Skip to main content
Language Resource Center

Events of 2015-2016

This year's events are co-sponsored by the Einaudi Center for International Studies, the Institute for European Studies, the East Asia Program, the South Asia Program, the Southeast Asia Program and the Departments of Romance Studies, Near Eastern Studies, German Studies and Asian Studies.

February 24

Wednesday, February 24, 2016

Online and Hybrid Language Courses: Research and Practice

Joshua Thoms, Asst. Professor of Spanish and Applied Linguistics
Utah State University

Wednesday, February 24, 4pm, Noyes Lodge

Reception before and after the talk
Online and hybrid/blended language learning courses have become increasingly popular in foreign language (FL) departments in the United States in recent years. Several factors have contributed to the proliferation of these unique instructional contexts in a variety of FL programs. In this talk, I first provide an overview of the research to date related to the linguistic effects/outcomes of students enrolled in hybrid and online courses in a variety of institutional settings. I then discuss some of the administrative and pedagogical concerns that should be taken into consideration when creating and maintaining a college-level FL hybrid course. Next, I highlight the various ways in which students can virtually engage with each other (i.e., outside of the physical classroom), including the use of digital annotation tools, which allow for a collaborative/social reading experience. Finally, I will share details about a multi-step project that brings together the teaching of grammar and literary-cultural content that culminates in student-generated webpages via an open source web-publishing platform called Omeka; a project that can be carried out in face-to-face, hybrid, or fully online FL courses.

Related readings/resources:
Blake, R., & Arispe, K. (2012). Individual factors and successful learning in a hybrid course. System, 40, 449-465.

Nicolson, M., Murphy, L., & Southgate, M. (Eds.). (2011). Language teaching in blended contexts. Edinburgh, UK: Dunedin Academic Press.

Rubio, R., & Thoms, J. (2013). Hybrid language teaching and learning: Looking forward. In F. Rubio & J. Thoms (Eds.), Hybrid language teaching and learning: Exploring theoretical, pedagogical and curricular issues (pp. 1-9). Boston: Heinle Cengage.

Suggested best practices and resources for the implementation of hybrid and online language courses. Association of Departments of Foreign Languages (ADFL).
April 7

Thursday, April 7, 2016

Examining the effects of corrective feedback: How, when and on which errors?

Natsuko Shintani, Senior Lecturer
Faculty of Education, University of Auckland

Thursday, April 7, 4pm, Noyes Lodge

Reception before and after the talk
This lecture provides an overview of research findings into the effects of corrective feedback on second language learners' oral and written production. Specifically, the session focuses on issues that language teachers may encounter in their teaching practice; that is, how, when and on what kind of errors corrective feedback should be provided. By drawing on SLA research and theories, I will offer guidance on the use of corrective feedback in language teaching. I will also consider areas for future research.
April 14

Thursday, April 14, 2016

Emotions in Foreign Language Learning

Jean-Marc Dewaele, Professor in Applied Linguistics and Multilingualism
Dept of Applied Linguistics and Communication, Birbeck, University of London

Thursday April 14, 4pm, Noyes Lodge

Reception before and after the talk
In this lecture I will present an overview of the recent surge of interest in the field of emotion and foreign language acquisition, after many years of neglect (Dörnyei & Ryan, 2015). I will consider individual differences in 1740 learners' Foreign Language Enjoyment (FLE) and Foreign Language Anxiety (FLA) in the FL classroom (Dewaele & MacIntyre, 2014, 2016) and how this affects their experience of flow (Dewaele & MacIntyre, 2015).
Finally, I present recent research on the effects of learner-internal variables and variables linked to the teacher and teaching practices on FLA and FLE of 189 students in two British high schools.


Dewaele, J.-M. & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom. Studies in Second Language Learning and Teaching, 4 (2), 237-274.

Dewaele, J.-M. & MacIntyre, P. D. (2015). Flow in the Foreign Language Classroom. Unpublished ms.

Dewaele, J.-M. & MacIntyre, P. D. (2016). Foreign Language Enjoyment and Foreign Language Classroom Anxiety. The right and left foot of FL learning? In P. MacIntyre, T. Gregersen & S. Mercer (eds.) Positive psychology in SLA. Bristol: Multilingual Matters

Dörnyei, Z. & Ryan, S. (2015). The Psychology of the Language Learner - Revisited. New York: Routledge.

Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism. He investigates individual differences in psycholinguistic, sociolinguistic, pragmatic, psychological and emotional aspects of bi- and multilingualism. He is Vice-President of the International Association of Multilingualism, Convenor of the AILA Research Network Multilingualism and former president of the European Second Language Association. He is General Editor of the International Journal of Bilingual Education and Bilingualism. He is recipient of the 'Robert C. Gardner Award for Outstanding Research in Bilingualism' from the International Association of Language and Social Psychology (2016).
May 13

Friday, May 13, 2016
LRC Spring Workshop
9am- 12:30pm, followed by light lunch
Noyes Lodge