LLAS Centre for Languages, Linguistics and Area Studies

Learning second language writing systems
Learning to read and write a second language writing system (L2WS) requires developing new skills or adapting pre-existing ones. Different writing systems represent different language units, with different levels of transparency and different symbols. L2WS learners, who developed processes and strategies appropriate for their L1 writing system, must adapt to the cognitive demands of their new writing system. Learners may need to become aware of new language units, to adjust their reliance on the phonological route, to adapt their eye movement patterns and hand movements and to learn new orthographic conventions. Learning an L2 writing system is therefore a complex but rewarding task.

Writing in a second language
Writing is not only the process the writer uses to put words to paper but also the resulting product of that process. This process and product are also conditioned by the purpose and place of writing (its audience and genre). Writing in a second language is further complicated by issues of proficiency in the target language, first language literacy, and differences in culture and rhetorical approach to the text. Instruction in writing can effectively improve student proficiency in a number of key areas. Approaches to instruction have variously targeted process, product and purpose of writing. More recent approaches both to its teaching and assessment recognise the need to integrate all aspects of writing.

Empty-headed linguists? French undergraduates and learning transfer
This study describes an attempt to encourage some advanced learners of French as a foreign language (A-level plus two years) at Anglia Polytechnic University (APU) to develop some strategies and skills applicable both to language learning and to other knowledge domains. We examine what happened during a three-week learning and teaching sequence; we re-examine the principles and assumptions on which the teaching was based; and we draw conclusions pertinent to attempts to achieve similar ends, at APU and perhaps elsewhere. Our title is a wry reference to the stereotype, common within British Higher Education, of foreign language proficiency as a mere skill requiring only low-level cognitive activity.

Good practice in teaching and learning vocabulary
The vocabulary of any language is huge and its acquisition takes time, even for a native speaker. Research has concentrated more on how words are learnt than on what should be taught, though everyone agrees that a threshold of around 2000-3000 words is a requirement for further progress. The research suggests that extensive reading leads to good vocabulary gains, though this knowledge needs to be activated, e.g. in productive exercises. The teacher can also help the learner to become autonomous by teaching strategies and ensuring the availability of appropriate, motivating materials.

Reading in a second language

Reading in a second language calls for fast, automatic word decoding and access to the mental lexicon (dictionary); this means working on building speed and fluency and on learning to recognise at least 10,000 words in the new language. Learners can build speed and fluency by learning vocabulary systematically and by doing lots of easy (‘extensive’) reading. Learners will also read better in their second language if they learn about text characteristics, and if they know how to handle a variety of strategies for getting meaning from texts. Background knowledge about the second-language culture will make comprehension easier as well.

Second language acquisition
Since the original formulation of the 'Interlanguage Hypothesis' in the late '60s, the field of Second Language Acquisition has witnessed a remarkable expansion and diversification. It is now a research area that interfaces with several disciplines and encompasses a range of applied, theoretical and experimental approaches. As a consequence, Second Language Acquisition can be taught in different ways depending on the purpose of the course and the students' background and aims.

Translation from and into the foreign language
Beginning with a brief look at some of the issues highlighted by translation studies in recent years, the article covers the following practical matters: the place of translation in the FL course; discussion of some excercises involving translation (parallel texts, retranslation, summary translation); sample demonstration and teaching sequences (on parallel texts and translation from L1 to L2); assessing translation. Finally there are glossary items and a short bibliography.

Second language acquisition (SLA) research: its significance for learning and teaching issues

The purpose of this general overview article is to outline how research into second language acquisition (SLA) over the last few decades has fed into our understanding of learning and teaching in foreign language classrooms. After a very brief overview of SLA research findings concerning both route and rate of L2 development, theoretical models attempting to explain these findings are presented, ranging from purely linguistic to cognitive models and social/interactionist models. The relationship between SLA research and second language pedagogy is then explored. Finally, recent developments investigating specifically the relationship between instruction and L2 development are outlined.

Listening: theory and practice in modern foreign language competence
Second language (L2) listening comprehension is a complex process, crucial in the development of second language competence. Listeners use both bottom-up processers (linguistic knowledge) and top-down processes (prior knowledge) to comprehend. Knowing the context of a listening text and the purpose for listening greatly reduces the burden of comprehension. Teachers can help students develop sound strategies for comprehension through a process approach to teaching L2 listening. This will help students learn how to listen and develop the metacognitive knowledge and strategies crucial to success in listening comprehension.

Orientation in narratives: Intercultural differences between native English and Chinese-English bilingual students

This paper aims to explore differences in presenting picture-based narratives between two distinct language and cultural groups - native English students (ES) and native Chinese students (CS) whose L2 is English. It compares narratives in English L1, English L2 and Chinese L1. The degree of specificity and elaboration of ES and CS texts differs significantly in various aspects of orientation. ES texts are more specific in character identification, whereas CS texts are more specific in time orientation. The differences reflect the influence of L1 culture. Findings help raise writer's awareness of areas of differences when writing for readers of different cultures.

The Construction of Second Language Identity in two Chicano Autobiographies
This short paper uses literary autobiographies to explore intercultural experiences and the relationship between the perception of the self and language learning. The analysis will follow a post-structuralist view of language learning where L2 users have identities of their own, that are multiple and that are subject to change over time (Norton 2000, Pavlenko 2002). Extracts from autobiographies of L2 writers are used to demonstrate that language learning takes place by socialization, i.e. by appropriation and internalization of voices around us and by having the power to impose reception on others. We will conclude by arguing that to do justice to language learners permeable and dynamic identities we need to take on board how identity markers, such as social and ethnic background, together with socialization process, can be crucial for language learning success.

Seeing and saying things in English
A description is given of a module in English for Intercultural Communication currently offered at the University of Rome III (Italy). It teaches students how, in intercultural exchanges conducted in 'English', mutual understanding can be best achieved by relativising the concept of 'English' and by reconsidering the relationship between language and 'thought' (or, more recisely, 'being'). Students introject English-speaking cultural 'doubles' and then, as their doubles, carry out intercultural research tasks.

Writing Strategies: Differences In L1 And L2 Writing

This paper aims to: explore writing strategies in bilingual writers; compare first and second language writing strategies; discuss the results of the study and its implications in teaching second language writing.