Teresa Pica
Datos Biográficos
| ID | 736430 |
|---|---|
| NOMBRE | Teresa Pica |
| NOMBRES | Teresa |
| APELLIDO | Pica |
| FIRMA | PICA T |
| AFILIACIONES | California University of Pennsylvania |
| VERIFICADO | No |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAS | 181 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1983 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2019 |
| ÍNDICE H | 8 |
A Relação professor/pesquisador Múltiplas perspectivas e possibilidades
Esse capítulo oferece cinco perspectivas sobre as relações múltiplas e possíveis de professores de segunda língua ou língua estrangeira (L2) e pesquisadores. O capítulo inicia com uma visão geral das tradições e transições nas abordagens, valores, e preocupações de professores e pesquisadores de L2. A isso se segue a discussão e ilustração de quatro das cinco relações, incluindo (1) coexistência de atividades de ensino e pesquisa, centrada em tóp…
Negative Evidence in Language Classroom Activities
This study sought to identify and describe how negative evidence was made available and accessible in responses to learners during two classroom activities: a teacher-led discussion, which emphasized communication of subject matter content, and a teacher-led sentence construction exercise, which focused on application of grammatical rules. Data came from adult, pre-academic English language learners during six discussions of American film and lit…
Tradition and transition in English language teaching methodology
Language Learners' Interaction
This study asked whether L2 learners' interaction with other learners can address three of their supposed needs for L2 learning-that is, their needs for L2 input modified toward comprehensibility, for feedback focused on form, and for modification of output-in ways that interaction with native speakers (NSs) has been shown to do. To Results of the comparison revealed similarities in the types of modified input and feedback the learners and NSs of…
The Language Learner's Environment as a Resource for Linguistic Input? A Review of Theory and Research
This article reviews theory and research on the second language learning environment as a source of input to learners and the contributions made by speakers in learners' environment to their input needs and requirements. Discussion centers on connections between the formal and interactional properties of input which have been identified in research on learners and learning environments and theoretical claims about their contributions to second la…
Questions from the Language Classroom
Many teachers believe that research on L2 learning has little to say to their everyday classroom needs and decisions. The following paper attempts to address questions about classroom life that can be illuminated by current research findings on L2 learning and teaching. Among the topics covered are the role and importance of learners' L1 and cultural adjustment in successful L2 learning and the relative merits of a range of classroom practices, i…
Research on Negotiation
This article reviews insights into second-language (L2) learning that have been revealed through over a decade of research on the social interaction and negotiation of L2 learners and their interlocutors, begining with the seminal work of Hatch (1978a, 197810) and Long (1980 et passim), and withereferenceto a corpus of informal, experimental, and classroom data from published studies. This research illustrates ways in which negotiation contribute…
Classroom interaction, negotiation, and comprehension
Nessa Wolfson
Nessa Wolfson died on May 19, 1990, after a long battle with cancer. We are deeply saddened by her passing and will long remember the depth and breadth of her knowledge s her extraordinary presence, and her bravery in the face of a devastating illness. We treasure her memory, and her scholarly and professional contributions will continue to guide us in our work, Nessa became interested in sociolinguistics and language learning when she and her hu…
Comprehensible Output as an Outcome of Linguistic Demands on the Learner
In view of the theoretical claim that comprehensible input is not sufficient for successful second language acquisition, but that opportunities for nonnative speakers (NNSs) to produce comprehensible output are also necessary (Swain, 1985), the present study sought to describe how second language learners responded linguistically when native speakers signaled difficulty in understanding them and to compare types and frequencies of the learners' r…
Morpheme Data Analysis in Second Language Acquisition Research
This article will review options which confront second language acquisition researchers in their analysis of a learner’s morpheme production. It will first critically examine several different procedures which can be used to compute production accuracy, particularly when assigning values to morpheme oversuppliance, substitution, and regularization, and then review various ways in which morpheme suppliance scores can be computed within individual …
Interlanguage Adjustments as an Outcome of NS-NNS Negotiated Interaction
The purpose of the following study was to investigate what Swain has labeled "comprehensible output" (Swain 1985). Negotiated interactions between a native English speaker (NS) and ten nonnative speakers (NNSs) of English were examined to find out how the nonnative speakers made their interlanguage utterances comprehensible when the native speaker indicated difficulty in understanding them. On the basis of theoretical work Hatch, 1978, Hatch et a…
