CTS-Academic: Module 2 session 6 classroom sla
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The document discusses classroom-based second language acquisition (SLA) research from 1985 to 2000, emphasizing changes in teaching approaches and the importance of understanding the learning process through explicit instruction and interaction. It highlights various factors that influence SLA, such as the necessity of meaningful practice, comprehension, and the significance of learner engagement with the material. Additionally, it underscores the ongoing debates in the field and the need for further research to refine teaching methods and address unanswered questions.
CTS-Academic: Module 2 session 6 classroom sla
- 1. Dr. Simon Phipps dr.simon.phipps@gmail.com Session 6: Classroom SLA Research 1. Lightbown article – Classroom SLA research 2. Ellis – Conditions which facilitate acquisition 3. Revision of key issues
- 2. CLASSROOM SLA RESEARCH 1985 – 2000: A REVIEW OF LIGHTBOWN 2000 Changes in approach What everyone ‘knows’ is not always consistent with the facts Changes in ELT 1970s – 1980s First the changes, then SLA research Lack of relevant SLA research SLAR relevant only if asking pedagogical questions Dissatisfaction with; Behaviourist view of learning Chomsky’s ideas Structuralist view of language Communicative Language Teaching Audio-lingual teaching methods Immersion Programmes in Canada These changes have led to more SLA research
- 3. CLASSROOM SLA RESEARCH 2 strands to SLA research Solving theoretical puzzles Answering pedagogical questions Huge explosion of interest in classroom-based SLA research Increase in dialogue between researchers and practitioners SLA research starting to influence teaching Still many questions unanswered
- 4. IN 1985 1. Adults/adolescents can ‘acquire’ L2 Unconscious acquisition does happen, but; Incidental learning from reading is hard Importance of noticing Importance of interaction ‘Reading+’ is better than ‘reading only’ Need comprehension, production + T guidance 2. Learner’s systematic IL IL is systematic IL cannot be explained solely in terms of input Errors are influenced by L1 Errors are similar to FLA
- 5. IN 1985 3. Predictable sequences in L2 acquisition Many linguistic features are acquired according to a development sequence Focus on form; can speed up learners’ progress will not substantially alter sequence Teachability/Learnability hypothesis Progress of IL may not appear as accuracy 4. Practice does not make perfect Opportunities for meaningful language use + thoughtful, effortful practice = beneficial, essential U-shaped learning Learners learn when they are ready Importance of learning chunks and collocations
- 6. IN 1985 5. Knowing a rule vs ability to communicate ‘Focus on forms’ vs ‘focus on form’ Negative evidence (corrective f/b) is necessary Focus on form does make a positive difference ‘Enhanced input’ (Sharwood-Smith) Knowledge of rules can help communication Still debate about how/how much declarative knowledge helps procedural knowledge 6. Explicit error correction Reformulation (recast) Error correction is effective if; Sustained over time Focused Learners are focusing on the form
- 7. 10 STATEMENTS WHICH SEEMED VALID IN 1985 7-8. Critical period/native-like proficiency Still unclear how relevant CP is for L2 Perfect mastery of L2 for classroom learners is very rare Intensity and length of the programme seem more important than the starting age Intensity is more important than the length of the programme Older learners have many advantages esp. if there is limited exposure outside class
- 8. 10 STATEMENTS WHICH SEEMED VALID IN 1985 9. Language is complex Learners need; Time Lots of exposure Opportunities for pragmatic/sociolinguistic knowledge 10. Comprehension and production CI without T guidance does NOT always lead to high levels of proficiency Limitations of CI (low frequency items) Learners may not notice weak forms L2 learners have difficulty with complex language need opportunity to process input for meaning
- 9. CONCLUSION Huge volume of SLAR focusing on pedagogical Qs Guide Ts important to read SLA research question own intuitions try out pedagogical implications + see effect in own context Apply with caution research is only one source of info for Ts need to bear in mind own context Traditionalists vs. impressionable adventurers Need for; More dialogue btw researchers and Ts More research wider range of contexts replication studies action research by Ts
- 10. ACQUISITION ELLIS, R. (1994). THE STUDY OF SECOND LANGUAGE ACQUISITION. OXFORD: OUP. Balance of focus on form and meaning Opportunities to negotiate meaning Opportunites for communication Access to well-formed input at learner’s level of understanding Balance of teacher control and learner control Pushing learners to reformulate their utterances Corrective feedback
- 11. CONDITIONS WHICH FACILITATE ACQUISITION 2 Delayed effect hypothesis • a lot of learning may not be immediately evident ‘the available evidence indicates that an explicit presentation of rules supported by examples is the most effective way of presenting difficult new material’ (from Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: OUP, p643)
- 12. ELLIS – SOME CONCLUSIONS Benefits of formal instruction Increased accuracy Accelerated progress thru. devel. sequences Facilitates natural language development Constraints of formal instruction Learner’s stage of development Processing difficulty of the structure Types of formal instruction Inconclusive evidence about best method Focus on form + practice + communication Factors affecting formal instruction Individual differences, learning styles Impossible to teach all the grammar