A comparison of L2-L2 and L2-heritage learner interactions in spanish language classrooms

Modern Language Journal

Volumn 98, Issue 2, 2014, Pages 497-517

  Bowles, Melissa A ^a   Adams, Rebecca J ^b   Toth, Paul D ^c  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

^b UNIVERSITY OF AUCKLAND   (New Zealand)

^c TEMPLE UNIVERSITY   (United States)

Author keywords

Conversational interaction; Focus on form; Heritage learners; Interaction Hypothesis; L2 learners; Learner learner dyads; Task based interaction

Indexed keywords

EID: 84900495930     PISSN: 00267902     EISSN: 15404781     Source Type: Journal    
DOI: 10.1111/modl.12086     Document Type: Article

References (79)

1. Abadikhah, S. (2011). Investigating language-related episodes during mechanical and meaningful output activities. International Journal of English Linguistics, 1, 281-294.
2. Adams, R. J. (2006). L2 tasks and orientation to form: A role for modality? ITL-International Journal of Applied Linguistics, 152, 7-34.
3. Adams, R. J. (2007). Do second language learners benefit from interacting with each other? In A. Mackey (Ed.), Conversational interaction in second language acquisition (pp. 29-51). Oxford: Oxford University Press.
4. Adams, R. J., Nuevo, A. M., & Egi, T. (2011). Explicit and implicit feedback, modified output, and SLA: Does explicit and implicit feedback promote learning and learner-learner interactions? Modern Language Journal, 95(s1), 42-63.
5. Adams, R. J., & Ross-Feldman, L. (2008). Does writing influence learner attention to form? In D. Belcher & A. Hirvela (Eds.), The oral/literate connection: Perspectives on L2 speaking/writing connections (pp. 243-267). Ann Arbor, MI: University of Michigan Press.
6. Alegría, dela. Colina., García, A., & Mayo, M. P. (2009). Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool. IRAL (International Review of Applied Linguistics), 47, 325-345.
7. Au, T., Knightly, L. M., Jun, S.-A., & Oh, J. S. (2002). Overhearing a language during childhood. Psychological Science, 13, 238-243.
8. Beaudrie, S. (2012a). Research on university-based Spanish heritage language programs in the United States: The current state of affairs. In S. Beaudrie & M. Fairclough (Eds.), Spanish as a heritage language in the United States: State of the field (pp. 203-221). Washington, DC: Georgetown University Press.
9. Beaudrie, S. (2012b). Introduction: Developments in Spanish heritage language placement. Heritage Language Journal, 9(1), i-xi.
10. Blake, R. J., & Zyzik, E. C. (2003). Who's helping whom?: Learner/heritage-speakers' networked discussions in Spanish. Applied Linguistics, 24, 519-544.
11. Block, D. (2003). The social turn in second language acquisition. Edinburgh, UK: Edinburgh University Press.
12. Bowles, M. A. (2011). Exploring the role of modality: L2-heritage learner interactions in the Spanish language classroom. Heritage Language Journal, 8(1), 30-65.
13. Brooks, F. B., & Donato, R. (1994). Vygotskyan approaches to understanding foreign language discourse during communicative tasks. Hispania, 77, 262-274.
14. Brown, J. D., Hudson, T., & Clark, M. (2004). Issues in language placement. Manoa, Hawai'i: National Foreign Language Resource Center. Retrieved 16 January 2014 from http://nflrc.hawaii.edu/NetWorks/NW41.pdf
15. Buckwalter, P. (2001). Repair sequences in Spanish L2 dyadic discourse: A descriptive study. Modern Language Journal, 85, 380-397.
16. Carreira, M. (2007). Spanish-for-Native-Speaker matters: Narrowing the Latino achievement gap through Spanish language instruction. Heritage Language Journal, 5(1), 147-171.
17. Colombi, M. C., & Alarcón, F. (1997). La enseñanza del español a hispanohablantes: Praxis y teoría [Teaching Spanish to Spanish-speakers: Practice and theory]. Boston: Houghton.
18. Donato, R. (1994). Collective scaffolding in second language learning. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language learning (pp. 33-56). Norwood, NJ: Ablex.
19. Dörnyei, Z., & Kormos, J. (2000). The role of individual and social variables in oral task performance. Language Teaching Research, 14, 275-300.
20. Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51, 281-318.
21. Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Los Angeles: SAGE.
22. García Mayo, M. P. (2002). The effectiveness of two form-focused tasks in advanced EFL pedagogy. International Journal of Applied Linguistics, 12, 156-175.
