https://padlet.com/dianalazareti/s8rws2lz8o06f1yj en-us 2021-09-09 12:23:05 UTC 2021-09-09 14:05:44 UTC hello@padlet.com dianalazareti https://padlet.com/dianalazareti/s8rws2lz8o06f1yj/wish/1727834189 Area of interest: Order and sequence of acquisition
Just as children acquiring their first language went through clearly marked stages of development, so too do child and adult L2 learners acquire the grammar of an L2 in a more-or-less universal and fixed way. This finding challenged behaviourist accounts of L2 learning and the audiolingual
method of teaching.

Key Studies: Dulay and Burt (1973) and Cancino, Rosansky, and Schumann (1978)]]> 2021-09-09 12:25:23 UTC https://padlet.com/dianalazareti/s8rws2lz8o06f1yj/wish/1727834189 dianalazareti https://padlet.com/dianalazareti/s8rws2lz8o06f1yj/wish/1727933830 - Area of interest: Language transfer
Language transfer was reconceptualized as a cognitive rather than behaviourist phenomenon; the emphasis was now on the conditions that governed negative and positive transfer and avoidance.
Key Studies: Kellerman (1983) and Ringbom (1987)

- Area of interest: Linguistic universals (Universal Grammar -UG)
Researchers tested hypotheses drawn from linguistics – in particular whether L2 learners had access to UG. Markedness and universal principles governed both order of acquisition and language transfer.
Key Studies: Gass (1984), White (1989) and Eckman, Bell, and Nelson (1988)

- Area of interest: Second language pragmatics
The focus was on the comprehension and production of
speech acts such as requests and apologies and the identification of pragmatic and pragmalinguistic differences between native and non- native speakers.
Key Studies: Thomas (1983) and Blum-Kulka, House, and Kasper (1989)

- Area of interest: Input and interaction
Researchers addressed how the linguistic environment influenced L2 acquisition. Three influential hypotheses:
(1) the Input Hypothesis, (2) the Interaction Hypothesis
and (3) the Comprehensible Output Hypothesis.
Key Studies: Krashen (1985), Long (1983) and Swain (1985)]]> 2021-09-09 13:01:38 UTC https://padlet.com/dianalazareti/s8rws2lz8o06f1yj/wish/1727933830 dianalazareti https://padlet.com/dianalazareti/s8rws2lz8o06f1yj/wish/1727963615 Areas of interest: Consciousness and L2 acquisition; implicit and explicit knowledge; emergentism; skill learning theory
Conscious attention to exemplars of linguistic features in input and output (‘noticing’) required for acquisition; implicit and explicit knowledge are fundamentally different with implicit knowledge primary; interface positions.
Key Studies: Schmidt (1990), Tomlin and Villa (1994), Ellis (1994) and DeKeyser (1998)

]]> 2021-09-09 13:11:30 UTC https://padlet.com/dianalazareti/s8rws2lz8o06f1yj/wish/1727963615 dianalazareti https://padlet.com/dianalazareti/s8rws2lz8o06f1yj/wish/1727974402 -  Area of interest: The Social Turn
Learners have agency and actively construct their own learning contexts; social identity is crucial; learner– learner interactions are common; learners have local agendas.
Key Studies: Firth and Wagner (1997), Block (2003) and Norton (2000)

Area of interest: Sociocultural SLA
Learning commences externally WITHIN interaction. Key constructs – mediation; private speech; zone of proximal development; internalisation; collaborative dialogue; ‘languaging’; dynamic assessment.
Key Studies: Lantolf (2000) and Swain (2006)]]> 2021-09-09 13:14:45 UTC https://padlet.com/dianalazareti/s8rws2lz8o06f1yj/wish/1727974402 dianalazareti https://padlet.com/dianalazareti/s8rws2lz8o06f1yj/wish/1727992277 - Area of interest: Complex Dynamic Systems Theory
Combines social and cognitive perspectives on L2 acquisition; views learning as individualistic and non-linear; interconnectedness of multiple variables; predictions about how learning will occur not possible.
Key Studies: Larsen-Freeman (1997), Larsen-Freeman and Cameron (2008) and de Bot et al. (2007)

Area of interest: The multilingual turn
Rejects viewing bilingualism in terms of the development of
monolingual competence; makes multilingualism the central area of enquiry and emphasizes the multiple competencies of bi/ multilingual learners; translanguaging.
Key Studies: Cook (1992), May (2013) and Ortega (2009, 2019)]]> 2021-09-09 13:20:18 UTC https://padlet.com/dianalazareti/s8rws2lz8o06f1yj/wish/1727992277