English as a Second Language Instruction (ESL)

2012 ◽  
Keyword(s):  
Second Language ◽  
Language Instruction ◽  
Second Language Instruction

Toward a Practical Theory of Second Language Instruction

1976 ◽  
Vol 10 (3) ◽  
pp. 345
Author(s):  
Charles H. Blatchford ◽  
Philip D. Smith
Keyword(s):  
Second Language ◽  
Language Instruction ◽  
Second Language Instruction

Second Language Instruction: Some Research Considerations*

1976 ◽  
Vol 8 (2) ◽  
pp. 149-165 ◽  
Author(s):  
Andrew Cohen ◽  
Luis M. Laosa
Keyword(s):  
Second Language ◽  
Language Instruction ◽  
Second Language Instruction

Sentence Combining in Second Language Instruction

1982 ◽  
Vol 15 (1) ◽  
pp. 168
Author(s):  
Marie E. Ingram-Helt ◽  
Thomas C. Cooper ◽  
Genelle Morain ◽  
Theodore Kalivoda
Keyword(s):  
Second Language ◽  
Language Instruction ◽  
Second Language Instruction ◽  
Sentence Combining

Neurolinguistics and second language teaching: A view from the crossroads

2016 ◽  
Vol 34 (1) ◽  
pp. 103-123 ◽  
Author(s):  
Stefano Rastelli
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Teaching ◽  
Language Instruction ◽  
Future Research ◽  
Second Language Instruction ◽  
Scientific Enterprise ◽  
Second Language Teaching ◽  
Short Period ◽  
Instructed Second Language Acquisition

The topic of this article is the link between research on the neurocognition of the teaching–acquisition interface and research on second language teaching. This recent scientific enterprise investigates whether and how different aspects of second language instruction may change both the anatomy and the functioning of an adult learner’s brain even in a short period of time. In this article, I analyse how neurolinguists have operationalized three aspects specifically related to second language teaching: (1) learners’ proficiency; (2) the between-groups experimental design; (3) the implicit vs. explicit teaching dichotomy. I suggest that the degree of replicability of such neurolinguistics studies can be increased by adopting non-circular operational definitions. Such definitions should not be based on psycholinguistic or neurolinguistic metrics, but on standards that are commonly discussed in the literature on instructed second language acquisition, second language teaching, and assessment. Finally, I suggest that for future research neurolinguists should consider the advantages of welcoming on board more developmental linguists and teachers.

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