Tetyana Smotrova
Biographic Data
| ID | 1151813 |
|---|---|
| NAME | Tetyana Smotrova |
| GIVEN NAMES | Tetyana |
| FAMILY NAME | Smotrova |
| SIGNATURE | SMOTROVA T |
| AFFILIATIONS | Pennsylvania State University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Synergies extended
The current guest-edited issue is a commendable effort in bridging the long-lamented gap between research and practice in the field—a welcome departure from the contrasting view that “SLA [second language acquisition] is not about pedagogy” (Gass et al., 2020, p. 4). Narrowing the gap is achieved through cross-pollination among several distinct approaches within the field to generate “synergy”—something qualitatively new and “more than simply the…
How concept-based language instruction works in teaching thinking for speaking in an L2
This paper investigates the question of whether systematically organized instruction in L2 thinking for speaking (TFS) can promote a shift from verb-framed L1 (Spanish) to satellite-framed L2 (English) TFS that encompasses the ability to appropriately express in speech and in gesture Path and Manner of Motion in the new language. A pretest narration-instruction-posttest narration design was used to evaluate whether the TFS patterns of seven L1 Sp…
Making Pronunciation Visible: Gesture In Teaching Pronunciation
The study examines the teacher and student gesture employed in teaching and learning suprasegmental features of second language (L2) pronunciation such as syllabification, word stress, and rhythm. It presents microanalysis of video-recorded classroom interactions occurring in a beginner-level reading class in an intensive English program at a U.S. university. Results indicate that the teacher employed gesture as an instructional tool to facilitat…
Rèmi A. van Compernolle: Interaction and Second Language Development: A Vygotskian Perspective.
The role of interaction in second language learning is well established, but ways of analyzing it have been viewed differently in various theories of second language acquisition (SLA) (e.g. Gardner and Wagner 2004; Gass and Mackey 2006; Lantolf and Thorne 2006). This book presents a Vygotskian sociocultural theoretical (SCT) perspective on interaction as constitutive of L2 development—the very process in which L2 resources become available to and…
Corrective feedback, gesture, and mediation in classroom language learning
This article examines the way in which a teacher’s provision of form-focused corrective feedback synchronized with gesture mediated a student’s learning in an ESL reading classroom. Specifically, the focus of the analysis is on the student’s appropriation of the teacher’s gesture as a tool that mediates his own independent functioning. It is argued that while the teacher’s corrective feedback in the verbal channel helped to scaffold the learner’s…
How to construct a case of Alzheimer's disease in three languages: Case-based reasoning in narrative gerontology
This paper explores how people reason about Alzheimer's disease by telling stories about others who have the disease. More specifically, the paper is a cross-linguistic investigation of the narrative and linguistic devices used by African Americans in English, Mexican Americans in Spanish, and refugees/immigrants from the former Soviet Union (to the United States of America) in Russian in their oral productions of such stories. We examine the nar…
Teacher self-talk: Interactional resource for managing instruction and eliciting empathy
Globalization and English Language Teaching in Ukraine
Teacher self-talk: Interactional resource for managing instruction and eliciting empathy
Making Pronunciation Visible: Gesture In Teaching Pronunciation
The study examines the teacher and student gesture employed in teaching and learning suprasegmental features of second language (L2) pronunciation such as syllabification, word stress, and rhythm. It presents microanalysis of video-recorded classroom interactions occurring in a beginner-level reading class in an intensive English program at a U.S. university. Results indicate that the teacher employed gesture as an instructional tool to facilitat…
How to construct a case of Alzheimer's disease in three languages: Case-based reasoning in narrative gerontology
This paper explores how people reason about Alzheimer's disease by telling stories about others who have the disease. More specifically, the paper is a cross-linguistic investigation of the narrative and linguistic devices used by African Americans in English, Mexican Americans in Spanish, and refugees/immigrants from the former Soviet Union (to the United States of America) in Russian in their oral productions of such stories. We examine the nar…
Globalization and English Language Teaching in Ukraine
Globalization and English Language Teaching in Ukraine
Teacher self-talk: Interactional resource for managing instruction and eliciting empathy
Corrective feedback, gesture, and mediation in classroom language learning
This article examines the way in which a teacher’s provision of form-focused corrective feedback synchronized with gesture mediated a student’s learning in an ESL reading classroom. Specifically, the focus of the analysis is on the student’s appropriation of the teacher’s gesture as a tool that mediates his own independent functioning. It is argued that while the teacher’s corrective feedback in the verbal channel helped to scaffold the learner’s…
How to construct a case of Alzheimer's disease in three languages: Case-based reasoning in narrative gerontology
This paper explores how people reason about Alzheimer's disease by telling stories about others who have the disease. More specifically, the paper is a cross-linguistic investigation of the narrative and linguistic devices used by African Americans in English, Mexican Americans in Spanish, and refugees/immigrants from the former Soviet Union (to the United States of America) in Russian in their oral productions of such stories. We examine the nar…
Rèmi A. van Compernolle: Interaction and Second Language Development: A Vygotskian Perspective.
The role of interaction in second language learning is well established, but ways of analyzing it have been viewed differently in various theories of second language acquisition (SLA) (e.g. Gardner and Wagner 2004; Gass and Mackey 2006; Lantolf and Thorne 2006). This book presents a Vygotskian sociocultural theoretical (SCT) perspective on interaction as constitutive of L2 development—the very process in which L2 resources become available to and…
Making Pronunciation Visible: Gesture In Teaching Pronunciation
The study examines the teacher and student gesture employed in teaching and learning suprasegmental features of second language (L2) pronunciation such as syllabification, word stress, and rhythm. It presents microanalysis of video-recorded classroom interactions occurring in a beginner-level reading class in an intensive English program at a U.S. university. Results indicate that the teacher employed gesture as an instructional tool to facilitat…
How concept-based language instruction works in teaching thinking for speaking in an L2
This paper investigates the question of whether systematically organized instruction in L2 thinking for speaking (TFS) can promote a shift from verb-framed L1 (Spanish) to satellite-framed L2 (English) TFS that encompasses the ability to appropriately express in speech and in gesture Path and Manner of Motion in the new language. A pretest narration-instruction-posttest narration design was used to evaluate whether the TFS patterns of seven L1 Sp…
Synergies extended
The current guest-edited issue is a commendable effort in bridging the long-lamented gap between research and practice in the field—a welcome departure from the contrasting view that “SLA [second language acquisition] is not about pedagogy” (Gass et al., 2020, p. 4). Narrowing the gap is achieved through cross-pollination among several distinct approaches within the field to generate “synergy”—something qualitatively new and “more than simply the…
Computer Science (6 works) · EFL/ESL Teaching and Learning (6 works) · Linguistics (6 works) · Psychology (6 works) · Language, Discourse, Communication Strategies (4 works) · Language, Metaphor, and Cognition (4 works) · Sociology (4 works) · Artificial Intelligence (3 works) · Gesture (3 works) · Hearing Impairment and Communication (3 works)