Category Archives: Annotated Bibliography

Annotated Bibliography for Sundqvist & Wikström’s “Out-of-school digital gameplay and in-school L2 English vocabulary outcomes” (2015)

Sundqvist, P., & Wikström, P. (2015). Out-of-school digital gameplay and in-school L2 English vocabulary outcomes. System, 51(C), 65–76. https://doi.org/10.1016/j.system.2015.04.001 In this article, Sundqvist and Wikström investigate the extent to which digital gameplay outside of the classroom impacts L2 English vocabulary … Continue reading

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Annotated Bibliography on Spielmann and Radnofsky’s Learning language under tension

Spielmann, G., & Radnofsky, M. L. (2001). Learning language under tension: New directions from a qualitative study. The Modern Language Journal, 85(2), 259-278. Relying on the findings from a 7-weeks intensive beginners’ class in the summer French school of Middlebury college, this … Continue reading

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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

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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

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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

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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

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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

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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

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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

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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

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