learning and how they solve their communicative problems. The findings suggest that output modality may affect how learners produce language, attend to linguistic forms, and solve communicative problems. In particular, the use of collaborative processes to construct utterances was more prevalent in F2F interaction than in SCMC. Moreover, learners engaged in activities and produced language differently depending on output modalities, which differed in terms of the physical, social, and interactional contexts that they created and the way in which they influenced learners' communication strategies. The findings indicate that SCMC should be used selectively according to the pedagogical purpose. Adapted from the source document

摘要：This paper examines a sample of online discussion data from the course forum for the large-scale beginners' Chinese course offered by the UK Open University. This forum is open to all registered students, their participation is completely voluntary and they (rather than tutors) initiate communications. The aim of this study is (i) to seek to establish the nature, patterns of use and functions of forums amongst distance language learners of beginners' Chinese; (ii) to provide a greater understanding of the role and the significance of learner participation in online forums, and how forums contribute towards Chinese language learning and (iii) to offer a fresh perspective on the understanding of distant Chinese language learning experience, involving a relatively under-reported group of learners. Quantitative data collected from questionnaires and qualitative data from interviews were analysed together with the routine forum data. The analysis indicates that most students had a very positive experience of the forum. The sense of belonging to a group with the same shared goal of learning Chinese helped them deal with the challenges of learning Chinese. They perceived the online discussion forum as a virtual meeting place where they could find support and help, and where they could share their learning experiences, resources, difficulties and frustrations as well as sense of achievement. The analysis also shows that the forum played a very important role in creating course cohesion, supporting the learning of Chinese and making the learning process enjoyable and fun. Adapted from the source document

摘要：This study investigates whether practice with computer-administered feedback in the absence of meaning-focused interaction can help second language learners notice the corrective intent of recasts and develop linguistic accuracy. A group of 218 beginning Anglophone learners of Spanish received 1 of 4 types of automated feedback (no feedback, utterance rejection, recasts, or enhanced recasts) in the written mode or the oral mode, in response to noun-adjective gender or number agreement errors. For both modalities, written and oral posttests conducted up to 2 months after treatment revealed that recasts yielded more target-like production and learner repair than either no feedback or utterance rejection and that utterance rejection was in turn more effective than no feedback. Two factors were found to increase the effectiveness of computer-delivered recasts: oral, but not typographical, input enhancement (orally enhanced recasts were more beneficial than orally unenhanced and typographically enhanced recasts) and working memory (higher span learners were superior to lower span learners in all recast groups). We discuss the implications of our results for the area of error treatment as an instructional focus technique and suggest avenues for future research.

摘要：Based on various theories of human agency (Ajzen, I. (2005). Attitudes, personality and behavior (2nd ed.). London: Open University Press; Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319-340; Rogers, E.M. (1983). Diffusion of innovations (3rd ed.). New York: The Free Press), it is essential to know users' attitudes and abilities before implementing widespread use of computer-assisted language learning (CALL) techniques in schools. This study takes a two-tiered approach. On the one hand, it aims to explore the current computer-related attitudes and abilities of Iranian high school language teachers and students, before the actual diffusion of computers into the education system. On the other hand, this study compares the attitudes of language teachers and students towards CALL, cultural perceptions of the role of computers in education, computer competence, and computer access. Toward this aim, a multi-section survey in the Persian language was administered to high school language teachers and students. Data were analyzed using descriptive statistics, and the results indicated that the majority of the participants have positive attitudes towards CALL and find it relevant to the cultural context of Iran. Teachers have moderate computer competence, while students have limited competence. Language teachers and students have daily access to computers mostly at home. The study further shows the difference between language teachers and students in that although teachers are presumed to be ambivalent about computer-related issues, in comparison with their students, teachers rank significantly higher on the CALL attitude and computer competence scales. From the positive CALL attitudes of both groups, it may be inferred that they will use computers in language education once computers become available, accompanied by adequate training.

摘要：This introduction will provide a thematic overview of the major issues raised by Grosse and Voght (1991), "The Evolution of Languages for Specific Purposes in the United States," and the contributions in this Focus Issue that address those issues from a 2011 perspective. It will also explore contemporary (largely praxis-oriented) languages for specific purposes (LSP) in the United States within a global LSP context that has historically evidenced strong connections between theory and practice. Points of comparison between LSP practiced in the United States and abroad include the rationale for LSP, curricula/programs innovations, professional infrastructure, researchers/practitioners, theoretical bases for research, and research topics and outlets for publication. Then follows a discussion of the challenges to LSP research (e.g., establishing norms of various workplace interactions, data collection, creation of assessment tools, lack of LSP practitioners and researchers with second language acquisition [SLA] training), and future directions for the growth of LSP as an interdiscipline in the United States and for SLA and foreign language pedagogical research that would utilize data from LSP classroom and experiential settings in both domestic and international contexts. The introduction concludes with a discussion of LSP and community service learning as preparation for the workforce and for lifelong language learning. Adapted from the source document

