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Transcript of New Trends in SLA Research: Theories, Methods, Ethics Lourdes Ortega University of Hawai‘i at M ā...
New Trends in SLA Research: Theories,
Methods, Ethics
Lourdes OrtegaUniversity of Hawai‘i at Mānoa
National Tsing Hua UniversityTaiwan, June 8, 2011
Please cite as:
Ortega, L. (2011). New trends in SLA research: Theories, methods, ethics. Invited lecture at National Tsing Hua University, Taiwan, June 8.
Copyright © Lourdes Ortega, 2011
Background:
Since the mid 1990s, intense disciplinary crisis
& reflection in SLA
Wagner & Firth (1997) andLafford’s (2007) Special 10-year
anniversary of Firth & Wagner (1997) in Modern Language
Journal.
Writing reflective overviews:
Ortega (2007) and (2011)
in VanPatten & Williams (Eds.) (2007)& in Atkinson (Ed.) (2011)
Writing an SLA textbook and anthologizing the
field:Ortega (2009) and (2010b)
Guiding Question:
What will it take in the future so we can improve our explanations about second language learning?
epistemological diversity
interdisciplinarity:
Cognitive ScienceSocial Theories
Study of Bilingualism
Values:
Challenge 1:
addressing the explicit-implicit knowledge
interface
Theoretical explosion
in SLA:
VanPatten & Williams (Eds.) (2007)Atkinson (Ed.) (2011)
Main theories in SLA(VanPatten & Williams, Eds., 2007):
Functionalist-linguistic SLA(e.g., Barvodi-Harlig, Ch. 4; Pienemann, Ch. 8)
Formal-linguistic SLA(e.g., White, Ch. 3; Carroll, Ch. 9)
Connectionist-emergentist(e.g., N. Ellis, Ch. 5)
[LINGUISTIC roots]
[PSYCHOLOGICAL
roots]
Cognitive-interactionist(e.g., Gass & Mackey, Ch. 10; VanPatten, Ch. 7;
TBLT: Robinson, Skehan, etc...)
Vygostkian SLA(e.g., Lantolf & Thorne, Ch. 11)
Skills acquisition(e.g., DeKeyser, Ch. 6)
[ECLECTIVE linguistic &
psychological,
& social psychological roots]
[SOCIOCULTURAL roots]
Alternative theories in SLA(Atkinson, Ed., 2011):
Identity Theory(e.g., Norton & McKinney, Ch. 3)
Language SocializationTheory
(e.g., Duff & Talmy, Ch. 4)
Complexity theory(e.g., Larsen-Freeman, Ch. 2)
[LINGUISTIC ANTHR. roots]
[NATURAL SCIENCE
roots]
CA-for-SLA(e.g., Kasper & Wagner, Ch. 5)
Vygostkian SLA(e.g., Lantolf, Ch. 1)
Sociocognitive Approach(e.g., Atkinson, Ch. 6)
[SOCIOLOGICAL roots]
[SOCIOCULTURAL roots]
[POST-STRUCTURALIST roots]
[ECOLOGY+ DISCOURSE
roots]
Current positions/foci on“L2 knowledge”General cognitive
SocialCognitive-
interactionist theories
Vygotskian; Identity
Skills acquisition theory
Generativist theory; Functionalist approaches Emergentist,
Complexity, and
Dynamic Systems theoriesImplicit mostly
Explicit>Implicit
Explicit+Implicit
Linguistic
Explicit+ImplicitImplicit only
Language Socializati
on
Explicit mostly
CA-for-SLA;
Sociocognitive
Implicit
Importance is recognized in L2 instruction research:
+ Grammar explanation;
+ Metalanguage;
+ Instructions to attend to specific form;
etc
Most explicit
+ Exposure to input made salient by engineering:
• Phonological or typographical salience
• Frequency• Order of
presentationetc
Most implicit
e.g., NTHU’s Hung-Tzu Huang: meta-analysis of input enhancement in
SSLA (Lee & Huang, 2008)
Relative recent interest at the psycholinguistic level:
DeKeyser (2003) HSLA “explicit > implicit”
R. Ellis (2004) LL “Definition & measurement…”
N. Ellis (2005) SSLA “At the interface…” Sharwood Smith & Truscott (2005) AL
the processing origins of L2 knowledge
But still disengagement or underdetermination are the norm:
Illustrative case in point: RECAST debate (Lyster, 2004; Long, 2006)
Where do we look for benefits brought about by recasts?
Evidence of “learning”?1. immediate responses
Incorporation
(=successful uptake)
S: Some people have racism.
T: Some people ARE racist.S: are racist.
Loewen & Philp (2006, p. 541) McDonough (2006, p. 186)
Structural priming
A: Where where where you break it?
B: Where did you break it? Mae Sot+
A: Mae Sot in Tak?B: Yeah+A: Why why why did you
go there?
