Challenging notions and nature of second language learning and discourse (original) (raw)
The Cambridge Guide to Pedagogy and Practice in Second Language Teaching
As an educator and researcher, I am always on the lookout for useful titles which draw not only on current theory and research, but also on practical approaches for the classroom. In The Cambridge Guide to Pedagogy and Practice in Second Language Teaching, I have found a useful and comprehensive account of emerging issues and approaches in second language teaching.
EFFECTIVE SECOND LANGUAGE PEDAGOGY: PERSPECTIVES AND METHODOLOGICAL INSIGHTS FROM UNIVERSITY LECTURERS' APPROACHES AND REFLECTIONS , 2024
This study explores the diverse methodologies employed by university lecturers in teaching second languages (L2), focusing on their perspectives and experiences. Through structured interviews with experienced L2 instructors, we investigate the effectiveness of various teaching approaches, the challenges encountered, and strategies to address these obstacles. Key themes include the benefits of acquiring an additional language, balancing grammatical accuracy with fluency, and the impact of teaching methods on learner engagement and critical thinking. Our findings highlight the significance of selecting appropriate methodologies tailored to learners' needs and contexts, ultimately enhancing L2 acquisition and student success. The study provides valuable insights for educators, policymakers, and curriculum developers to improve L2 teaching practices and promote effective language learning environments.
Applied Linguistics, 2020
This book, a follow-up to the editors’ successful guide to second language (L2) teacher education (Burns and Richards 2009), is a clear and concise introduction to the research and scholarship across 36 topics related to learning English as an L2. Although the title indicates that the focus is on English, because many of the authors discuss L2 learning and second language acquisition (SLA) more generally, the book should find an audience with scholars who are interested in research on learning other languages as well.
Studies in Second Language Acquisition, 2013
As Rod Ellis states in his Preface, Craig Chaudron's book, Second Language Classroom: Research on Teaching and Learning, published in 1988, reviewed systematically the L2 classroom research up to that time. Although Chaudron updated the research community on the development of classroom research in 2001 with an article published in The Modern Language Journal, the space given to it and the relatively brief nature of the review make it necessary that a new volume presenting a comprehensive survey and critical appraisal of the research into L2 learning and teaching in classrooms be available. Ellis' new book, Language Teaching Research and Language Pedagogy (LTRALP), serves this purpose perfectly well. Anyway, it has been over 20 years since the publication of Chaudron's 1988 book, and the rapid development of the field warrants the publication of such a comprehensive book. LTRALP includes 11 main chapters in addition to a concise Preface, where Ellis explains his own theorising of language teaching. He presents two views, one is what he refers to as the 'external view' and the other as the 'internal view'. The former regards language teaching in terms of methods, approaches, materials and techniques, and the latter in terms of it being a 'process'. He posits that such a distinction is important and that the studies he has reviewed in the book can be categorised according to this typology. It is also in his Preface that Ellis highlights the two principal research paradigms: the normative paradigm, which tends to test hypotheses and the interpretive paradigm, which 'seeks to describe and understand some aspect of teaching by identifying key variables and examining how they interrelate' (p. x). Chapter 1, 'Introduction: Developments in Language Teaching Research', as the title indicates, gives the reader a panoramic view of all the topics to be considered in the book. What needs to be stressed is that Ellis has successfully defined what language teaching research is and stated his rationale for electing to focus on it in his book. Ellis begins Chapter 2, 'Methods for Researching the Second Language Classroom', with a discussion of formal and practitioner research before examining the main research traditions in relation to their theoretical underpinnings, research design, data collection and processing methods. The focus of Chapter 3, 'Comparative Method Studies', presents studies that compare different teaching methods. Historically, such studies were once popular, as the ambition of doing so was to find the best methods for effectively teaching foreign language skills. Evidently, such studies have lost their popularity and attracted much criticism because of their insensitivity to the fact that different contexts require different methods and the search for the 'best method' has proven to be futile (Kumaravadivelu, 2006). Chapter 4, 'Second Language Classroom Discourse', examines the oral discourse