Avizia Long | San Jose State University (original) (raw)

Papers by Avizia Long

Studies in Hispanic and Lusophone Linguistics, 2015

This study explores the impact of study abroad (SA) on second language Spanish phonetic developme... more This study explores the impact of study abroad (SA) on second language Spanish phonetic development. Twenty-seven English-speaking learners of Spanish, 15 who were participating in a 4-week SA program in the Dominican Republic and 12 who were studying at their home (AH) institution, were recorded 5 weeks apart (at the approximate beginning and end of their respective programs). Recordings were analyzed acoustically, and four groups of segments were examined: word-initial /p t k/, intervocalic /b d ɡ/, intervocalic /ɾ/ and /r/, and word-final /l/. Productions at Time 1 and Time 2 as well as between the SA and AH groups were compared. Results suggested a minor benefit of the SA environment for phonetic development of some of the segments but with notable individual variation in both groups.

International Journal of Literacy, Culture, and Language Education

This paper reports the findings of a study that examined native English‐speaking learners’ compre... more This paper reports the findings of a study that examined native English‐speaking learners’ comprehension of Spanish language music containing Caribbean dialectal features. Twenty‐one learners enrolled in 300‐ and 400‐level Spanish content courses at a large, Midwestern public university in the US participated in this study. Each participant completed the following five tasks: (1) listening task, (2) listening task difficulty questionnaire, (3) vocabulary familiarity task, (4) Spanish language proficiency test, and (5) background questionnaire. The listening task contained short clips of Spanish language music, several of which contained dialectal features present in Caribbean speech and music. The results revealed that comprehension accuracy was very low on the listening task, and listening task items containing dialectal features were more difficult to comprehend for learners. Additionally, listening task scores were significantly correlated with knowledge of vocabulary items prese...

Studies in Hispanic and Lusophone Linguistics

The present study explored development in Spanish vowel production during a short-term study abro... more The present study explored development in Spanish vowel production during a short-term study abroad program. The production patterns of a group of learners studying abroad in a 4-week program in the Dominican Republic were compared in terms of overall vowel quality, tendency to diphthongize /e/ and /o/, and vowel duration to those of a similar group of learners studying in the at-home context. Results revealed no significant changes or differences between groups in vowel quality or diphthongization, but a significant improvement (i.e., reduction) in vowel duration for /a/, /o/, and /u/ for the at-home group only. Findings are discussed in relation to previous research, and areas for future research are outlined.

Journal of Second Language Pronunciation

Studies in Second Language Acquisition

Decades of research on task-based language teaching and learning (TBLT) have demonstrated that ta... more Decades of research on task-based language teaching and learning (TBLT) have demonstrated that tasks may encourage second/foreign language (L2) development by providing conditions for cognitive processes and social interactions that facilitate L2 acquisition (e.g., Long, 2015; Robinson, 2011; Skehan, 2014; for alternative, noncognitive viewpoints on TBLT, see Jackson & Burch, 2017). Specifically, manipulating task features has been shown to draw learners' attention to target forms within meaningbased interaction; to encourage automatization and fluency of target structures; and to promote use of more accurate, varied, and/or complex forms. However, most research examining the facilitative role of tasks and task features thus far has focused on tasks that center on grammatical or lexical structures, or even pragmatics (Plonsky & Kim, 2016). To date, there is a lack of systematic investigation into the role of tasks and task manipulation in promoting opportunities for the development of L2 pronunciation, an important aspect of L2 acquisition and communicative competence. In fact, despite recognition that the theoretical rationale for TBLT includes pronunciation (Ellis, 2009) The authors would like to thank the SSLA editors, board, and editorial assistants for their guidance on this thematic issue; the contributors for their enthusiasm for this idea from the very beginning; external reviewers for their insightful suggestions; and the audience members who attended our colloquium at TBLT 2015. Finally, we would like to thank YouJin Kim for providing feedback on an earlier draft of this introduction. Any remaining oversights are ours.