Evidence of “learning”?2.retrospection
Nabei & Swain (2002, p. 55)
I said ‘freedom of thinking’. I was not certain if it should be ‘thinking’ or ‘thought’. I didn’t come up with ‘thought’ then, so I said ‘freedom of thinking’, then I felt it might be wrong. Then the teacher said ‘freedom of thought’. So I thought, ‘Oh, oh. I was wrong – just as I thought.’
Evidence of “learning”?3. pre-post test
changes
Mackey & Goo
(2007): Meta-analysis of interaction & feedback, 10 studies of recasts yielded d=0.96
Benefits for learning: explicit or implicit knowledge?
Recasts
Negative evidence & cognitivecomparison
(L1: Farrar, Nelson....)
Noticing(Schmidt)
Testing hypothesis,pushed output
(Lyster)
Positive evidence& enhanced input
(L2: Leeman, McDonough, Doughty)
Repeated processingheld in memory
Memory trace,frequency tallying
explicit??
implicit??
Incorporation &Introspection
Structural priming &Pre-post-test gains
Undeniable:
explicit, top down,and conscious processing
implicit, bottom up, and subconscious processing
What to do?
At this stage of SLA’s disciplinary knowledge…
…it is problematic for any theory to discard a priori one or the other type of knowledge as irrelevant for explaining L2 acquisition;
…and also problematic is to neglect to clarify whether claims about learning are made with regard to explicit or implicit cognition
Challenge 1: Methodological solutions
required
Tall order:
SLA researchers will need to draw from cognitive science in this area in order to make explorations neurobiologically plausible
(e.g., the work by Georgetown alumni who trained in
Michael Ullman’s lab: Kara Morgan-Short, Harriet Wood Bowden)
Tall order:
Ideally, SLA researchers will also combine training and methodologies to produce yoked behavioral and neurological evidence
(e.g., NTHU faculty trained in the psycholinguistics of
processing and in neurolinguistics: Chun-Chieh Natalie Hsu, Fan-Pei Gloria Yang)
Challenge 2:
theorizing experience
Differential experience is connected to one of the most salient facts to be explained by any SLA theory: variability and heterogeneity in L2 learning processes and outcomes
Yet, traditional SLA theories are ill-equipped to deal with variability and, as a consequence, they trivialize learner experience as anecdotal, divesting it from any theoretical status
The importance of diverse social contexts for L2 learning resides less in externally documented experience or fixed environmental encounters and more in experience that is lived, made sense of, negotiated, contested, and claimed by learners in their physical, interpersonal, social, cultural, and historical context.
What to do?
1. Look for theories that offer social respecifications of phenomena:
L2 communication:Conversation Analysis
L2 grammar:Systemic-Functional
Linguistics
L2 cognition:Vygotskian theory
L2 learning:Language socialization
L2 sense of self:Identity theory
Good example: NTHU’s Yu-Jung Chang’s study
of the non-deficit oriented, agentive
identities of 4 doctoral graduate students in the US who were so-
called non-native speakers (Chang &
Kanno, 2010)
2. Investigate diverse contexts & populations:
Second, foreign, heritagelanguage contexts
Disparate social milieuswith varying L2 use needs
L1 semiliterate/L1 oralpopulations of L2 learners
Varying ages
Challenge 2: Theoretical solutions already
underway
But… better done 1 than 2 so far:
SLA researchers have begun to look for theories that offer social respecifications of phenomena (“the social turn in SLA”)
But SLA as a field continues to investigate very limited contexts & population
Yet, crucial:
We do not know what new theoretical models will need to be advanced, or how the present ones will need to be modified, once SLA researchers begin to investigate populations that are currently seriously understudied
(e.g., Bigelow, 2010; Valdés, 2005;Verhoeven, 1994)
Challenge 3:
re-evaluating SLA theories through the prism of bilingualism
Native speaker as golden benchmark and reference:
To judge what ultimate attainmentshould look like and whether it is
possible (in L2)
To explain what we can expect inL2 development data and what we see
To evaluate educational goals & outcomes, i.e.,communicative competence = “like a NS”
(linguistic knowledge, pragmatics,collocations, rhetoric, gestures…)
Canagarajah (2004) Firth & Wagner (1997) García (2009) Hall et al. (2006) Holliday (1994); Holliday & Aboshiha
(2009) Jenkins (2006) Leung (2005) Norton & Toohey (2001) Rampton (1990) Seidlhofer (2001) Phillipson & Skutnabb-Kangas (1986) Shohamy (2006) Sridhar (1994)
Extensive critique against “nativespeakerism” from social and critical perspectives:
………..and so many more ... ... ... ...!
But in SLA, to present day:
L2 acquisition = developing
native competence
But… what do we mean by
“native”?
a language user…+ by birth+ born to one language only+ no detectable traces of other languages
“native”:
“monolingual native”
“native” =
“non-native speaker” =
“native speaker” =
By birth
One langua
ge
Multiple
languages
Not by birth
L2 competence in SLA:
two monolingual speakers housed in a single head?
monolingual-like competence the goal?
monolingual and monocultural acts of a special (secondary) nature?
language competencies static and fixed in the L1, and dynamic and in flux only in the L2?
