Frank B. Brooks

Bio: Frank B. Brooks is an academic researcher from Florida State University. The author has contributed to research in topics: Foreign language & Language education. The author has an hindex of 11, co-authored 13 publications receiving 986 citations. Previous affiliations of Frank B. Brooks include Indiana University of Pennsylvania.

Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks

Abstract: L'A. propose une analyse du discours d'etudiants en espagnol engages dans une tâche verbale de resolution de probleme. Il applique une perspective vygotskyenne pour comprendre la nature de certains aspects de leur discours: parler de la tâche, parler du discours, utiliser l'anglais

When Are They Going to Say “It” Right? Understanding Learner Talk During Pair‐Work Activity

Abstract: Adopting sociocultural theory as their conceptual framework, the authors set out to study selected features of student discourse of three pairs of third-semester (i.e., intermediate- level) learners of Spanish at the university level. Specifically, they wanted to investigate how these selected features, identified in an earlier research project (Brooks and Donato 1994), de- veloped during opportunities to engage in five different but similar jigsaw tasks. Through dis- course analysis, they traced these features and found that the students indeed developed and became better at performing the tasks. Their work suggests that if the purpose and function of learner language during problem-solving tasks are not clearly understood, learners may end up being denied strategic opportunities for language activity that can lead to their saying 'lit" right.

Literary Discussions and Advanced Speaking Functions: Researching the (Dis) Connection

Abstract: This study investigated the discourse of class discussion in the advanced undergraduate Spanish literature course. Motivating this study was the need for research to determine how discussion in advanced undergraduate literature courses provides discourse opportunities to students to develop advanced language functions, as defined in the ACTFL Guidelines. Despite claims that literature classes play an additional role in developing language proficiency, this issue has not received serious research attention. In this study, classroom transcripts were analyzed for the following features: (1) discourse structure of the literary discussion; (2) the use of teacher questions; (3) verb tense distribution; and (4) student uptake. The analysis attempted to uncover how literary discussion afforded opportunities for students to describe, to narrate in major time frames, to use extended discourse, to share opinions and arguments, to explore alternatives, and to hypothesize-all advanced and superior level speaking functions. The study also included instructor and student interviews to determine their views of foreign language literature classes and to see if what was observed could be explained by the goals the instructor and students had expressed. The findings suggest that simply having a literary discussion does not ensure that students will be pushed to use the language in advanced ways even when faced with tasks requiring critical thinking and advanced language use. One issue that this study reveals is that, for students to experience speaking in the advanced ranges of proficiency, discussions must enable complex thinking in complex language. Other findings suggest that literature instructors should be aware of the discourse opportunities that arise in literary discussions, should make speaking expectations and advanced functions clear to students, and should monitor student language use during discussions. Introduction This study investigated the discourse of class discussion in the advanced undergraduate literature course. Motivating this study was the need for research to determine how discussion in advanced undergraduate literature courses provides discourse opportunities to students to develop advanced language functions, as defined in ACTFL Proficiency Guidelines for Speaking (Breiner-Sanders, Lowe, Miles & Swender, 2000). This study addressed an area in our profession that has not received serious research attention. In the past, studies in the context of literature instruction have focused on reading comprehension of cultural texts (e.g., Bernhardt, 1990; Davis, 1992; Fecteau, 1999; Kramsch, 1985). This line of research appears to be the most systematic and is connected to the larger second language reading research agenda. In the profession's recent history, only one academic volume has addressed the potential of dialogue between second language acquisition research and the teaching of literature (Scott & Tucker, 2002). In this volume, one empirical study was published (Burnett & Fonder-Solano, 2002) that examined teacher beliefs in literature courses and how these beliefs shaped course organization and teaching practice. The only investigation to our knowledge related to class discussion in literature classes was a recent research study by Mantero (2002a, 2002b) on the discourse dynamics of literary discussion. Although some claim, albeit anecdotally, that the study of literature in the collegiate curriculum is useful to developing foreign language proficiency, it is clear there is little research to provide evidence for this time-honored assumption. Conversely, numerous pedagogical articles and research studies on the use of literature in language classes have been published (e.g., Adair-Hauck & Cumo-Johanssen, 1997; Adair-Hauck & Donate, 2002a, 2002b; Brumfit & Carter, 1986; Carter & McRae, 1996; Kramsch, 1993; Lafayette, f993; Lunn, 1985; West & Donato, 1995). …