Studies in Second Language Acquisition, 2016

This study tests the theoretical predictions regarding effects of increasing task complexity (Rob... more This study tests the theoretical predictions regarding effects of increasing task complexity (Robinson, 2001a, 2001b, 2007, 2010; Robinson & Gilabert, 2007) for second language (L2) pronunciation. Specifically, we examine whether more complex tasks (a) lead to greater incidence of pronunciation-focused language-related episodes (LREs) and (b) positively impact accuracy of phonetic form during task completion. Seventeen dyads of intermediate L2 Spanish learners completed simple (+few elements) and complex (-few elements) information-gap map tasks in which the pronunciation of Spanish vowels was made task essential through the inclusion of minimal pair street names (e.g., Calle Copa “Copa Street” and Calle Capa “Capa Street”). Results revealed no statistical difference in learner-produced pronunciation-related LREs in the simple and complex tasks. Vowel production, however, moved in a targetlike direction for one of five segments (/e/) during the complex task. Results therefore point ...

Selected Proceedings of the 16th Hispanic Linguistics Symposium Edited By Jennifer Cabrelli Amaro Gillian Lord Ana De Prada Perez and Jessi Elana Aaron 2013 Isbn 978 1 57473 459 1 Pags 156 174, 2013

Issues in Hispanic and Lusophone Linguistics, 2016

This paper investigates the effect of lexical frequency on third-person subject form variation by... more This paper investigates the effect of lexical frequency on third-person subject form variation by native and highly-advanced non-native speakers of Spanish. In line with previous research, verb tokens which represented 1% or more of the total tokens were categorized as frequent whereas all others were categorized as infrequent. We also coded for six other linguistic variables: number, referent specificity, semantic class, morphological regularity, TMA, and switch reference. The findings revealed that lexical frequency did not have an independent effect on third-person subject form variation and in only one case did high lexical frequency appear to activate the effect of another linguistic factor. We discuss our results alongside findings of previous research and offer directions for future research.

