Ζητήματα Εφαρμοσμένης Γλωσσολογίας Ι

Οι φοιτητές αξιολογούνται μέσω (α) μιας προφορικής παρουσίασης στην οποία παρουσιάζουν μια εμπειρική έρευνα από ένα επιστημονικό άρθρο, (β) ενός πόστερ στο οποίο περιγράφουν τα αποτελέσματα μιας μικρής έρευνας που πραγματοποίησαν οι ίδιοι (γ) μιας τελικής εργασίας στην οποία παρουσιάζουν ένα πεδίο που θα ερευνούσαν στην ΚΓ2. Η παρουσίαση ακολουθεί αυστηρά τη δομή ενός επιστημονικού άρθρου με μόνη απόκλιση την έλλειψη αποτελεσμάτων και συμπερασμάτων και (δ) μιας τελικής εξέτασης

Ενδεικτική Βιβλιογραφία Γενετική παράδοση Danavassi, T., & Agathopoulou, E. (2021). The learnability of uninterpretable features in adult L2 Greek: Developmental and L1 effects. 14ο Διεθνές Συνέδριο Ελληνικής Γλωσσολογίας, 1(1), 317–329.Hopp, H., & Lemmerth, N. (2018). Lexical and syntactic congruency in L2 predictive gender processing. Studies in Second Language Acquisition, 40(1), 171–199. https://doi.org/10.1017/S0272263116000345Keating, G. D. (2009). Sensitivity to violations of gender agreement in native and nonnative Spanish: An eye‐movement investigation. Language Learning, 59(3), 503–535. https://doi.org/10.1111/j.1467-9922.2009.00514.xLong, M. (2014). Second language acquisition and task-based language teaching. John Wiley & Sons.Sorace, A., & Filiaci, F. (2006). Anaphora resolution in near-native speakers of Italian. Second Language Research, 22(3), 339–368. https://doi.org/10.1191/0267658306sr271oaTsimpli, I. M., & Dimitrakopoulou, M. (2007). The interpretability hypothesis: Evidence from wh-interrogatives in second language acquisition. Second Language Research, 23(2), 215–242. https://doi.org/10.1177/0267658307076546White, L. (2003). Second language acquisition and universal grammar. Cambridge University Press.Hawkins, R. (2001). Second language syntax: A generative introduction. Blackwell Publishers.Γνωστικο-λειτουργικήJach, D. (2018). A usage‐based approach to preposition placement in English as a second language. Language Learning, 68(1), 271–304. https://doi.org/10.1111/lang.12273MacWhinney, B. (2007). The competition model: The input, the context, and the brain. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 249–278). Cambridge University Press.Tomasello, M. (2005). Constructing a language: A usage-based theory of language acquisition. Harvard University Press.Zhao, H., & Fan, J. (2021). Modeling input factors in second language acquisition of the English article construction. Frontiers in Psychology, 12, 653258. https://doi.org/10.3389/fpsyg.2021.653258Ellis, N. C. (2003). Constructions, chunking, and connectionism: The emergence of second language structure. In C. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 63–103). Blackwell.Bybee, J. (2010). Language, usage and cognition. Cambridge University Press.Νευρο-ψυχολογικήDe Jong, N., & Perfetti, C. A. (2011). Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, 61(2), 533–568. https://doi.org/10.1111/j.1467-9922.2010.00620.xDeKeyser, R. (2017). Knowledge and skill in ISLA. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 15–32). Routledge.DeKeyser, R. (2020). Skill acquisition theory. In B. VanPatten, G. D. Keating, & S. Wulff (Eds.), Theories in second language acquisition (2nd ed., pp. 83–104). Routledge.Nassaji, H. (2017). Grammar acquisition. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 205–223). Routledge.Shintani, N. (2019). The roles of explicit instruction and guided practice in the proceduralization of a complex grammatical structure. In N. Shintani (Ed.), Doing SLA research with implications for the classroom (pp. 83–106). John Benjamins Publishing Company.Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89(4), 369–406. https://doi.org/10.1037/0033-295X.89.4.369Segalowitz, N. (2010). Cognitive bases of second language fluency. Routledge.________________________________________B. ΚΓ2 & Περιβάλλον ΕκμάθησηςΤα χαρακτηριστικά του τασκ στη συντακτική και λεξική πολυπλοκότηταCho, M. (2018). Task complexity, modality, and working memory in L2 task performance. System, 72, 85–98. https://doi.org/10.1016/j.system.2017.10.003DeKeyser, R. M., & Botana, G. P. (2019). Current research on instructed second language learning: A bird’s eye view. In N. Shintani (Ed.), Doing SLA research with implications for the classroom (pp. 1–8). John Benjamins.Kormos, J. (2014). Differences across modalities of performance: An investigation of linguistic and discourse complexity in narrative tasks. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning – Insights from and for L2 writing (pp. 193–216). John Benjamins.Mackey, A. (2017). Classroom-based research. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 541–561). Routledge.Robinson, P. (2011). Second language task complexity, the Cognition Hypothesis, language learning, and performance. In P. Robinson (Ed.), Second language task complexity (pp. 3–38). John Benjamins.Zalbidea, J. (2017). ‘One task fits all’? The roles of task complexity, modality, and working memory capacity in L2 performance. The Modern Language Journal, 101(2), 335–352. https://doi.org/10.1111/modl.12391Michel, M. C. (2011). Effects of task complexity and interaction on L2 performance. Language Learning, 61(s1), 100–132. https://doi.org/10.1111/j.1467-9922.2011.00644.xRévész, A., & Gurzynski-Weiss, L. (2020). Task complexity, task-based interaction, and instructed second language learning. In A. Hiver et al. (Eds.), The Routledge handbook of second language acquisition and individual differences (pp. 361–376). Routledge.Ψυχολογικό Προφίλ του υποκειμένου εκμάθησηςGurzynski-Weiss, L. (2017). L2 instructor individual characteristics. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 451–467). Routledge.Kormos, J., & Trebits, A. (2012). The role of task complexity, modality, and aptitude in narrative task performance. Language Learning, 62(2), 439–472. https://doi.org/10.1111/j.1467-9922.2011.00632.xLi, S. (2017). Cognitive differences and ISLA. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 396–417). Routledge.Robinson, P. (2012). Individual differences, aptitude complexes, SLA processes, and aptitude test development. In G. H. Beckett & P. C. Miller (Eds.), New perspectives on individual differences in language learning and teaching (pp. 57–75). Springer.Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford University Press.Skehan, P. (2015). Limited attention capacity and cognition: Two hypotheses regarding second language performance on tasks. In M. Bygate (Ed.), Domains and directions in the development of TBLT (pp. 123–155). John Benjamins