Eduardo Negueruela Azarola | Princeton University (original) (raw)

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Papers by Eduardo Negueruela Azarola

The issue of teaching grammar in a foreign language classroom has been regaining the attention of... more The issue of teaching grammar in a foreign language classroom has been regaining the attention of researchers and teachers in recent years. This rekindling of interest is arguably the result of concern about the lack of grammatical accuracy observed among learners who have passed through pedagogical programs where opportunities to communicate are given greater emphasis than are the formal features of learners’ performance. As Odlin (1996) points out, one of the difficulties faced by those who wish to bring grammar back is the need to develop a clear understanding of what grammar consists of in the first place. For instance, in a recent survey of the discussions that have appeared in the L2 literature on grammar and grammar teaching, Ellis (2004) notes, among other things, that researchers do not agree either on the relevance or even the relationship between such concepts as implicit vs. explicit grammatical knowledge, automatic and controlled processing of grammar, metalinguistic kn...

Sociocultural theory and the teaching of second …, 2008

The Modern Language Journal, 2010

Although the professional development of graduate students in foreign language (FL) departments i... more Although the professional development of graduate students in foreign language (FL) departments is of critical importance, discussion of its significance and evolution was all but absent in the 2007 Modern Language Association report “Foreign Languages and Higher Education: New Structures for a Changed World,” a document advocating curricular and structural reforms of FL departments in forthright terms. This lacuna drove the current review, which traces the forms and foci of research appearing from 1987 to 2008 on the professional development of future professors of foreign languages. Empirical studies on the relation of graduate students’ beliefs and identities to their FL teaching experiences have integrated increasingly sophisticated research designs and theoretical frameworks over the past two decades; however, the primary focus of this field remained moving from a training perspective to a professional development perspective and substantiating this change with new practices th...

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Markee/The Handbook of Classroom Discourse and Interaction, 2015

Frontiers in Communication

Inspired by sociocultural psychology principles applied to understanding language learning and co... more Inspired by sociocultural psychology principles applied to understanding language learning and conceptual development, this participatory action research illustrates a pedagogical intervention to teach motion events as conceptual categories in the Second Language (L2) classroom. The goal is to develop and implement conceptual engagement tasks that promote mindful understanding, application, and internalization of motion events as productive concepts in communicative tasks. This is the basis for a Mindful Conceptual Engagement (MCE) approach to L2 development. We focus on L2 Spanish classroom learners when asking-and-giving-directions. This task is conceptually challenging for First Language (L1) English L2 Spanish learners because it is connected to motion events and how Thinking-for-Speaking (TFS) patterns operate in L2 communication. Twenty-three L2-Spanish students from three different courses participated in the project. A selection of coded data and examples of graphic represen...

An implicit and metaphorical identification of learning with work activity frames the language us... more An implicit and metaphorical identification of learning with work activity frames the language used to construct learning and the orientation of the teaching practices foregrounded in formal educational settings. Play practices -improvisations, simulations, creative writing, games- as exploratory and creative processes are sometimes present in the L2 classroom, although rarely at the center of L2 pedagogy. In L2 research, the developmental powers of learning as play are marginally explored because of the limiting effects of a learning as working identification (but see exceptions: Lantolf 1997; Lantolf 1999; Cook 1997; Cook 2000; Broner and Tarone 2001; Belz 2002; Pomeranz and Bell 2007; Bell 2009). Inspired by Vygotsky’s (1978) research on play as a major developmental force, it is argued that learning as play should be transformative. It is defined with the following four features: developmental- historical, imaginative-creative, regulatory-intentional, and conceptual-framing. Thr...