Second-Language Acquisition, Social Interaction, and the Classroom
Journal Article Second-Language Acquisition, Social Interaction, and the Classroom Get access TERESA PICA TERESA PICA University of Pennsylvania Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 8, Issue 1, Spring 1987, Pages 3–21, https://doi.org/10.1093/applin/8.1.3 Published: 01 March 1987 Article history Received: 01 February 1986 Published: 01 March 1987
The Impact of Interaction on Comprehension
The study reported in this article compared the comprehension of 16 nonnative speakers (NNSs) of English on directions to a task presented by a native speaker (NS) under two input conditions: premodified input, in the form of a NS baseline lecturette modified by decreased complexity and increased quantity and redundancy, and interactionally modified input, consisting of the NS baseline lecturette without linguistic premodification, but with oppor…
Making Input Comprehensible
In view of the evidence that comprehensible input is necessary for language acquisition (Krashen 1980, 1982, Long 1981, 1983, 1985), this study compared the listening comprehension of NNSs' of English on directions to an assembly task given by a NS under two input conditions : (1) Syntactically and semantically premodified input without interaction and (2) Unmodified input with interaction. Two hypotheses were tested in the study. First, it was p…
"Information Gap" Tasks
This article reports the findings of the latest of a series of studies conducted to determine the effects of task type and participation pattern on language classroom interaction. The results of this study are compared to those of an earlier investigation (Pica & Doughty, 1985a) in regard to optional and required information exchange tasks across teacher-directed, small-group, and dyad interactional patterns. The evidence suggests that a task wit…
The Selective Impact of Classroom Instruction on Second-language Acquisition
A basic assumption underlying the design of most language teaching materials is that there is an inverse relationship between the linguistic complexity of a structure and the ease with which it can be produced and acquired. Second-language (L2) items are therefore presented to the learner in order of increasing linguistic complexity. Research on the acquisition of English L2 grammatical morphology has cast doubt on the validity of such an instruc…
L1 Transfer and L2 Complexity as Factors in Syllabus Design
Traditionally, second language syllabus organization has been based on the assumption that how a language is described is related to how it is processed by learners of that language. This article examines two traditional approaches to syllabus design in terms of how each defines this relationship. Underlying one approach is the assumption that second language (L2) structures which differ most from equivalent structures in a learner's native langu…
Adult Acquisition of English as a Second Language Under Different Conditions of Exposure
Claims have been made regarding the differing contributions of formal classroom versus naturalistic settings to second language acquisition (D'Anglejan 1978; Krashen 1976; Krashen and Seliger 1975; Sajavaara 1981). A study was designed to test such claims by investigating the production of English grammatical morphology by 18 adult native speakers of Spanish under three different conditions of exposure to English L2: (1) Instruction Only, (2) Nat…
Research on Negotiation
This article reviews insights into second-language (L2) learning that have been revealed through over a decade of research on the social interaction and negotiation of L2 learners and their interlocutors, begining with the seminal work of Hatch (1978a, 197810) and Long (1980 et passim), and withereferenceto a corpus of informal, experimental, and classroom data from published studies. This research illustrates ways in which negotiation contribute…
The Impact of Interaction on Comprehension
The study reported in this article compared the comprehension of 16 nonnative speakers (NNSs) of English on directions to a task presented by a native speaker (NS) under two input conditions: premodified input, in the form of a NS baseline lecturette modified by decreased complexity and increased quantity and redundancy, and interactionally modified input, consisting of the NS baseline lecturette without linguistic premodification, but with oppor…
"Information Gap" Tasks
This article reports the findings of the latest of a series of studies conducted to determine the effects of task type and participation pattern on language classroom interaction. The results of this study are compared to those of an earlier investigation (Pica & Doughty, 1985a) in regard to optional and required information exchange tasks across teacher-directed, small-group, and dyad interactional patterns. The evidence suggests that a task wit…
Adult Acquisition of English as a Second Language Under Different Conditions of Exposure
Claims have been made regarding the differing contributions of formal classroom versus naturalistic settings to second language acquisition (D'Anglejan 1978; Krashen 1976; Krashen and Seliger 1975; Sajavaara 1981). A study was designed to test such claims by investigating the production of English grammatical morphology by 18 adult native speakers of Spanish under three different conditions of exposure to English L2: (1) Instruction Only, (2) Nat…
Language Learners' Interaction