Issues in Hispanic and Lusophone Linguistics, 2015

Hispania, 2015

Despite myriad changes to language teaching methods over time, university-level classroom spaces ... more Despite myriad changes to language teaching methods over time, university-level classroom spaces have largely remained the same-until now. Recent innovations in classroom space design center on technological advances, include movable furniture and coffee-shop style rooms, and are believed to facilitate language learning in several ways. Specifically, compared to traditional classrooms, innovative spaces are designed in hopes of decreasing pre-task setup , increasing student-centered interaction, and facilitating collaborative work with multiple partners-features believed to be important for classroom learning. However, whether or not these features are present in these innovative spaces, or more so than in traditional classrooms, has yet to be tested empirically. This study set out to compare student interaction and the use of space in traditional and innovative classrooms, examining the presence of the aforementioned features. Data collected from university Spanish language and linguistic courses demonstrate that while some differences in use of space and interaction were observed when lessons in traditional and innovative classrooms were compared, notable differences were only present when the instructor was teaching all sections of a course in an innovative classroom and had adapted his/her lesson plans accordingly. Implications for language teaching, instructed language acquisition, and classroom space design are discussed. Keywords: instructed SLA/ enseñanza de segundas lenguas en contextos formales; language learning context/ contexto de aprendizaje de lenguas; classroom language learning/ aprendizaje de lenguas en el salón de clase; classroom space design/ diseño del espacio de instrucción; teaching with technology/ enseñar con tecnología Introduction While language teaching methods and approaches have changed over time, often in relation to research findings in second language acquisition (SLA), the physical university-level classroom spaces in which language teaching and learning occur have largely remained the same. Recently, classroom space design has entered into the conversation of how to maximize language-learning opportunities, and universities are adding classrooms designed around technology and with nontraditional organization. Much like other technology-focused initiatives in language learning (e.g., computerbased interactive tasks and hybrid courses), these newer classrooms are believed to promote student-centered learning and to capitalize on student preferences and modern lifestyles (360steelcase 2010a). However, unlike research on other technology-focused initiatives like computer-assisted language learning, which has compared student interaction in computermediated and face-to-face environments extensively (e.g., Blake 2013), when it comes to classroom design, little research exists that compares the use of these newly implemented, innovative classrooms with traditional classrooms. Although it is assumed that these innovative spaces will enhance learning opportunities in a variety of ways-by decreasing pre-task and administrative set up, facilitating student-centered lessons, equalizing participation, and allowing students to work with more classmates than they would in traditional classrooms-these hypotheses have yet to be tested empirically in a foreign language setting. This study serves as a first step in investigating the presence of features believed to be beneficial for language learning in these new spaces and compares the presence of these features in traditional versus two types of innovative classrooms: one with nodal (moveable) chairs and one with a coffee-shop style collaboration café design. Features Important in Classroom Language Learning Language teaching methodology has become increasingly student-centered in past decades (cf. Richards and Rogers 2014), and for good reason. First, when students are involved in language tasks, it is more likely that they are cognitively engaged and able to pay attention to both meaning and form. Learners' attention and cognitive engagement is seen as critical for language learning, as it allows learners to focus on new information and to solidify formmeaning connections (Schmidt 1990; Svalberg 2012). Learners' successful processing of feedback is also premised on their noticing the mismatch between their output and the target structure(s), their ability to hypothesize and utilize the feedback via interlanguage restructuring (Long 1996), and their motivation to produce additional output (Swain 2005). Having students interact with different interlocutors (i.e., communication partners) is also believed to facilitate learning. Working with multiple partners exposes learners to more varied input, opportunities for interaction and output, and feedback, components believed to be critical for language learning (Gass 1997; Gass and Mackey 2006; Long 1996). Third, given the limited amount of time students have with the target language in a classroom setting, getting students to interact as much as possible is seen as critical. While the pre-task, or setup , stage is important for students to understand what is being asked of them, activate their prior knowledge, and have an opportunity to ask questions, modern teaching approaches place a premium on maximizing its efficiency and moving students on to the interactive, 'during-task' phase (Ellis 2003; 2009). Newer, innovative spaces claim to reduce task setup by engaging attention and facilitating quicker ease of movement into the task. Finally, in recent years, researchers have devoted increased attention to the contextual and environmental factors that may also play a role in foreign language learning, (e.g., Collentine and Freed 2004; Housen et al. 2011; Norris and Ortega 2001). The next section provides an overview of two topics that have dominated research on the role of learning context in second language (L2) acquisition: (a) comparisons between place of study, such as study abroad and athome environments, or traditional and online environments, and (b) examining within-classroom adjustments, such as the use of technology and space design. Contextual Factors in Language Learning Context of Learning Research exploring the role of context has identified factors such as time abroad to have a positive effect on L2 learning, particularly in relation to the development of L2 fluency and pragmatic competence (e.g., Freed 1995; Shively 2008). Results comparing study abroad and athome environments for morphosyntactic and phonological development, in contrast, have been less conclusive (e.g., Collentine 2004; Díaz-Campos 2004). This overall pattern is consistent with the observation that study abroad affords more opportunities for use of the L2 in the surrounding social environment, which is best characterized as a communicative rather than a learning context, i.e., settings where input, output, and feedback draw attention to linguistic forms (Collentine 2009).

Studies in Second Language Acquisition, 2015

Studies in Second Language Acquisition, 2014

Studies in Hispanic and Lusophone Linguistics, 2015

This study explores the impact of study abroad (SA) on second language Spanish phonetic developme... more This study explores the impact of study abroad (SA) on second language Spanish phonetic development. Twenty-seven English-speaking learners of Spanish, 15 who were participating in a 4-week SA program in the Dominican Republic and 12 who were studying at their home (AH) institution, were recorded 5 weeks apart (at the approximate beginning and end of their respective programs). Recordings were analyzed acoustically, and four groups of segments were examined: word-initial /p t k/, intervocalic /b d ɡ/, intervocalic /ɾ/ and /r/, and word-final /l/. Productions at Time 1 and Time 2 as well as between the SA and AH groups were compared. Results suggested a minor benefit of the SA environment for phonetic development of some of the segments but with notable individual variation in both groups.

Speaking in a Second Language, 2018

In face-to-face spoken interactions, language learners must construct a meaningful message consis... more In face-to-face spoken interactions, language learners must construct a meaningful message consistent with the L2 grammar, articulate it comprehensibly, and manage the aspects of oral communication that reflect speaker identity, interlocutor identities, and the characteristics of the interactional context. A lack of sociolinguistic competence can lead to a failure to convey formality, politeness, solidarity, friendship, and group membership, and this will negatively affect the communicative outcome. The current chapter examines the social and situational information one conveys through linguistic variants in speech, offering a state-of-the-art account of empirical research, including a discussion of pressing issues in the field, such as the roles of lexical frequency, geographic variation, and language attitudes, as well as the pedagogical implications of this research.