23. García Mayo, M. P., & Pica, T. (2000). L2 learner interaction in a foreign language setting: Are learning needs addressed? International Review of Applied Linguistics, 38, 35-58.
24. Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum.
25. Gass, S., & Lewis, K. (2007). Perceptions about interactional feedback: Differences between heritage language learners and non-heritage language learners. In A. Mackey (ed.), Conversational interaction in second language acquisition (pp. 79-99). Oxford: Oxford University Press.
26. Gass, S. M., Mackey, A., & Ross-Feldman, L. (2005). Task-based interactions in classroom and laboratory settings. Language Learning, 55, 575-611.
27. Gass, S. M., & Varonis, E. (1985). Variation in native speaker speech modification to non-native speakers. Studies in Second Language Acquisition, 7, 37-57.
28. Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. London: Taylor & Francis.
29. Kagan, O., & Dillon, K. (2001). A new perspective on teaching Russian: Focus on the heritage learner. Slavic and East European Journal, 45, 507-518.
30. Kanno, K., Hasegawa, T., Ikeda, K., Ito, Y., & Long, M. (2008). Relationships between prior language-learning experience and variation in the linguistic profiles of advanced English-speaking learners of Japanese. In D. Brinton, O. Kagan, & S. Bauckus (Eds.), Heritage language education (pp. 165-180). New York: Routledge.
31. Kim, Y., & McDonough, K. (2008). The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12, 211-234.
32. Kondo-Brown, K. (2005). Differences in language skills: Heritage language learner subgroups and foreign language learners. Modern Language Journal, 89, 563-581.
33. Leeman, J. (2005). Engaging critical pedagogy: Spanish for native speakers. Foreign Language Annals, 38, 35-45.
34. Leeser, M. J. (2004). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8, 55-81.
35. Loewen, S. (2004). Uptake in incidental focus on form in meaning-focused ESL lessons. Language Learning, 54, 153-188.
36. Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). San Diego, CA: Academic Press.
37. Loschky, L., & Bley-Vroman, R. (1993). Grammar and task-based methodology. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice (pp. 123-163). Clevedon, UK: Multilingual Matters.
38. Lynch, A. E. (1999). The subjunctive in Miami Cuban Spanish: Bilingualism, contact, and language variability. (Unpublished doctoral dissertation). University of Minnesota, Minneapolis, MN.
39. Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22, 471-497.
40. Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research synthesis. In A. Mackey (Ed.), Conversational interaction in second language acquisition (pp. 407-452). Oxford: Oxford University Press.
41. Mackey, A., Oliver, R., & Leeman, J. (2003). Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads. Language Learning, 53, 35-66.
42. Martinez, G. (2003). Classroom based dialect awareness in heritage language instruction: A critical applied linguistic approach. Heritage Language Journal, 1(1), 1-14.
43. Montrul, S. (2002). Incomplete acquisition and attrition of Spanish tense/aspect distinctions in adult bilinguals. Bilingualism: Language and Cognition, 5, 39-68.
44. Montrul, S. (2008). Incomplete acquisition in bilingualism: Re-examining the age factor. Philadelphia/Amsterdam: John Benjamins.
45. Montrul, S., & Bowles, M. (2008). Negative evidence in instructed heritage language acquisition: A preliminary study of Differential Object Marking. In M. Bowles, R. Foote, S. Perpiñán, & R. Bhatt (Eds.), Proceedings of the 2007 Second Language Research Forum (pp. 252-262). Somerville, MA: Cascadilla Proceedings Project.
46. Montrul, S., Foote, R., & Perpiñán, S. (2008). Gender agreement in adult second language learners and Spanish heritage speakers: The effects of age and context of acquisition. Language Learning, 58, 503-553.
47. Niu, R. (2009). Effect of task-inherent production modes on EFL learners' focus on form. Language Awareness, 18, 384-402.
48. Oh, J. S., Jun, S.-A., Knightly, L. M., & Au, T. (2003). Holding on to childhood language memory. Cognition, 86, 53-64.
49. Pellettieri, J. (2009). Negotiation in cyberspace: The role of chatting in the development of grammatical competence in the virtual foreign language classroom. In P. Hubbard (Ed.), Computer assisted language learning: Critical concepts in linguistics. Volume III (pp. 212-238). New York: Routledge.