摘要：Self-assessment practices have become widespread in second language (L2) education, and while its proponents have long argued that such reflection enhances learner awareness of their abilities and promotes independent learning (Alderson, 2005; Chen, 2008; Little, 2007), others have questioned its value vis-a-vis other indicators of performance (Gipps, 1994; Ross, 1998). This article approaches learner self-assessment from a Vygotskian perspective, and specifically the proposal of the Zone of Proximal Development (ZPD). According to this view, development is understood as transitioning from other-regulated to self-regulated functioning. Following Zuckerman (2003), engaging in reflective evaluation of performance is argued to be a critical feature of this process. Data from a study involving L2 learners of French participating in a Dynamic Assessment (Lantolf & Poehner, 2004) program are presented to explore how this development may occur and to examine challenges learners may experience as they endeavor to regulate not only their use of the L2 during completion of tasks but also while evaluating their performance. In keeping with the notion of the ZPD, it is argued that learner efforts to self-assess must be carefully mediated as they move from a cooperative to an independent mode of self-assessment. Adapted from the source document

摘要：This study explores the development of multiple dimensions of linguistic complexity in the writing of beginning learners of German both as a group and as individuals. The data come from an annotated, longitudinal learner corpus. The development of lexicogrammatical complexity is explored at 2 intersections: (a) between cross-sectional trendlines and the individual development paths of 2 focal learners and (b) between different complexity variables. The study contributes to the empirical body of linguistic complexity research by close tracking of beginning learners over 4 semesters of collegiate study of German as a second language (L2). For this purpose, data for multiple variables were collected at dense time intervals using multiple waves, and correlation analysis between various datasets was performed. The results confirm some general developmental trends established in previous research. However, the study also found significant variability between individual and cross-sectional data. Furthermore, differences found for more specific complexity measures between this study's results and previous research are explained in terms of differences in instructional approaches. In addition, the study contributes to the discussion of methods and metrics appropriate for tracking the development of complexity in foreign language writing. The study concludes with implications for L2 pedagogy and further research, including applications of computational methods. Adapted from the source document

摘要：In a recent state-of-the-art (SoA) article (Stoynoff 2009), I reviewed some of the trends in language assessment research and considered them in light of validation activities associated with four widely used international measures of L2 English ability. This Thinking Allowed article presents an opportunity to revisit the four broad areas of L2 assessment research (conceptualizations of the L2 construct, validation theory and practice, the application of technology to language assessment, and the consequences of assessment) discussed in the previous SoA and to propose tasks I believe will promote further advances in L2 assessment. Of course, the research tasks I suggest represent a personal stance and readers are encouraged to consider additional perspectives, including those expressed by Bachman (2000), Chalhoub-Deville & Deville (2005), McNamara & Roever (2006), Shaw & Weir (2007), and Stansfield (2008). Moreover, readers will find useful descriptions of current research approaches to investigating L2 assessments in Lumley & Brown (2005), Weir (2005a), Chapelle, Enright & Jamieson (2008), Lazaraton (2008), and Xi (2008). Adapted from the source document

摘要：This article reviews the literature on the relatively new field of materials development for language learning and teaching. It reports the origins and development of the field and then reviews the literature on the evaluation, adaptation, production and exploitation of learning materials. It also reviews the literature, first, on a number of controversial issues in the field, next, on electronic delivery of materials and, third, on research in materials development. It identifies gaps in the literature and makes proposals for future progress in materials development and in the research within the field. Much of the literature focuses on materials for learning English but the same principles apply to materials for learning any L2, as has been acknowledged by some of the authors whose publications focus on materials for learning other languages. Adapted from the source document

摘要：This paper presents a case study of an individual student's increasing approximation of academic discourse during a third-semester Spanish class that included chat-based instruction. During both chat-based activities and oral discussions in class, the student's language use became increasingly characterized by longer turns and the use of subordination to express opinions. At the same time, her engagement in online play decreased over the course of the semester. This case suggests that, depending on the overall instructional context in which text-based chat is integrated, this medium, which is generally assumed to be social and informal, may actually be flexible enough to also support the development of academic discourse. Furthermore, the detailed description of language use and development across online and off-line environments invites consideration of the relationship between chatting and speaking. Adapted from the source document

摘要：Saito and Lyster (2011) examined the acquisitional value of pronunciation-focused recasts in a quasi-experimental study with a pre- and post-test design involving participants who were adult native speakers of Japanese learning English. The participants were involved with a series of form-focused tasks whereby they were guided to notice and practice one of two pronunciation features (the alveolar approximant /r/ or the low front vowel /ae/) while teachers consistently provided recasts in response to pronunciation errors. That study reported the results of the group focusing on /r/, revealing that pronunciation-focused recasts can be facilitative of L2 pronunciation development with medium-to-large effects, especially within familiar lexical items that appeared during the instructional treatment. In the current study, Saito and Lyster report on the results of the group focusing on /ae/ and further examine the pedagogical potential and limitations of pronunciation-focused recasts from various perspectives. Adapted from the source document

摘要：This study investigated the effects of negative feedback type (i.e., explicit correction vs. recasts), communication mode (i.e., face-to-face communication vs. synchronous computer-mediated communication), and target structure salience (i.e., salient vs. nonsalient) on the acquisition of two Turkish morphemes. Forty-eight native speakers of English with no Turkish background carried out two communicative tasks during which their errors on the target structures were treated according to their feedback group. Oral production, comprehension, and recognition tests were used to measure learners' resulting performance. A clear advantage was found for explicit correction over recasts in the oral production and comprehension tasks on both immediate and delayed posttests. Results also showed that neither communication mode nor target structure salience moderated the difference between the negative feedback types but both factors made independent contributions to feedback effectiveness. Adapted from the source document