in L2 classrooms and its nature in the lesson process. Ellis argues that "'teaching' is discourse. observation of the discourse that arises in actual classrooms is fundamental to developing an understanding of language teaching and its relationship to learning" (p. 75). Accordingly, discourse processes become the focus of this chapter. Descriptive research discussed in this chapter range from interaction analysis to classroom discourse analysis, types of language use, conversation analysis and the L2 classroom, and scaffolding in sociocultural theory. Chapters 5 and 6 place their foci on the teacher and the learner respectively. As can be easily imagined, the teacher is the main person that contributes to classroom discourse in most cases. Therefore, studies of teacher talk are the mainstay of a chapter with the teacher as the central figure. Various research studies on teacher talk (including teacher talk and L2 acquisition, teacher talk and teacher education) and teacher questions (including teacher questioning strategies and socially-oriented studies of teacher questions) are reviewed. There have been debates about the role of the learner's L1 in the L2 classroom, and such debates are also discussed in Chapter 5 in relation to various studies on the use of the L1 in L2 classrooms and on teachers' beliefs about the use of the L1. The use of metalanguage and related research into teachers' use of metalanguage, studies on corrective feedback, and teacher cognitions about language teaching are also reviewed. Given the centrality of the learner in the classroom in the field of language teaching and learning, Ellis rightly points out the relative scarcity of research into the learner's contribution to classroom discourse. Quoting Ortega and Iberri-Shea (2005, p. 27), who point out that 'Many questions concerning second language learning are fundamentally
In an attempt to explore the ecological aspects of Second Language Teaching (SLT) Dilemma , the present study aims at addressing the ecological challenges pervading in the realm of second/foreign language teaching over the last decades. To this end, the study seeks to trace the major theoretical reactions dealing with ecological challenges in the rich historiography of language teaching during the last two decades. In this regard, this article outlines a classified overview of the three perceptible trends to highlight the prevailing issues of contention and come up with some insights accordingly. The three scholastic trends are: (a) Post-Method approach; (b) 'In-Method' approach; and (c) Complexity approach. To elucidate the above trend-setting reactions, the researcher delves into their underpinning principles and assumptions to be able to juxtapose and compare them in a more meticulous fashion. The article also encompasses some concluding remarks which may shed light on the ecological panorama of second language pedagogy.
Studies in Second Language Acquisition, 2013
As Rod Ellis states in his Preface, Craig Chaudron's book, Second Language Classroom: Research on Teaching and Learning, published in 1988, reviewed systematically the L2 classroom research up to that time. Although Chaudron updated the research community on the development of classroom research in 2001 with an article published in The Modern Language Journal, the space given to it and the relatively brief nature of the review make it necessary that a new volume presenting a comprehensive survey and critical appraisal of the research into L2 learning and teaching in classrooms be available. Ellis' new book, Language Teaching Research and Language Pedagogy (LTRALP), serves this purpose perfectly well. Anyway, it has been over 20 years since the publication of Chaudron's 1988 book, and the rapid development of the field warrants the publication of such a comprehensive book. LTRALP includes 11 main chapters in addition to a concise Preface, where Ellis explains his own theorising of language teaching. He presents two views, one is what he refers to as the 'external view' and the other as the 'internal view'. The former regards language teaching in terms of methods, approaches, materials and techniques, and the latter in terms of it being a 'process'. He posits that such a distinction is important and that the studies he has reviewed in the book can be categorised according to this typology. It is also in his Preface that Ellis highlights the two principal research paradigms: the normative paradigm, which tends to test hypotheses and the interpretive paradigm, which 'seeks to describe and understand some aspect of teaching by identifying key variables and examining how they interrelate' (p. x). Chapter 1, 'Introduction: Developments in Language Teaching Research', as the title indicates, gives the reader a panoramic view of all the topics to be considered in the book. What needs to be stressed is that Ellis has successfully defined what language teaching research is and stated his rationale for electing to focus on it in his book. Ellis begins Chapter 2, 'Methods for Researching the Second Language Classroom', with