A principled approach to incorporating second language acquisition research (original) (raw)
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Second Language Acquisition and Language Teaching
International Journal of English Studies, 2004
After discussing the ties between language teaching and second language acquisition research, the present paper reviews the role that second language acquisition research has played on two recent pedagogical proposals. First, communicative language teaching, advocated in the early eighties, in which focus on the code was excluded, and then the more recent research-based proposals of integrating some degree of focus on form in meaning-based curricula. Following Ellis (1998), four macro-options of focus-on-form interventions and their theoretical motivations are presented, followed by recent research evidence: input processing, input enhancement, formfocused output and negative feedback. The last section of the paper deals with two related pedagogical issues: the choice of linguistic forms in focused instruction and its benefits depending on individual factors and the learning context.
Appraising second language acquisition theory in relation to language pedagogy [C]
This paper appraised the concept of Second Language Acquisition (SLA) and the current reports on the teaching and learning of English language in Nigeria. It highlighted the Second Language Acquisition (SLA) theory formulated by Krashen in 1981. The theory famously known as input hypothesis was purposively chosen to analyze its possible application in English language teaching methodology, students learning, and English language teaching and learning resources development in Nigeria. The five principles of Krashen's hypothesis: acquisitionlearning, the natural order, the monitor, the input, and affective filter were outlined. The paper strongly argued that for effective English language performance, English language instruction must be informed and supported by Second Language Acquisition (SLA) theories in order to create and provide enabling environment that offer students comprehensive English language input and encourage them to provide meaningful language output.
Second Language Acquisition Applied to English Language Teaching
Alexandria, VA: TESOL Press. ISBN 978-1-945351-04-4, 2018
Second Language Acquisition Applied to English Language Teaching offers teachers of English language learners an overview of second language acquisition (SLA) theory while allowing readers to reflect on their own classroom practices. It defines SLA, outlines how it helps teachers understand their roles and those of learners in their classes, and introduces major concepts and issues. The book argues that input, output, and interaction are essential for English language learning and teaching, and touches on questions of age, anxiety, and error correction. Finally, SLA Applied to ELT encourages readers to use teaching materials that reflect SLA principles and explains what the field of SLA offers practicing English teachers, including encouragement. The book is written in a straightforward, easy-to read style, complete with reflection questions so that busy teachers can apply what they are reading to their own classroom teaching. As such, it’s a must have for any teacher who wants to understand student learning better so that they can teach their English language students effectively. [Note: The attached file includes the Table of Contents and a sample of Ch. 5.]
Despite the existence of a vast growing literature on second language acquisition (SLA) research and a heated debate among second language (L2) researchers about the applicability of research to practice, there is scanty empirical evidence in this area (Nassaji, 2012). Accordingly, this paper reports on a study investigating in-service teachers' perspectives on the interface between SLA research and L2 teaching. A total number of 119 English language teachers responded to a questionnaire which collected both qualitative and quantitative data. The results revealed teachers' familiarity with SLA research. Although they held positive views towards the relevance of SLA research to language teaching practice, a low percentage of them indicated that they seek insights from research articles. Lack of time and ability were the most frequently reported reasons for not conducting SLA research. Similarly, teachers' lack of time and the difficulty associated with SLA research articles were the most frequently reported reasons for not reading these articles. Majority of the teachers appeared to conceive of teachers' and researchers' works as related and connected. However, in almost all cases a considerably higher percentage of MA teachers than their BA counterparts viewed SLA research as more relevant and useful for teaching purposes. Teachers also expressed their expectations from SLA research to address practical issues. Further, they highlighted practical aspects of SLA research as more relevant to their practice.
2007
In the 1940s and 1950s, research in second language acquisition (SLA) emphasized the study of contrasts between languages. Errors made by second language learners were attributed to transfer from their first language (L1). The influence of the L1 was thought to play a role of paramount importance in the acquisition of a second language (L2) (Lado, 1957). But as more research was carried out, the idea of explaining language learners’ errors in terms of the differences between languages was challenged (Dulay and Burt, 1973, 1974). A new paradigm in SLA research was emerging. The attention of research moved from viewing errors as a product of L1 transfer to viewing learning a second language as a distinct process. This shift of approach has triggered claims with regard to how second languages are learnt and how they should be taught.
Second Language Learning and Language Teaching. 4th ed. by COOK, VIVIAN
The Modern Language Journal, 2009
The MLJ reviews books, monographs, computer software, and materials that (a) present results of research in-and methods of-foreign and second language teaching and learning; (b) are devoted to matters of general interest to members of the profession; (c) are intended primarily for use as textbooks or instructional aids in classrooms where foreign and second languages, literatures, and cultures are taught; and (d) convey information from other disciplines that relates directly to foreign and second language teaching and learning. Reviews not solicited by the MLJ can neither be accepted nor returned. Books and materials that are not reviewed in the MLJ cannot be returned to the publisher. Responses should be typed with double spacing and submitted electronically online at our Manuscript Central address: http://mc.manuscriptcentral.com/mlj THEORY AND PRACTICE COOK, VIVIAN. Second Language Learning and Language Teaching . 4th ed. London: Hodder Arnold, 2008. Pp. xiii, 306. $33.95, paper. ISBN 0-340-95876-6.
Second Language Acquisition Theories and What It Means For Teacher Instruction
2020
The United States has seen a large increase in the number of ELL students in schools nationwide over the past twenty years. This literature review evaluates and compares different second language acquisition theories, teacher practices, learning strategies to help determine what teaching strategies will best help the ELL population close the achievement gap while becoming fluent in the English language. In order to provide each child an equal, high-quality education as required under the ESSA, more teachers need to be trained and well-equipped with the knowledge and tools to effectively teach ELL students in their classrooms. School leaders and stakeholders need to invest in appropriate professional development to support the learning of teachers who are faced with the task of meeting every students' needs. Explicit instruction from teachers in areas of vocabulary, reading comprehension, and listening strategies are a few key strategies that teachers need to become effective in when teaching in their classrooms.