L2 acquisition = “efforts by monolingual adults to add on a monolingual-like command
of an additional language”(Ortega, 2009, p. 5)
+in an imagined world where what’s
given/owned by birth can never be matched or altered by experience/history (Ortega, 2010a)
Monolingual Bias in SLA
Accepted tenets in the study of bilingualism:
Bilinguals cannot be reduced to the sum of two monolinguals in one.
(Grosjean, 1989)
Accepted tenets in the study of bilingualism:
Context-free, fixed, and dichotomous NS/NNS categories have questionable validity.
(Li Wei, 2000)
Accepted tenets in the study of bilingualism:
The development of multiple language competencies is a process mediated by amount of use/degree of activation across languages.
(e.g., Sebastián-Gallés et al., 2005)
Accepted tenets in the study of bilingualism:
The development of additional language competence interacts with, destabilizes, and most likely transforms the nature of linguistic competence across the languages of the individual (languages interact).
(e.g., Cenoz et al., 2001)
Good example: NTHU’s I-Ru Su’s study of bi-directional transfer in Taiwanese learners
of EFL doing requests and being
conventionally indirect (Su, 2010)
What to do?
1. Pursue new constructs:
“multi-competence is not just the imperfect cloning of mono-competence, but a different state”
(Vivian Cook, 2002, pp. 7-8)
people who speak more than one language posses varying expertise, inheritance, and affilitation across their languages
(Rampton, 1990)
2. Pursue new empirical baselines:
Compare incipient and emerging bilinguals to fully developed bilinguals; bi/multilinguals cannot be directly compared to monolinguals; the sole benchmark for comparison cannot be monolinguals.
(Birdsong, 2005; Harley & Wang, 1997; Singleton, 2003)
3. Pursue new designs:
Investigate a learner’s multiple languages simultaneously within the same study.
(Ortega & Carson, 2010)
4. Craft new discourse of bilingualism as potentiality, not deficit:
…proponents of this view offer an explanation for adults’ relative failure to reach nativelikeness that is based on neurological changes that occur at a certain age (e.g., puberty) and that lead to a sudden or gradual deterioration or distortion of the implicit language learning mechanism…
…proponents of this view offer an explanation for adults’ relative failure to reach nativelikeness that is based on neurological changes that occur at a certain age (e.g., puberty) and that lead to a sudden or gradual deterioration or distortion of the implicit language learning mechanism…
… a number of studies show that L2 learners’ employment of formulaic sequences is often problematic. Although learners can produce a considerable number of native-like sequences…, there is evidence that learners’ restricted formulaic repertoires lead them to overuse those sequences they know well … Still, overall, nonnative use of formulaic sequences is less pervasive and less diverse than native norms … It is not surprising, therefore, that L2 learners’ failure to use native-like formulaic sequences is one factor in making their writing feel nonnative…
… a number of studies show that L2 learners’ employment of formulaic sequences is often problematic. Although learners can produce a considerable number of native-like sequences…, there is evidence that learners’ restricted formulaic repertoires lead them to overuse those sequences they know well … Still, overall, nonnative use of formulaic sequences is less pervasive and less diverse than native norms … It is not surprising, therefore, that L2 learners’ failure to use native-like formulaic sequences is one factor in making their writing feel nonnative…
discourses of deficit are persuasive!!
“many bilinguals … have a tendency to evaluate their language competencies as inadequate. Some criticize their mastery of language skills, others strive their hardest to reach monolingual norms, others still hide their knowledge of their “weaker” language, and most simply do not perceive themselves as being bilingual even though they use two (or more) languages regularly”
Grosjean (2008, p. 224)
Challenge 3: Theoretical-methodological-ethical
solutions badly needed!!!
Badly needed:a bilingual turn in SLA!!
Reorientating towards studying what L1+L2 (multicompetent/bilingual) users can do, as opposed to only understanding what they cannot or wish not to do in their L2
SLA, a field
“learningto be
bilingual”
“pathwaysto
multicompetence”
in pursuit of knowledge about:
supportive of:
In conclusion…
Theories + Methods + Ethics
Theories
1.… clarifying explicit-implicit
knowledge2.… properly investigating
learners’ experience
New Trends in SLA
Research…
Methods
3.…conceptualizing
SLA as bilingualism, fighting the
monolingual bias
Looking forward, looking ahead
To more empirical work on the nature of explicit and implicit language knowledge and their respective contributions to L2 learning To more theorizing into ways to
study how the lived experiences afforded by different social contexts shape L2 learning; more empirical work across diverse experiences (=diverse social contexts)To a bilingual turn in
SLA!!
Thank [email protected]
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