This study asked whether L2 learners' interaction with other learners can address three of their supposed needs for L2 learning-that is, their needs for L2 input modified toward comprehensibility, for feedback focused on form, and for modification of output-in ways that interaction with native speakers (NSs) has been shown to do. To Results of the comparison revealed similarities in the types of modified input and feedback the learners and NSs of…
Interlanguage Adjustments as an Outcome of NS-NNS Negotiated Interaction
The purpose of the following study was to investigate what Swain has labeled "comprehensible output" (Swain 1985). Negotiated interactions between a native English speaker (NS) and ten nonnative speakers (NNSs) of English were examined to find out how the nonnative speakers made their interlanguage utterances comprehensible when the native speaker indicated difficulty in understanding them. On the basis of theoretical work Hatch, 1978, Hatch et a…
Questions from the Language Classroom
Many teachers believe that research on L2 learning has little to say to their everyday classroom needs and decisions. The following paper attempts to address questions about classroom life that can be illuminated by current research findings on L2 learning and teaching. Among the topics covered are the role and importance of learners' L1 and cultural adjustment in successful L2 learning and the relative merits of a range of classroom practices, i…
Classroom interaction, negotiation, and comprehension
Tradition and transition in English language teaching methodology
L1 Transfer and L2 Complexity as Factors in Syllabus Design
Traditionally, second language syllabus organization has been based on the assumption that how a language is described is related to how it is processed by learners of that language. This article examines two traditional approaches to syllabus design in terms of how each defines this relationship. Underlying one approach is the assumption that second language (L2) structures which differ most from equivalent structures in a learner's native langu…
Adult Acquisition of English as a Second Language Under Different Conditions of Exposure
Claims have been made regarding the differing contributions of formal classroom versus naturalistic settings to second language acquisition (D'Anglejan 1978; Krashen 1976; Krashen and Seliger 1975; Sajavaara 1981). A study was designed to test such claims by investigating the production of English grammatical morphology by 18 adult native speakers of Spanish under three different conditions of exposure to English L2: (1) Instruction Only, (2) Nat…
L1 Transfer and L2 Complexity as Factors in Syllabus Design
Traditionally, second language syllabus organization has been based on the assumption that how a language is described is related to how it is processed by learners of that language. This article examines two traditional approaches to syllabus design in terms of how each defines this relationship. Underlying one approach is the assumption that second language (L2) structures which differ most from equivalent structures in a learner's native langu…
The Selective Impact of Classroom Instruction on Second-language Acquisition
A basic assumption underlying the design of most language teaching materials is that there is an inverse relationship between the linguistic complexity of a structure and the ease with which it can be produced and acquired. Second-language (L2) items are therefore presented to the learner in order of increasing linguistic complexity. Research on the acquisition of English L2 grammatical morphology has cast doubt on the validity of such an instruc…
Making Input Comprehensible
In view of the evidence that comprehensible input is necessary for language acquisition (Krashen 1980, 1982, Long 1981, 1983, 1985), this study compared the listening comprehension of NNSs' of English on directions to an assembly task given by a NS under two input conditions : (1) Syntactically and semantically premodified input without interaction and (2) Unmodified input with interaction. Two hypotheses were tested in the study. First, it was p…
"Information Gap" Tasks
This article reports the findings of the latest of a series of studies conducted to determine the effects of task type and participation pattern on language classroom interaction. The results of this study are compared to those of an earlier investigation (Pica & Doughty, 1985a) in regard to optional and required information exchange tasks across teacher-directed, small-group, and dyad interactional patterns. The evidence suggests that a task wit…
Second-Language Acquisition, Social Interaction, and the Classroom
Journal Article Second-Language Acquisition, Social Interaction, and the Classroom Get access TERESA PICA TERESA PICA University of Pennsylvania Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 8, Issue 1, Spring 1987, Pages 3–21, https://doi.org/10.1093/applin/8.1.3 Published: 01 March 1987 Article history Received: 01 February 1986 Published: 01 March 1987
The Impact of Interaction on Comprehension
The study reported in this article compared the comprehension of 16 nonnative speakers (NNSs) of English on directions to a task presented by a native speaker (NS) under two input conditions: premodified input, in the form of a NS baseline lecturette modified by decreased complexity and increased quantity and redundancy, and interactionally modified input, consisting of the NS baseline lecturette without linguistic premodification, but with oppor…