Studies in Hispanic and Lusophone Linguistics, 2015

This study explores the impact of study abroad (SA) on second language Spanish phonetic developme... more This study explores the impact of study abroad (SA) on second language Spanish phonetic development. Twenty-seven English-speaking learners of Spanish, 15 who were participating in a 4-week SA program in the Dominican Republic and 12 who were studying at their home (AH) institution, were recorded 5 weeks apart (at the approximate beginning and end of their respective programs). Recordings were analyzed acoustically, and four groups of segments were examined: word-initial /p t k/, intervocalic /b d ɡ/, intervocalic /ɾ/ and /r/, and word-final /l/. Productions at Time 1 and Time 2 as well as between the SA and AH groups were compared. Results suggested a minor benefit of the SA environment for phonetic development of some of the segments but with notable individual variation in both groups.

International Journal of Literacy, Culture, and Language Education

This paper reports the findings of a study that examined native English‐speaking learners’ compre... more This paper reports the findings of a study that examined native English‐speaking learners’ comprehension of Spanish language music containing Caribbean dialectal features. Twenty‐one learners enrolled in 300‐ and 400‐level Spanish content courses at a large, Midwestern public university in the US participated in this study. Each participant completed the following five tasks: (1) listening task, (2) listening task difficulty questionnaire, (3) vocabulary familiarity task, (4) Spanish language proficiency test, and (5) background questionnaire. The listening task contained short clips of Spanish language music, several of which contained dialectal features present in Caribbean speech and music. The results revealed that comprehension accuracy was very low on the listening task, and listening task items containing dialectal features were more difficult to comprehend for learners. Additionally, listening task scores were significantly correlated with knowledge of vocabulary items prese...

Studies in Hispanic and Lusophone Linguistics

The present study explored development in Spanish vowel production during a short-term study abro... more The present study explored development in Spanish vowel production during a short-term study abroad program. The production patterns of a group of learners studying abroad in a 4-week program in the Dominican Republic were compared in terms of overall vowel quality, tendency to diphthongize /e/ and /o/, and vowel duration to those of a similar group of learners studying in the at-home context. Results revealed no significant changes or differences between groups in vowel quality or diphthongization, but a significant improvement (i.e., reduction) in vowel duration for /a/, /o/, and /u/ for the at-home group only. Findings are discussed in relation to previous research, and areas for future research are outlined.

Journal of Second Language Pronunciation

Studies in Second Language Acquisition

Decades of research on task-based language teaching and learning (TBLT) have demonstrated that ta... more Decades of research on task-based language teaching and learning (TBLT) have demonstrated that tasks may encourage second/foreign language (L2) development by providing conditions for cognitive processes and social interactions that facilitate L2 acquisition (e.g., Long, 2015; Robinson, 2011; Skehan, 2014; for alternative, noncognitive viewpoints on TBLT, see Jackson & Burch, 2017). Specifically, manipulating task features has been shown to draw learners' attention to target forms within meaningbased interaction; to encourage automatization and fluency of target structures; and to promote use of more accurate, varied, and/or complex forms. However, most research examining the facilitative role of tasks and task features thus far has focused on tasks that center on grammatical or lexical structures, or even pragmatics (Plonsky & Kim, 2016). To date, there is a lack of systematic investigation into the role of tasks and task manipulation in promoting opportunities for the development of L2 pronunciation, an important aspect of L2 acquisition and communicative competence. In fact, despite recognition that the theoretical rationale for TBLT includes pronunciation (Ellis, 2009) The authors would like to thank the SSLA editors, board, and editorial assistants for their guidance on this thematic issue; the contributors for their enthusiasm for this idea from the very beginning; external reviewers for their insightful suggestions; and the audience members who attended our colloquium at TBLT 2015. Finally, we would like to thank YouJin Kim for providing feedback on an earlier draft of this introduction. Any remaining oversights are ours.

