Open Access10.7916/D83N2FXR
Language Play: Implications for the Second-Language Learner
Tara E. Tarpey
- 22 Dec 2007
- Vol. 7, Iss: 2, pp 1-25
TL;DR: The results indicate that second language play may lead to focus on form through noticing, comparison of language forms within and between languages, and corrective feedback from interlocutors.
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Abstract: Although humor and linguistic play are common in authentic speech and ubiquitous in the communicative classroom, language play has received little serious attention in the field of second language acquisition. The purpose of this paper is to examine the potential effects of language play upon second language acquisition in both children and adult learners. Studies by Aronsson and Cekaite (2005), Belz (2002), Bell (2005), Bongartz and Schneider (2003), Broner and Tarone (2001), Lucas (2005), Peck (1980), and Warner (2004) are reviewed. The results indicate that second language play may lead to focus on form through noticing, comparison of language forms within and between languages, and corrective feedback from interlocutors; additionally, the ability to play with language seems to be an indicator of proficiency and multicompetence and may instigate pushed output (Swain 2000).
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Citations
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Language play, language learning
Guy Cook
- 01 Jan 2000
TL;DR: The authors demonstrate the extent and importance of language play in human life, and draw out the implications for applied linguistics and language teaching, and argue that language play fulfils a major function of language, underpinning the human capacity to adapt: as individuals, as societies, and as a species.
51
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Effect of interactive post-reading tasks on reading comprehension of Iranian young adults pre-intermediate EFL learners
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TL;DR: Schmidt as mentioned in this paper presented on the role of consciousness in second language learning at the 1988 Second Language Research Forum (SLRF) held in at the University of Hawai'i, USA.
•Book
Sociocultural Theory and Second Language Learning
James P. Lantolf
- 20 May 2013
TL;DR: In this article, sociocultural contributions to understanding the foreign and second language classroom are discussed, with a focus on how learners position themselves in a psycholinguistic task.
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Social Identity, Investment, and Language Learning*
TL;DR: The authors argue that second language acquisition (SLA) theorists have struggled to conceptualize the relationship between the language learner and the social world because they have not developed a comprehensive theory of social identity which integrates the language learners and the language learning context.