Morpheme Data Analysis in Second Language Acquisition Research
This article will review options which confront second language acquisition researchers in their analysis of a learner’s morpheme production. It will first critically examine several different procedures which can be used to compute production accuracy, particularly when assigning values to morpheme oversuppliance, substitution, and regularization, and then review various ways in which morpheme suppliance scores can be computed within individual …
Interlanguage Adjustments as an Outcome of NS-NNS Negotiated Interaction
The purpose of the following study was to investigate what Swain has labeled "comprehensible output" (Swain 1985). Negotiated interactions between a native English speaker (NS) and ten nonnative speakers (NNSs) of English were examined to find out how the nonnative speakers made their interlanguage utterances comprehensible when the native speaker indicated difficulty in understanding them. On the basis of theoretical work Hatch, 1978, Hatch et a…
Comprehensible Output as an Outcome of Linguistic Demands on the Learner
In view of the theoretical claim that comprehensible input is not sufficient for successful second language acquisition, but that opportunities for nonnative speakers (NNSs) to produce comprehensible output are also necessary (Swain, 1985), the present study sought to describe how second language learners responded linguistically when native speakers signaled difficulty in understanding them and to compare types and frequencies of the learners' r…
Classroom interaction, negotiation, and comprehension
Nessa Wolfson
Nessa Wolfson died on May 19, 1990, after a long battle with cancer. We are deeply saddened by her passing and will long remember the depth and breadth of her knowledge s her extraordinary presence, and her bravery in the face of a devastating illness. We treasure her memory, and her scholarly and professional contributions will continue to guide us in our work, Nessa became interested in sociolinguistics and language learning when she and her hu…
The Language Learner's Environment as a Resource for Linguistic Input? A Review of Theory and Research
This article reviews theory and research on the second language learning environment as a source of input to learners and the contributions made by speakers in learners' environment to their input needs and requirements. Discussion centers on connections between the formal and interactional properties of input which have been identified in research on learners and learning environments and theoretical claims about their contributions to second la…
Questions from the Language Classroom
Many teachers believe that research on L2 learning has little to say to their everyday classroom needs and decisions. The following paper attempts to address questions about classroom life that can be illuminated by current research findings on L2 learning and teaching. Among the topics covered are the role and importance of learners' L1 and cultural adjustment in successful L2 learning and the relative merits of a range of classroom practices, i…
Research on Negotiation
This article reviews insights into second-language (L2) learning that have been revealed through over a decade of research on the social interaction and negotiation of L2 learners and their interlocutors, begining with the seminal work of Hatch (1978a, 197810) and Long (1980 et passim), and withereferenceto a corpus of informal, experimental, and classroom data from published studies. This research illustrates ways in which negotiation contribute…
Language Learners' Interaction
This study asked whether L2 learners' interaction with other learners can address three of their supposed needs for L2 learning-that is, their needs for L2 input modified toward comprehensibility, for feedback focused on form, and for modification of output-in ways that interaction with native speakers (NSs) has been shown to do. To Results of the comparison revealed similarities in the types of modified input and feedback the learners and NSs of…
Tradition and transition in English language teaching methodology
Negative Evidence in Language Classroom Activities
This study sought to identify and describe how negative evidence was made available and accessible in responses to learners during two classroom activities: a teacher-led discussion, which emphasized communication of subject matter content, and a teacher-led sentence construction exercise, which focused on application of grammatical rules. Data came from adult, pre-academic English language learners during six discussions of American film and lit…
A Relação professor/pesquisador Múltiplas perspectivas e possibilidades
Esse capítulo oferece cinco perspectivas sobre as relações múltiplas e possíveis de professores de segunda língua ou língua estrangeira (L2) e pesquisadores. O capítulo inicia com uma visão geral das tradições e transições nas abordagens, valores, e preocupações de professores e pesquisadores de L2. A isso se segue a discussão e ilustração de quatro das cinco relações, incluindo (1) coexistência de atividades de ensino e pesquisa, centrada em tóp…
Linguistics (17 obras) · Psychology (17 obras) · EFL/ESL Teaching and Learning (16 obras) · Mathematics education (12 obras) · Computer Science (10 obras) · Second Language Learning and Teaching (9 obras) · Second Language Acquisition and Learning (8 obras) · Second-language acquisition (8 obras) · Language acquisition (7 obras) · Sociology (7 obras)