Studies in Second Language Acquisition, 2016

This study tests the theoretical predictions regarding effects of increasing task complexity (Rob... more This study tests the theoretical predictions regarding effects of increasing task complexity (Robinson, 2001a, 2001b, 2007, 2010; Robinson & Gilabert, 2007) for second language (L2) pronunciation. Specifically, we examine whether more complex tasks (a) lead to greater incidence of pronunciation-focused language-related episodes (LREs) and (b) positively impact accuracy of phonetic form during task completion. Seventeen dyads of intermediate L2 Spanish learners completed simple (+few elements) and complex (-few elements) information-gap map tasks in which the pronunciation of Spanish vowels was made task essential through the inclusion of minimal pair street names (e.g., Calle Copa “Copa Street” and Calle Capa “Capa Street”). Results revealed no statistical difference in learner-produced pronunciation-related LREs in the simple and complex tasks. Vowel production, however, moved in a targetlike direction for one of five segments (/e/) during the complex task. Results therefore point ...

Selected Proceedings of the 16th Hispanic Linguistics Symposium Edited By Jennifer Cabrelli Amaro Gillian Lord Ana De Prada Perez and Jessi Elana Aaron 2013 Isbn 978 1 57473 459 1 Pags 156 174, 2013

Issues in Hispanic and Lusophone Linguistics, 2016

This paper investigates the effect of lexical frequency on third-person subject form variation by... more This paper investigates the effect of lexical frequency on third-person subject form variation by native and highly-advanced non-native speakers of Spanish. In line with previous research, verb tokens which represented 1% or more of the total tokens were categorized as frequent whereas all others were categorized as infrequent. We also coded for six other linguistic variables: number, referent specificity, semantic class, morphological regularity, TMA, and switch reference. The findings revealed that lexical frequency did not have an independent effect on third-person subject form variation and in only one case did high lexical frequency appear to activate the effect of another linguistic factor. We discuss our results alongside findings of previous research and offer directions for future research.

