Lourdes Ortega

Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis

This study employed (and reports in detail) systematic procedures for research synthesis and meta-analysis to summarize findings from experimental and quasi-experimental investigations into the effectiveness of L2 instruction published between 1980 and 1998. Comparisons of average effect sizes from 49 unique sample studies reporting sufficient data indicated that focused L2 instruction results in large target-oriented gains, that explicit types of instruction are more effective than implicit types, and that Focus on Form and Focus on Forms interventions result in equivalent and large effects. Further findings suggest that the effectiveness of L2 instruction is durable and that the type of outcome measures used in individual studies likely affects the magnitude of observed instructional effectiveness. Generalizability of findings is limited because the L2 type-of-instruction domain has yet to engage in rigorous empirical operationalization and replication of its central research constructs. Changes in research practices are recommended to enhance the future accumulation of knowledge about the effectiveness of L2 instruction.

Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization

This study investigated whether pre-task planning that embeds grammatical guidance to attend to a specific L2 form might be a suitable pedagogical choice in beginning-level foreign language classrooms. First-year high school students of English in Japan were asked to do an oral story-retelling task with a class partner under one of three conditions: without any prior planning (n = 17), after 5 minutes of unguided planning (n = 20), or after 5 minutes of planning with guidance in the form of a grammar handout about English relative clauses (n = 19). The resulting narratives were analyzed for task essentialness, amount and quality of use of relativization, and global complexity and fluency. It was found that the guided planning group produced more and more accurate relative clauses in their narratives than the other two groups, to both statistically significant and large degrees, while at the same time exhibiting global levels of complexity and fluency that were similar to those of the other two groups. The results show that guided planning can succeed in creating favorable conditions for striking a pedagogical balance between communication and grammar, even with high school learners at incipient levels of proficiency and under conditions that are typical of many foreign language contexts.

Bridging the Gap: Cognitive and Social Approaches to Research in Second Language Learning and Teaching.

For some, research in learning and teaching of a second language (L2) runs the risk of disintegrating into irreconcilable approaches to L2 learning and use. On the one side, we find researchers investigating linguistic-cognitive issues, often using quantitative research methods including inferential statistics; on the other side, we find researchers working on the basis of sociocultural or sociocognitive views, often using qualitative research methods including case studies and ethnography. Is there a gap in research in L2 learning and teaching? The present article developed from an invited colloquium at the 2013 meeting of the American Association for Applied Linguistics in Dallas, Texas. It comprises nine single-authored pieces, with an introduction and a conclusion by the coeditors. Our overarching goals are (a) to raise awareness of the limitations of addressing only the cognitive or only the social in research on L2 learning and teaching and (b) to explore ways of bridging and/or productively appreciating the cognitive-social gap in research. Collectively, the nine contributions advance the possibility that the approaches are not irreconcilable and that, in fact, cognitive researchers and social researchers will benefit by acknowledging insights and methods from one another.

Epistemological diversity and moral ends of research in instructed SLA

In this article I explore epistemological diversity in the field of second language acquisition (SLA) from the perspective that obtains if we examine the moral ends of research, and we ask: In what ways does epistemological diversity relate to enhancing the social value and educational relevance of the research generated by the instructed SLA research community? Is epistemological diversity sufficient in order to produce high-quality SLA research that positively impacts on society and education? Through several illustrations, I show that epistemological diversity is a disciplinary reality that is here to stay and, furthermore, that it is a good thing. At the same time, I argue that it is insufficient in and of itself. Instead, I propose that it is crucial to interrogate the moral ends of our research and to probe the social value and educational relevance of what we choose to investigate and of the knowledge we generate.

Bridging the gap: Cognitive and social approaches to research in second language learning and teaching. Editor's introduction & Editor's closing thoughts

For some, research in learning and teaching of a second language (L2) runs the risk of disintegrating into irreconcilable approaches to L2 learning and use. On the one side, we find researchers investigating linguistic-cognitive issues, often using quantitative research methods including inferential statistics; on the other side, we find researchers working on the basis of sociocultural or sociocognitive views, often using qualitative research methods including case studies and ethnography. Is there a gap in research in L2 learning and teaching? The present article developed from an invited colloquium at the 2013 meeting of the American Association for Applied Linguistics in Dallas, Texas. It comprises nine single-authored pieces, with an introduction and a conclusion by the coeditors. Our overarching goals are (a) to raise awareness of the limitations of addressing only the cognitive or only the social in research on L2 learning and teaching and (b) to explore ways of bridging and/or productively appreciating the cognitive-social gap in research. Collectively, the nine contributions advance the possibility that the approaches are not irreconcilable and that, in fact, cognitive researchers and social researchers will benefit by acknowledging insights and methods from one another.

Chapter 1. Towards technology-mediated TBLT: An introduction

Computer and online-communication technologies have given rise to new tasks in the real world. The present collection* is based on two premises: (a) that rapid digital technological change fuels constant transformations in learning and language use, continually creating new language education needs, and (b) that these developments in turn demand suitable curricular and instructional responses, whereby tasks and technology are genuinely and productively integrated. In this introduction, we present our vision for how the canonical principles of task-based language teaching (TBLT) can be fitted integrally into the new language education and digital technology realities, and we outline a new framework that we call “technology-mediated TBLT” and which the book seeks to open up for new research. We also introduce each chapter and highlight connections among them as they provide relevant empirical evidence and help envision future needed research into technology-mediated TBLT.

Language Learning and Teaching: Overview

A vibrant sector of applied linguistics is concerned with generating systematic knowledge that can support people who formally study an additional language, that is, a language other than the one(s) they learned at home through primary socialization prior to schooling. Keywords: language teaching; instructed SLA; language learning