50. Pereltsvaig, A. (2008). Aspect in Russian as grammatical rather than lexical notion: Evidence from Heritage Russian. Russian Linguistics, 32, 27-42.
51. Pica, T. (1994). Questions from the language classroom: Research perspectives. TESOL Quarterly, 28, 49-79.
52. Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11, 63-90.
53. Plonsky, L., & Gass, S. M. (2011). Quantitative research methods, study quality, and outcomes: The case of interaction research. Language Learning, 61, 325-366.
54. Polinsky, M. (2006). American Russian: Incomplete acquisition. Journal of Slavic Linguistics, 14, 191-262.
55. Polinsky, M., & Kagan, O. (2007). Heritage languages: In the "wild" and in the classroom. Language and Linguistics Compass, 1, 368-395.
56. Potowski, K. (2002). Experiences of Spanish heritage speakers in university foreign language courses and implications for teacher training. ADFL Bulletin, 33(3), 35-42.
57. Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.
58. Ross-Feldman, L. (2007). Interaction in the L2 classroom: Does gender influence learning opportunities? In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 53-77). Oxford: Oxford University Press.
59. Rothman, J. (2007). Heritage speaker competence differences, language change, and input type: Inflected infinitives in Heritage Brazilian Portuguese. International Journal of Bilingualism, 11, 359-389.
60. Schegloff, E. A., Jefferson, G., & Sacks, H. (1977). The preference for self-correction in the organization of repair in conversation. Language, 53, 361-382.
61. Schmidt, R., & Frota, S. (1986). Developing basic conversational ability in a second language. In R. Day (Ed.), Talking to learn (pp. 237-326). Rowley, MA: Newbury House.
62. Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA: Blackwell.
63. Shehadeh, A. (1999). Non-native speakers' production of modified comprehensible output and second language learning. Language Learning, 49, 627-675.
64. Silva-Corvalán, C. (1994). Language contact and change: Spanish in Los Angeles. Oxford: Oxford University Press.
65. Storch, N., & Aldosari, A. (2010). Learners' use of L1 (Arabic) in pair work activity in an EFL class. Language Teaching Research, 14, 355-376.
66. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H.G. Widdowson (pp. 125-144). Oxford: Oxford University Press.
67. Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64-82). Cambridge: Cambridge University Press.
68. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.
69. Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum.
70. Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion learners' response to reformulation. International Journal of Educational Research, 37, 285-304.
71. Toth, P. D. (2008). Teacher- and learner-led discourse in task-based grammar instruction: Providing procedural assistance for L2 morphosyntactic development. Language Learning, 58, 237-283.
72. Toth, P. D. (2010). Relevance, cohesion, and the sociocognition of form-focused, teacher-led L2 discourse. In R. Batstone (Ed.), Sociocognitive perspectives on language use and language learning (pp. 184-206). Oxford: Oxford University Press.
73. Valdés, G. (1995). The teaching of minority languages as "foreign" languages: Pedagogical and theoretical challenges. Modern Language Journal, 79, 299-328.
74. Valdés, G. (2001). Heritage language students: Profiles and possibilities. In J. Peyton, J. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 37-80). McHenry, IL: Center for Applied Linguistics and Delta Systems.
75. Valdés, G. (2006). The foreign language teaching profession and the challenges of developing language resources. In G. Valdés J. Fishman R. Chávez & W. Pérez (Eds.), Developing minority language resources: The case of Spanish in California (pp. 108-135). Clevedon, UK: Multilingual Matters.
76. Valdés, G., Fishman, J., Chávez, R., & Pérez, W. (Eds.). (2006). Developing minority language resources: The case of Spanish in California. Clevedon, UK: Multilingual Matters.
77. Watanabe, Y., & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11, 121-142.
78. Williams, J. (1999). Learner-generated attention to form. Language Learning, 49, 583-625.
79. Young, R. F. (2009). Discursive practice in language learning and teaching. Malden, MA: Wiley-Blackwell.