a discussion of formal and practitioner research before examining the main research traditions in relation to their theoretical underpinnings, research design, data collection and processing methods. The focus of Chapter 3, 'Comparative Method Studies', presents studies that compare different teaching methods. Historically, such studies were once popular, as the ambition of doing so was to find the best methods for effectively teaching foreign language skills. Evidently, such studies have lost their popularity and attracted much criticism because of their insensitivity to the fact that different contexts require different methods and the search for the 'best method' has proven to be futile (Kumaravadivelu, 2006). Chapter 4, 'Second Language Classroom Discourse', examines the oral discourse in L2 classrooms and its nature in the lesson process. Ellis argues that "'teaching' is discourse. observation of the discourse that arises in actual classrooms is fundamental to developing an understanding of language teaching and its relationship to learning" (p. 75). Accordingly, discourse processes become the focus of this chapter. Descriptive research discussed in this chapter range from interaction analysis to classroom discourse analysis, types of language use, conversation analysis and the L2 classroom, and scaffolding in sociocultural theory. Chapters 5 and 6 place their foci on the teacher and the learner respectively. As can be easily imagined, the teacher is the main person that contributes to classroom discourse in most cases. Therefore, studies of teacher talk are the mainstay of a chapter with the teacher as the central figure. Various research studies on teacher talk (including teacher talk and L2 acquisition, teacher talk and teacher education) and teacher questions (including teacher questioning strategies and socially-oriented studies of teacher questions) are reviewed. There have been debates about the role of the learner's L1 in the L2 classroom, and such debates are also discussed in Chapter 5 in relation to various studies on the use of the L1 in L2 classrooms and on teachers' beliefs about the use of the L1. The use of metalanguage and related research into teachers' use of metalanguage, studies on corrective feedback, and teacher cognitions about language teaching are also reviewed. Given the centrality of the learner in the classroom in the field of language teaching and learning, Ellis rightly points out the relative scarcity of research into the learner's contribution to classroom discourse. Quoting Ortega and Iberri-Shea (2005, p. 27), who point out that 'Many questions concerning second language learning are fundamentally
A Framework For The Analysis of Second Language Learning In Classrooms
Understanding the process of second language learning and teaching in an international class whose students are normally successful 100% is fundamental because generally the instructor is highly qualified and has strong theoretical foundations. Therefore, this article reports an observation of one of English for Tertiary Studies (ETS) classes in a language center of a university in Australia and collates the findings with the theories in the field of second language acquisition (SLA). The class is taught by an Australian native speaker with classroom teacher lecturer/researcher background, with 6 international students coming from neighboring Asian countries. The data was collected through audio and video recording, and note-taking of the interaction, which was further transcribed for analysis. The data presentation and analysis follow second language acquisition theoretical frameworks, including the role and characteristics of input, output, and interactional devices. The findings show that the teacher has a very facilitative role by providing modified input so the students can follow the lessons easily and by applying interactional devices that stimulate learner production or output. Key words: second language, learning, acquisition, input, interaction, output
Language Across the Curriculum: The Recent Development In Second Language Learning
Language is the source of communication, through which we exchange knowledge, opinions, suggestions, commands and all our feelings. In short it is the exchange of information which makes our daily life easy and comfortable. Language is the most powerful emblems of social behavior. It is the language that enables any society to flourish culturally and ethically. In order to focus on the development it is important that one must have confidence and better understanding of the language, so as it is the language that aids us to learn and deliver to the audience. As a part of this development in the field of language, Languages Across the Curriculum (LAC) is a recent and current development based on some modern studies and findings focusing on the concept of learning any foreign/second language using appropriate and content based language teaching methodologies throughout the learning hours at our institutes of learning. LAC is assisting especially the students and scholars across the gl...
