Monthly Archives: March 2019
Annotated bibliography for “Reading as a social interactive process: The impact of shadow-reading in L2 classrooms” (Commander & de Guerrero, 2013)
Commander, M. & de Guerrero M. C. M. (2013). Reading as a social interactive process: The impact of shadow-reading in L2 classrooms. Reading in a Foreign Language 25(2), pp. 170-191. This article adds to literature seeking to reconceptualize what it … Continue reading
Annotated Bibliograpy for Larsen-Freeman (2006) “On the need for a new understanding of language and its development”
Entry by Cara Bailey Larsen-Freeman, D. (2006). On the need for a new understanding of language and its development. Journal of Applied Linguistics, 3(3). In Larsen-Freeman’s article, she discusses a new means of understanding language development through the application of … Continue reading
Annotated Biblography for Keysar’s et al. “The foreign-language effect: Thinking in a foreign tongue reduces decision biases” (2012)
Keysar, B., et al. (June 2012). The foreign-language effect: Thinking in a foreign tongue reduces decision biases. Psychological Science, 23(6), 661-668. doi:10.1177/0956797611432178 This article investigates “if and how the use of a foreign language affects judgment and decision making” (p. … Continue reading
Annotated Bibliography for “Effects of lexical features, textual properties, and individual differences on word processing times during second language reading comprehension” (Kim, Crossley, & Skalicky, 2018)
Kim, M., Crossley, S. A., & Skalicky, S. (2018). Effects of lexical features, textual properties, and individual differences on word processing times during second language reading comprehension. Reading and Writing, 31(5), pp. 1155-1180. Word processing, or the act of understanding … Continue reading
Annotated Bibliography for “Troubling normal in world language education” by Cahnmann-Taylor and Coda (2018)
Cahnmann-Taylor, M., & Coda, J. (2018). Troubling normal in world language education. Critical Inquiry in Language Studies, 1-23. doi:10.1080/15427587.2018.1450632 This article explores if and how ‘normal’—conventional ideas of second language (L2) teaching and conventional (i.e. dominant) conceptions of gender—can be … Continue reading
Annotated Bibliography for Paesani’s (2005) “Literary texts and grammar instruction: Revisiting the inductive presentation”
Entry by Cara Bailey Paesani, K. (2005). Literary texts and grammar instruction: Revisiting the inductive presentation. Foreign Language Annals, 38(1), 15-24. Paesani proposes a method of L2 grammar instruction which employs literary texts as comprehensible input in the novice level. … Continue reading
Peirce, B. N. (1995). Social identity, investment, and language learning. TESOL quarterly, 29(1), 9-31.
In her article, Peirce argues that second language acquisition theorists have not adequately researched on the relationship between language learner and the social world. The author explains that power relation is involved in the relationship between language learners and target … Continue reading
Annotated Bibliography for “The role of feedback in foreign language learning through digital role playing games,” Cornillie, F., Clarebout, G., & Desmet, P. (2012)
Cornillie, F., Clarebout, G., & Desmet, P. (2012). The role of feedback in foreign language learning through digital role playing games. Procedia – Social and Behavioral Sciences, 34(C), 49–53. https://doi.org/10.1016/j.sbspro.2012.02.011 In this article, Cornillie, Clarebout and Desmet survey the possible cognitive effects … Continue reading
Annotated Bibliography for “The impact of normative environments on learner motivation and l2 reading ability growth” by Sasaki, Kozaki, & Ross (2017)
Sasaki, M., Kozaki, Y., & Ross, S. J. (2017). The impact of normative environments on learner motivation and l2 reading ability growth. The Modern Language Journal, 101(1), pp. 163-178. This article presents the findings of a mixed methods study on … Continue reading
Annotated Bibliography for “Gender Issues in the Classroom” by Marshall & Reinhartz (1997)
Marshall, C. S., & Reinhartz, J. (1997). Gender issues in the classroom. The Clearing House, 70(6), 333-337. The authors of this article argue that gender biases exist in classrooms across the U.S. and that many teachers are unaware that they … Continue reading