Issues in Hispanic and Lusophone Linguistics, 2015

Hispania, 2015

Despite myriad changes to language teaching methods over time, university-level classroom spaces ... more Despite myriad changes to language teaching methods over time, university-level classroom spaces have largely remained the same-until now. Recent innovations in classroom space design center on technological advances, include movable furniture and coffee-shop style rooms, and are believed to facilitate language learning in several ways. Specifically, compared to traditional classrooms, innovative spaces are designed in hopes of decreasing pre-task setup , increasing student-centered interaction, and facilitating collaborative work with multiple partners-features believed to be important for classroom learning. However, whether or not these features are present in these innovative spaces, or more so than in traditional classrooms, has yet to be tested empirically. This study set out to compare student interaction and the use of space in traditional and innovative classrooms, examining the presence of the aforementioned features. Data collected from university Spanish language and linguistic courses demonstrate that while some differences in use of space and interaction were observed when lessons in traditional and innovative classrooms were compared, notable differences were only present when the instructor was teaching all sections of a course in an innovative classroom and had adapted his/her lesson plans accordingly. Implications for language teaching, instructed language acquisition, and classroom space design are discussed. Keywords: instructed SLA/ enseñanza de segundas lenguas en contextos formales; language learning context/ contexto de aprendizaje de lenguas; classroom language learning/ aprendizaje de lenguas en el salón de clase; classroom space design/ diseño del espacio de instrucción; teaching with technology/ enseñar con tecnología Introduction While language teaching methods and approaches have changed over time, often in relation to research findings in second language acquisition (SLA), the physical university-level classroom spaces in which language teaching and learning occur have largely remained the same. Recently, classroom space design has entered into the conversation of how to maximize language-learning opportunities, and universities are adding classrooms designed around technology and with nontraditional organization. Much like other technology-focused initiatives in language learning (e.g., computerbased interactive tasks and hybrid courses), these newer classrooms are believed to promote student-centered learning and to capitalize on student preferences and modern lifestyles (360steelcase 2010a). However, unlike research on other technology-focused initiatives like computer-assisted language learning, which has compared student interaction in computermediated and face-to-face environments extensively (e.g., Blake 2013), when it comes to classroom design, little research exists that compares the use of these newly implemented, innovative classrooms with traditional classrooms. Although it is assumed that these innovative spaces will enhance learning opportunities in a variety of ways-by decreasing pre-task and administrative set up, facilitating student-centered lessons, equalizing participation, and allowing students to work with more classmates than they would in traditional classrooms-these hypotheses have yet to be tested empirically in a foreign language setting. This study serves as a first step in investigating the presence of features believed to be beneficial for language learning in these new spaces and compares the presence of these features in traditional versus two types of innovative classrooms: one with nodal (moveable) chairs and one with a coffee-shop style collaboration café design. Features Important in Classroom Language Learning Language teaching methodology has become increasingly student-centered in past decades (cf. Richards and Rogers 2014), and for good reason. First, when students are involved in language tasks, it is more likely that they are cognitively engaged and able to pay attention to both meaning and form. Learners' attention and cognitive engagement is seen as critical for language learning, as it allows learners to focus on new information and to solidify formmeaning connections (Schmidt 1990; Svalberg 2012). Learners' successful processing of feedback is also premised on their noticing the mismatch between their output and the target structure(s), their ability to hypothesize and utilize the feedback via interlanguage restructuring (Long 1996), and their motivation to produce additional output (Swain 2005). Having students interact with different interlocutors (i.e., communication partners) is also believed to facilitate learning. Working with multiple partners exposes learners to more varied input, opportunities for interaction and output, and feedback, components believed to be critical for language learning (Gass 1997; Gass and Mackey 2006; Long 1996). Third, given the limited amount of time students have with the target language in a classroom setting, getting students to interact as much as possible is seen as critical. While the pre-task, or setup , stage is important for students to understand what is being asked of them, activate their prior knowledge, and have an opportunity to ask questions, modern teaching approaches place a premium on maximizing its efficiency and moving students on to the interactive, 'during-task' phase (Ellis 2003; 2009). Newer, innovative spaces claim to reduce task setup by engaging attention and facilitating quicker ease of movement into the task. Finally, in recent years, researchers have devoted increased attention to the contextual and environmental factors that may also play a role in foreign language learning, (e.g., Collentine and Freed 2004; Housen et al. 2011; Norris and Ortega 2001). The next section provides an overview of two topics that have dominated research on the role of learning context in second language (L2) acquisition: (a) comparisons between place of study, such as study abroad and athome environments, or traditional and online environments, and (b) examining within-classroom adjustments, such as the use of technology and space design. Contextual Factors in Language Learning Context of Learning Research exploring the role of context has identified factors such as time abroad to have a positive effect on L2 learning, particularly in relation to the development of L2 fluency and pragmatic competence (e.g., Freed 1995; Shively 2008). Results comparing study abroad and athome environments for morphosyntactic and phonological development, in contrast, have been less conclusive (e.g., Collentine 2004; Díaz-Campos 2004). This overall pattern is consistent with the observation that study abroad affords more opportunities for use of the L2 in the surrounding social environment, which is best characterized as a communicative rather than a learning context, i.e., settings where input, output, and feedback draw attention to linguistic forms (Collentine 2009).

Studies in Second Language Acquisition, 2015

Studies in Second Language Acquisition, 2014

Studies in Hispanic and Lusophone Linguistics, 2015

This study explores the impact of study abroad (SA) on second language Spanish phonetic developme... more This study explores the impact of study abroad (SA) on second language Spanish phonetic development. Twenty-seven English-speaking learners of Spanish, 15 who were participating in a 4-week SA program in the Dominican Republic and 12 who were studying at their home (AH) institution, were recorded 5 weeks apart (at the approximate beginning and end of their respective programs). Recordings were analyzed acoustically, and four groups of segments were examined: word-initial /p t k/, intervocalic /b d ɡ/, intervocalic /ɾ/ and /r/, and word-final /l/. Productions at Time 1 and Time 2 as well as between the SA and AH groups were compared. Results suggested a minor benefit of the SA environment for phonetic development of some of the segments but with notable individual variation in both groups.

Speaking in a Second Language, 2018

In face-to-face spoken interactions, language learners must construct a meaningful message consis... more In face-to-face spoken interactions, language learners must construct a meaningful message consistent with the L2 grammar, articulate it comprehensibly, and manage the aspects of oral communication that reflect speaker identity, interlocutor identities, and the characteristics of the interactional context. A lack of sociolinguistic competence can lead to a failure to convey formality, politeness, solidarity, friendship, and group membership, and this will negatively affect the communicative outcome. The current chapter examines the social and situational information one conveys through linguistic variants in speech, offering a state-of-the-art account of empirical research, including a discussion of pressing issues in the field, such as the roles of lexical frequency, geographic variation, and language attitudes, as well as the pedagogical implications of this research.