Towards an Understanding of Ecological Challenges of Second Language Teaching: A Critical Review
Journal of Language Teaching and Research, 2012
In an attempt to explore the ecological aspects of Second Language Teaching (SLT) Dilemma (Danesi, 2003), the present study aims at addressing the ecological challenges pervading in the realm of second/foreign language teaching over the last decades. To this end, the study seeks to trace the major theoretical reactions dealing with ecological challenges in the rich historiography of language teaching during the last two decades. In this regard, this article outlines a classified overview of the three perceptible trends to highlight the prevailing issues of contention and come up with some insights accordingly. The three scholastic trends are: (a) Post-Method approach; (b) 'In-Method' approach; and (c) Complexity approach. To elucidate the above trend-setting reactions, the researcher delves into their underpinning principles and assumptions to be able to juxtapose and compare them in a more meticulous fashion. The article also encompasses some concluding remarks which may shed light on the ecological panorama of second language pedagogy. Index Terms-ecological challenges of second language teaching (SLT), SLT dilemma, ELT methodology
Second language learning: Investigating the classroom context
System, 1989
This article reviews a number of L2 classroom-based research projects, undertaken at the University of Stirling, Scotland, in which the author was involved between 1976 and 1986. The main group of projects provide accounts of foreign language teachers' instructional practices during this period, documenting shifts towards a more "communicative" approach to foreign language teaching, but also recording teachers' continuing commitment to structural practice and the continuing use of English as a significant medium for the management of FL classrooms. A variety of research approaches were used in the course of these studies, most notably systematic observation, "functional" analyses of classroom language, and action research; some evaluative comments are made regarding the potential and limitations of these different approaches. A later section of the article records the basic principles used in Stirling-based evaluations of L2 instructional programmes, drawing examples mainly from an evaluation study of bilingual (Gaelic-English) primary education. In conclusion, it is argued that a full understanding of classroom-based L2 learning requires the integration of sociolinguistic studies of the classroom context with psycholinguistic studies of SLA processes.
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.
Theory and Practice in Language Studies, 2011
This paper intends to address the issue of Second Language Teaching (SLT) Dilemma termed by Danesi (2003). It traces the major scholastic trends to this challenging dilemma in the area of SLT during the past two decades. The study gives a classified overview of two main theoretical trends to resolve this Dilemma. One theoretical trend expresses an ethno-culturally-oriented methodological reaction which focuses on the evolving perspectives on language teaching methods and approaches after the emergence of post-method era. With regard to this trend, the researcher particularly focuses on its two main responses to the SLT Dilemma chronologically listed as: Kumaravadivelu's (1994) "post-method pedagogy" and Larsen-Freeman's (1999) "seven I's". The other theoretical trend expresses a neurolinguisticlly-oriented methodological reaction to the SLT Dilemma which is related to bimodality theory developed by Danesi (2003). The researcher endeavourers to delve into the tenets and principles of these three specific responses to come up with a clear understanding of them which may coherently highlight the two investigated theoretical trends toward the SLT Dilemma accordingly. To this end, the researcher examines the different dimensions of these responses with reference to the following two theoretical questions: (a) why have the pervious methods and approaches failed to tackle the SLT Dilemma? , (b) how can the SLT Dilemma be resolved? In light of such a rationale, the study might be able to compare and elucidate the two investigated theoretical trends and consequently, it might shed more light on the issue of SLT Dilemma from a scholarly outlook.
Second Language Learners in International Schools
Second Language Learners in International Schools, 2018
This book traces the theories underpinning second language learning programmes in international schools and delves into the complexities of teacher relationships and the influence of curriculum agencies on second language learning. Through case studies and vignettes, it argues for establishing a professional department of English as a Second Language at the centre of the academic life in each school, whose staff will build on the widely acknowledged potential of second language learners and enhance their capabilities in all their languages.
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.]
ELE 121: Approaches to Second Language Teaching
Course Description The course will begin with a historical perspective on English Language Education (also commonly referred to as English Language Teaching) from ancient days of teaching the language like other classical languages as Greek and Latin up to the 21 st century trends. Basic principles and procedures of the most recognized and commonly used approaches and methods for teaching English as a second (or a foreign language) will be presented. These are the Grammar Translation Method, Direct Method, Audio-Lingual Method, Communicative Language Teaching, Content-Based Instruction and other alternative approaches. Each approach or method will be discussed in terms of their theoretical orientation, teaching practices and learning activities designed to reach the specified teaching goals and learning outcomes. Candidates will examine and analyze the teaching methods and compare whether the methods reflect similar or opposing views of language learning principles. Through course readings and sample video lessons, candidates will reflect on what constitutes language use, and the role of teacher and learners in each of the teaching methodologies. The analysis will help them to gain a fuller understanding of the principles and practices behind the choices teachers make regarding particular methods. In all, the course will enable learners to look for the rationale for the different techniques that have been used in the course of language teaching history and learn to critique the practices and materials designed to teach English and many unresolved issues in the domain. The course will not espouse any particular approach to second language teaching but rather present an overview of the many approaches to teaching second and foreign languages.
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.