Our publications.Here you can find a list of the articles published by the members of the group.
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Kogan, V., Bondarenko, M. Anticipated publication date: spring 2022
Rethinking Students' First Language Authenticity in Second Language Learning. Admitted chapter proposal.
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Many popular approaches to second/foreign language learning (SLL), that originated from communicative and immersion paradigms have been challenging the usage of students’ first language(s) (L1) for the sake of ‘authenticity’. Grounded in a monolingual native speaker-oriented model of learner and learning, content-based (Met 1991; Wesche 1993; Lightbown 2014), project- and task-based learning (Hedge 1993, Beckett & Miller 2006, Ellis 2003, Leaver & Willis 2004), and the neurolinguistic approach (Germain 2017) ban classroom activities based on translation, contrastive grammar/phonetics (L1 vs L2), explicit instruction in L1 from the repertoire of recommended instructional strategies. We argue that the usage of L1 in SLL could be conceptualized as a part of the inquiry about authenticity in SLL. The new way to understand authenticity (Will, 2018; Pinner, 2016) provides a theoretical umbrella helping to acknowledge L1 as a basic asset in developing L2 skills and in constructing a bilingual identity through social and neurocognitive transformation.
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This reconceptualization allows considering a successful integration of the usage of L1 into task-, project- and content-based activities. In the present chapter, we discuss theoretical aspects of using L1 in SLL from the perspective of emerging inclusive paradigm of authenticity (Pinner 2016) viewed as a part of a more general trend to understand L2 learners as ‘people’ whose identity becomes a subject of cognitive and social transformation during L2 learning process (Norto 2000, Lantolf & Pavlenko 2001, van Lier 1996, 2007, 2011, Goulah 2006, Ushioda & Dornyei 2009, Creese & Blackledge, 2015). We also explore the cognitive theory applied to L2 acquisition providing arguments in favor of the usage of L1 and introduce an inclusive socio-cognitive model of L1 in SLL. Finally, we offer a classification of L1-based learning activities and present an example demonstrating the successful integration of contrastive phonetics into the task-based approach to SLL.
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Bondarenko, M., Klimanova, L., Vinokurova, V. Anticipated publication date : 2021
Digital L2 Literacies for Telecollaboration at low-proficiency level: digital media affordances & digital culture-of-use (Chapter). In E. Nemtchinova (Ed.) Elementary-level foreign language instruction: form theory to practice. Routledge. Admitted chapter proposal.
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Conceptualizing the digital literacies for telecollaboration at low-proficiency L2 learning, we are approaching digital literacies from two complimentary positions. Fist position - represented by the concept of digital literacy (Belshaw, 2012) viewed as culture-of-use (Thorne, 2016) - comes form established digital social practices, habits and routine activities that are shared across countries and cultures and become a point of convergence for intercultural contexts in virtual spaces. The second position – represented by the concept affordances of digital environment - comes from the wide emerging paradigm which encompass Theory of Affordances and Semiotico-Ecological approach (Gibson, 2015 [1977]; Gibson & Pick, 2000; Von Lier, 2004; 2010), multimodal conception of CMC (Kress, 2010) and Computer-Mediated Conversation and Digital Genre analysis (Herrins, 2010). All these approaches agree on the statement that any social media environment constitutes a set of suggestions and possibilities for cognitive action, included learning. Applied to language and culture learning through telecollaboration, digital media should be considered as an environment that shapes learning by providing affordances (clues and scaffolding) for learning. In the paper we apply the proposed conceptual framework to discuss the data and findings of an experimental text-based telecollaboration project conducted in Russian L2 university classes at low-proficiency level (novice-mid; 1st semester of learning).
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Bondarenko, M., Kogan, V. Anticipated publication date : 2020
Open architecture design meeting cognitive architecture: Spiral-like design model for teaching inflectional languages at elementary levels. Manuscript submitted for review.
