Lines of research

Learners of additional languages and their teachers are constantly looking for successful practices to optimize learning.

Whether based on learning techniques or feedback, research shows that teachers seek guidance regarding the learning aspects to focus on (Ferris, 2008, 2010; Ferris, Liu, Sinha, & Senna, 2013) and the type of feedback to provide.

In addition, current research stresses the need for more explicit links between theory and practice so that research results are immediately implemented in real learning contexts (Gironzetti & Koike, 2016; Haukås, 2016   ).

Interests and approaches

Each GLACE member approaches the fields of acquisition and/or teaching according to their particular interests:

• The identification of the learning needs (common challenges) of learners of specific target languages.
• The analysis of crosslinguistic effects on the learning of additional languages and their relationship to existing theory.
• The creation of microlearning capsules to support learners with interventions focused on the identified challenges and foster the development of students’ metalinguistic awareness.
• The analysis of the learners’ perception of the implemented microlearning and their progress.
• Analysis of teachers’ perceptions of the use of personalized trajectories for students.

Ferris, D. R. (2008). Feedback: Issues and options. In P. Friedrich (Ed.), Teaching academic writing (pp. 93-124). Continuum.

Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA. In Studies in Second Language Acquisition (Vol. 32, Issue 2, pp. 181-201).

Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. In Journal of Second Language Writing (Vol. 22, Issue 3, pp. 307-329).

Gironzetti, E., & Koike, D. (2016). Bridging the gap in Spanish instructional pragmatics: From theory to practice. In Journal of Spanish Language Teaching (Vol. 3, Issue 2, pp. 89-98).

Haukås, Å. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. In International Journal of Multilingualism (Vol. 13, Issue 1, pp. 1-18).

Ferris, D. R. (2008). Feedback: Issues and options. In P. Friedrich (Ed.), Teaching academic writing (pp. 93–124). Continuum.

Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA. In Studies in Second Language Acquisition (Vol. 32, Issue 2, pp. 181–201).

Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. In Journal of Second Language Writing (Vol. 22, Issue 3, pp. 307–329).

Gironzetti, E., & Koike, D. (2016). Bridging the gap in Spanish instructional pragmatics: From theory to practice. In Journal of Spanish Language Teaching (Vol. 3, Issue 2, pp. 89–98).

Haukås, Å. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. In International Journal of Multilingualism (Vol. 13, Issue 1, pp. 1–18).

Ferris, D. R. (2008). Feedback: Issues and options. In P. Friedrich (Ed.), Teaching academic writing (pp. 93–124). Continuum.

Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA. In Studies in Second Language Acquisition (Vol. 32, Issue 2, pp. 181–201).

Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. In Journal of Second Language Writing (Vol. 22, Issue 3, pp. 307–329).

Gironzetti, E., & Koike, D. (2016). Bridging the gap in Spanish instructional pragmatics: From theory to practice. In Journal of Spanish Language Teaching (Vol. 3, Issue 2, pp. 89–98).

Haukås, Å. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. In International Journal of Multilingualism (Vol. 13, Issue 1, pp. 1–18).