Having established that interaction positively affects acquisition, research is expanding the theoretical frameworks and methodological tools with which it studies how interactional processes promote L2 development. This chapter uses corpus-linguistic tools to study Spanish L2 learners’ interaction in tasks involving a 3D world and synchronous computer-mediated communication (SCMC). We study the learners’ use of complex syntax from the theoretical perspective of structural alignment, which posits that language acquisition is enhanced when two learners’ output essentially “converges” (Branigan, Pickering, Pearson & McLean 2010) on the use of the same or comparable linguistic structures. The present study provides evidence that Spanish L2 learners align their syntactic production during communicative interaction by converging on the use of complex sentences containing nominal clauses.
2019. Learner Corpora. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
Jackson, Carrie N.
2018. Second language structural priming: A critical review and directions for future research. Second Language Research 34:4 ► pp. 539 ff.
Jung, YeonJoo, YouJin Kim & John Murphy
2017. THE ROLE OF TASK REPETITION IN LEARNING WORD-STRESS PATTERNS THROUGH AUDITORY PRIMING TASKS. Studies in Second Language Acquisition 39:2 ► pp. 319 ff.
Kanwit, Matthew
2017. What We Gain by Combining Variationist and Concept‐Oriented Approaches: The Case of Acquiring Spanish Future‐Time Expression. Language Learning 67:2 ► pp. 461 ff.
Kim, YouJin, YeonJoo Jung & Stephen Skalicky
2019. LINGUISTIC ALIGNMENT, LEARNER CHARACTERISTICS, AND THE PRODUCTION OF STRANDED PREPOSITIONS IN RELATIVE CLAUSES. Studies in Second Language Acquisition 41:5 ► pp. 937 ff.
Loewen, Shawn & Luke Plonsky
2016. An A–Z of Applied Linguistics Research Methods. In An A–Z of Applied Linguistics Research Methods, ► pp. 1 ff.
2015. Eliciting Production of L2 Target Structures through Priming Activities. The Canadian Modern Language Review 71:1 ► pp. 75 ff.
TROFIMOVICH, PAVEL & SARA KENNEDY
2014. Interactive alignment between bilingual interlocutors: Evidence from two information-exchange tasks. Bilingualism: Language and Cognition 17:4 ► pp. 822 ff.
Trofimovich, Pavel, Kim McDonough & Jennifer A. Foote
2014. Interactive Alignment of Multisyllabic Stress Patterns in a Second Language Classroom. TESOL Quarterly 48:4 ► pp. 815 ff.
Wang, Min, Qiao Gan & Julie Boland
2021. L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events. Chinese Journal of Applied Linguistics 44:3 ► pp. 292 ff.
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