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Languages with strong inflectional structures such as Russian require the acquisition of complex grammar patterns and the development of procedural skills (automatization). It involves specific cognitive resources and therefore specific instructional procedures. In this paper, introduce a spiral-like curricular design model informed by the functioning and limitations of working memory. The model ensures the reproduction of grammatical patterns while gradually increasing the level of linguistic and pragmatic complexity and is integrated into a meaningful communicative context. We also demonstrate how the model can be incorporated within the open architecture curricular design framework.
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Bondarenko, M. (2020)
with substantial contribution from Dr. Vita Kogan
Modélisation de l’accent: l'analyse contrastive pour le développement de la méta/conscience phonético-phonologique de L2 (une recherche-développement). Proceedings of 8th Meeting for Language Teaching (ReLT-MeLT) 2019. University de Québec à Montréal.
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Accent modeling is an instructional strategy for learning and teaching of L2 phonetics. The strategy described in this paper is based on the contrastive analysis method integrated into the tasked-based approach. The paper discusses the design aspects of a typical Accent modeling activity. In an attempt to explain the instructional and socio-pedagogical benefits of the explicit L2 phonetics instruction, we also explore several ideas from the domain of a neurocognitive theory. Specifically, the paper discusses the theory of phonetic-phonological awareness of L2 (Kivistö-de Souza, 2015) and the concept of inhibition.
Read the text (in French) |
Kogan, V. (2020)
Conquering speaking anxiety with LinguaPolis. In: U. Nurmukhamedov, & R. Sadler (Eds.), New Ways in Teaching with Games. Alexandria, VA: TESOL Press.
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Klimanova, L., Bondarenko, M. (2018)
Problematizign the notion of the beginning L2 Writer: The case of text-based telecollaboration. In J.Demperio, M. Deraîche, R. Dewart, & B. Zuercher (Eds.) L'Enseignement-Apprentissage de l'Écrit/ Current Trends in the Teaching and Learning of Written Proficiency (Chapter 5, pp. 64-98). Editor: Université du Québec à Montréal, UQAM Press.
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A greater bulk of current research on second language (L2) writing has mainly focused on intermediate and advanced levels of proficiency, and little attention has been given to early stages of writing development in L2 learners (e.g., Manchón & Matsuda, 2016). In the meantime, in the era of social media and smart phones, writing has become an increasingly ubiquitous activity. In this paper, we problematize the traditional notion of low-proficiency L2 writing and explore the extent to which integrating social writing into the first-semester language curriculum can potentially improve the quantity and quality of the beginning L2 writer’s output and offer beginning writers a language-level-appropriate medium in which to express themselves and practice the new language. The data come from 46 beginning learners of Russian from two universities who participated in a two-week telecollaborative chat with each other and with native speakers in a partnered institution in Russia. When we analyzed their written language, we determined that these low-level learners were able to perform significantly above the beginner’s level benchmark when they were exposed to the kind of writing that motivated self-expression and involved a real reader.
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Bondarenko, M. (2017)
Syllabus inversé ludique au service du développement de la communication orale: construire le syllabus à partir des activités ludiques orales basées sur la tâche. Actes de la 5e Rencontre sur l’Enseignement des Langues. Le 22 avril 2016 (pp. 59-73). Éditeur: Université du Québec à Montréal, UQAM Press.
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Despite the different ways to conceptualize the mechanism of L2 acquisition, many L2 teachers tend towards a traditional syllabus that conceptualizes the input-output transition as a transformation of explicit knowledge into implicit knowledge. Based on the theoretical framework derived from the Noticing Hypothesis (Schmidt, 1990), the task-based language learning approach, and role-play practices, we suggest flipping and condensing the traditional syllabus. The new syllabus will ensure the oral practice, the introduction of new linguistic patterns needed to accomplish the tasks, the multiple repetitions of patterns within meaningful communicative contexts, and both immediate and varied feedbacks.
Read the text (in French) |