The acquisition-rich environment revisited

Abstract: problematic for several reasons. Within the general class of input-output and interactionist views of learner-to-learner talk, the utterances of one speaker are viewed in relation to those of the other. In the case of teacher/learner or native speaker/non-native speaker interaction, comprehensible input should facilitate (weak version) or bring about (strong version) acquisition of the L2 (26). While challenging the notion of a direct causal link between input and acquisition, Pica and other interactionists (e.g., 49) have nonetheless adopted the same general assumption-that input from A is acted upon by B, and vice versa. A full refutation of the applicability of input-output models and their associated terms for descriptions both of learner talk and language learning/acquisition is beyond the scope of this paper.2 Nonetheless, we make a small beginning with the following reasons for questioning the validity of the term acquisition-rich environment: 1) It assumes that an environment providing opportunities for language learning can be determined to be rich or poor a priori; 2) It does not properly reflect the newer communicative, task-based language opportunities in which learners are the primary interactants in FL/SL classrooms; 3) It does not adequately reveal the function of the totality of utterances observed in learner-to-learner talk; 4) What learners actually acquire is often left unspecified. We use a variety of data collected from several settings to illustrate these points. Data ar presented from two groups of ESL el ctronics students solving a frequency proble at the oscilloscope, a pair of beginning content-based Swahili students engaged in a map task, and a pair of intermediate universitylevel Spanish students doing ajigsaw task. Using these data we will consider learner conversa-

Can We Talk

Abstract: The negotiation of meaning, the process whereby speakers work with each others' messages to achieve understanding, is currently regarded as an important factor in second language development. This article discusses the negotiation process and presents selected findings from a study of learner-to-learner talk found during systematic observation of a Spanish conversation course at the college level. The findings suggest that an interview-type speaking activity does not necessarily provide opportunities for negotiation work to take place. An example is provided for a speaking activity that promotes negotiation work among learners of foreign languages. Using this example as a guide, similar tasks can be created.

Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together

Abstract: This article provides support for a theoretical orientation toward viewing dialogue as both a means of communication and a cognitive tool. Data to support this position come from an analysis of the language-related episodes isolated in the dialogue of two grade 8 French immersion students as they carry out a jigsaw task. During the task, the students work out a story line and write it out. As they do so, they encounter linguistic problems. To solve them, the students use their first language (L1) and second language (L2) in order to communicate to each other and as tools to aid their L2 learning. The language-related episodes discussed provide evidence of language use as both an enactment of mental processes and as an occasion for L2 learning. Variation in how other pairs of students in the class perform the task supports existing evidence that the same task does not provide similar occasions for L2 learning to all student dyads.

Using the First Language in the Classroom

Abstract: This paper argues for the re-examination of the time-honoured view that the first language should be avoided in the classroom by teachers and students. The justifications for this rest on a doubtful analogy with first language acquisition, on a questionable compartmentalization of the two languages in the mind, and on the aim of maximizing students' exposure to the second language, laudable but not incompatible with use of the first language. The L1 has already been used in alternating language methods and in methods that actively create links between L1 and L2, such as the New Concurrent Method, Community Language Learning, and Dodson's Bilingual Method. Treating the L1 as a classroom resource opens up several ways to use it, such as for teachers to convey meaning, explain grammar, and organize the class, and for students to use as part of their collaborative learning and individual strategy use. The first language can be a useful element in creating authentic L2 users rather than something to be shunned...

Computer-Mediated Collaborative Learning: Theory and Practice.

Abstract: Recently interest has grown concerning the uses of online communication for language teaching Yet this growing interest in computer-mediated collaborative language learning has not been matched by sufficient research and theory This article introduces a conceptual framework for understanding the role of computer-mediated interaction based on a sociocultural analysis of the relationship among text, talk, and learning The article then analyzes current research according to five features particular to online interaction

Task-based second language learning: the uses of the first language

Abstract: The present article focuses on the uses of the first language (L1) made by 22 pairs of grade 8 French immersion students as they complete one of two different tasks: a dictogloss and a jigsaw. The outcome of each task is a story written by each student pair. We propose a coding scheme for the uses made of the L1, exemplify them, and report on exploratory analyses intended to describe differences between and within the tasks in terms of the amount of English (L1) used. We also address the relationship between the amount of L1 use and the quality of students’ writing, and the variability in task performance across student pairs.