Second Language Acquisition Courses and Student Teachers' Values. (Language Teaching & Learning) (original) (raw)

2001

Abstract

Many student teachers doubt the relevance of second language acquisition to the language classroom. This paper investigates the ways in which SLA courses can be justified in terms of whether they influence the views of students teachers. We found the SLA course influenced some, but not all, views of the student teacher. We suggest that the variation in the changes of the SLA may reflect the way students teachers perceive the knowledge of SLA that they bring to the course and that this is best understood within a framework which sees SLA courses as a means of facilitating interaction between the views and knowledge of students teachers and of the views of knowledge of researchers in SLA. Introduction The contribution of Second Language Acquisition (SLA) research to English language teaching and to teacher education is not straightforward (Ellis, 1997; Lightbown, 1985). While the intention of SLA research is to improve language pedagogy (Ellis, 1997 p. 69), and most SLA researchers ha...

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