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Oleo de José Tola
From: Gary Vega
Date: 9/15/99
Time: 1:02:18 AM
Remote Name: 12.78.172.187
Article #1: Williams, John N., Memory, Attention and Inductive Learning, Studies in Second Language Acquistion Vol. 21 No. 1, March 1999, pp. 1-48
This article relates the results of three experiments designed to examine the correlation between "memory for input" and "inductive learning of morphological rules". The author indicates that there are disagreements over the relative benefits of "explicit instruction [deduction]" and "self-directed rule disocvery [induction]". The experiments indicated that the ability to create "accurate long-term memory representations of novel phonological forms" was extremely important; that learners do not merely "absorb input and extract the underlying ... regularities" but may actually miss them if not specifically guided to the desired associations. The author concluded that "appropriately structured" materials can enhance the formation of long-term memories without the need to learn specific grammatical rules. He also observed that the majority of the particiapants in the study expressed a strong preference for this style of instruction.
Article #2: Long, Michael H., Shunji Inagaki and Lourdes Ortega, The Role of Implicit Negative Feedback in SLA:Models and Recasts in Japanese and Spanish, The Modern Language Journal, Vol. 82, No. 3, Autumn 1998, pp. 357-371
The article describes the results of two experiments intended to examine the relative usefulness of using "models and recasts in L2 Japanese and Spanish". The authors concluded that both indicated some evidence of the ability of adults to use negative feedback as a tool for learning. Also, one of the experiments provided support for the idea that "implicit negative feedback (recasts)" was "more effective than preemptive positive input (models)", at least in the short term. The authors warn, however, that the experiments were far from conclusive, and should be interpreted with "caution", suggesting that more detailed, long-term studies are needed.
Article #3: Bishop, Graham, Research into the use being made of bilingual dictionaries by language learners, Language Learning Journal, December 1998, No. 18, pp. 3-8
In this article the author describes the results of his inquiries into the actual patterns of dictionary usage exhibited by language learners. He determined that they use dictionaries for much more than finding the meanings of words. The subjects of his study were also checking for such things as grammar, spelling, alternate word forms and pronunciation. The author questions whether dictionaries are being constructed in a way that enhances their usefulness to language learners and also whether language teachers are adequately preparing their students to make the best use of this tool.
Article #4 Conacher, Jean E., and Frederic Royall, An evaluation of the use of the Internet for the purposes of foreign language learning, Language Learning Journal, December 1998, No. 18, pp. 37-41
The authors of this article declare that language teachers can ill afford to miss out on the opportunities to enhance language learning presented by technology. The difficulties, they observe, are in adapting their methods and teaching strategies to the advances in technology, and integrating new learner strategies into the classroom to introduce and encourage the use of new technologies. They present examples of ways language acquistion has been enhanced through the use of e-mail and the world wide web. The focus of the article is on "ensuring" language acquistion through the use of new methods and technologies. The authors conclude that success can only be measured "in terms of the benefits students gained" and the "impact" of new technologies on the "process" of language learning. They remind us that the Internet is merely another tool that and everything depends upon utilizing it in ways that make a positive difference for our students.
Article #5 Hartley, Linda and Marion Sporing, Teaching Communicatively: assessing communicatively?, Language Learning Journal, June 1999, No. 19, pp. 73-79
This article presents the observation that although the teaching of language has largely evolved in the direction of the "communicative approach", language assessment has lagged behind and is largely still conducted according to more traditional ideas. The authors present evidence to support their contention that a more communicative approach to student evaluations is "more relevant, more enjoyable and more in line with our students' language learning experience." They assert that this style of assessment is no less reliable than "traditional ones".
Article #6: Cole, Robert, Linda McCarthy Raffier, Peter Rogan and Leigh Schleicher, Interactive Group Journals: Learning as a Dialogue Among Learners, TESOL Quarterly, Vol. 32, No. 3, Autumn 1998, pp.556-568
This article examines the "interactive group journal (IGJ)" as a new way to utilize journal writing by recasting it as a means of stimulating group interaction and discussion. The authors present their views in the context of using this format as a tool for teacher education and the "building [of] a professional community", but mention also it's value as a "forum for collaborative inquiry" for learners and educators alike. They view the IGJ as a means to involve the participants directly in the process of learning, thus enhancing its value to the individual learners.