Department of German
UW-Madison
College of Letters & Science

727:  Language evidence in foreign language learning and teaching

Chavez, MW 8—9:15

There have been attempts to explain the differential in outcome between first and second/foreign language learning, alternatively or in combination, with differences in learning processes and the environment. In this course, we will consider how different tenets about the language learning process are associated with privileging certain forms of language evidence over others but we will primarily look at which forms of language evidence exist in typical foreign language classrooms and the influences they might exert on learning. Specifically, we will examine these types of target language “evidence”: input/exposure (including through computer-mediated instruction), interaction/negotiation/task/action, explanation/meta-talk/instruction, and different types of implicit and explicit feedback.  We will also briefly explore the significance of first language evidence in the foreign language classroom. This topic, however, will be addressed in greater depth in an upcoming (spring 09) course. No definitive conclusions will be drawn. The immediate and overarching goal of the course is for course participants to gain a critical appreciation of the language evidence available to foreign language learners, its potential contributions to learning, and its explanatory or predictive power (or limitations) vis-a-vis learning outcomes.  From a pedagogical perspective, current and future language teachers are encouraged to consider the role they should and can play when facilitating and providing language evidence for their students.

             In our readings, we will aim for a rather brief overview of language learning theories and then focus on a sampling of recent empirical research studies.  We will also examine mediating variables such as task construction and what Seedhouse calls the "interactional architecture of the language classroom" as well individual difference (ID) variables, such as motivation, participant orientation, investment, and aptitude. In view of the breadth of the topic, readings will take an overview approach, with recentness constituting the primary selection criterion. Readings will primarily deal with the learning/teaching of grammar and vocabulary, and, to a lesser extent, phonetics/phonology and pragmatics. Both written and oral language will be addressed.

            Aside from regular course readings and discussions, assignments will include several smaller projects, such as an open-book take-home exam; a small (10-20 minutes of class time) teaching project, with a critical assessment of outcome; an app. 5-page position paper, citing pertinent research; and an outline of a potential research project, which may but need not be related to the position paper.