Second language acquisition, teacher education and language pedagogy

2009 ◽  
Vol 43 (2) ◽  
pp. 182-201 ◽  
Author(s):  
Rod Ellis
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teacher Collaboration ◽  
Teacher Educators ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Starting Point ◽  
The Relationship

Various positions regarding the Second Language Acquisition (SLA) – Language Pedagogy (LP) nexus have been advanced. Taking these as a starting point, this article will examine the nature of the SLA/LP relationship both more generally and more concretely. First, it will place the debates evident in the different positions regarding the relationship in a broader educational and professional context by examining the nature of the theory/practice nexus – because the issues at stake do not just concern SLA. Second, it will examine critically a number of options for bridging the divide (e.g. through presenting the pedagogical implications of research, engaging teachers in researching their own classroom or promoting research–teacher collaboration). Third, it will probe the relationship in terms of a framework that links (i) SLA researchers, (ii) classroom researchers, (iii) teacher educators and (iv) language teachers. This framework will serve as a basis for formulating a set of eleven principles that can guide attempts to use SLA theory and research in teacher education programmes.

Second Language Acquisition Research and Language Pedagogy: A Critical View

2015 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Mohammad Reza Talebinejad ◽  
Aasa Moattarian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Practice ◽  
Structured Interview ◽  
Language Teachers ◽  
Language Pedagogy ◽  
Language Research ◽  
Class 1 ◽  
Research Findings

<p class="1"><span lang="X-NONE">Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.</span></p>

scholarly journals TEFL teachers’ and non-TEFL teachers’ perceptions on the relationship between SLA research and language pedagogy

2016 ◽  
Vol 4 (3) ◽  
pp. 233-256
Author(s):  
Amir Zand-Moghadam ◽  
Hussein Meihami
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching Career ◽  
Teachers Perceptions ◽  
Language Pedagogy ◽  
The Relationship ◽  
Research Studies

Abstract This study explores TEFL teachers’ and non-TEFL teachers’ perceptions about the relationship between second language acquisition (SLA) research and language pedagogy with regard to familiarity, involvement, accessibility, consultation, relevance, and usefulness of SLA research in L2 pedagogy. To this end, 83 teachers, 40 TEFL teachers and 43 non-TEFL teachers, participated in this study. They filled out a questionnaire addressing their perceptions about SLA research and language pedagogy. The results revealed that the majority of TEFL teachers involved in doing research, at least as their educational term projects, while mostly no contribution was reported by non-TEFL teachers. In addition, TEFL teachers insisted that L2 teachers need to be involved in SLA research to be successful in their teaching career, while non-TEFL teachers were of the opposite opinion. Moreover, it was revealed that TEFL teachers considered the knowledge gained from research studies relevant and useful to their classroom actions, whereas non-TEFL teachers saw their experience more important for managing their classroom actions. Although both groups had contradictory perceptions of the relationship between SLA research and language pedagogy, they showed some common points in this regard. That is, both groups reported on their difficulty in having access to the research materials; they also expressed their willingness to do research.

scholarly journals Frequency Effects in Second Language Acquisition: An Annotated Survey

2017 ◽  
Vol 5 (6) ◽  
pp. 1
Author(s):  
Galip Kartal ◽  
Ece Sarigul
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Explicit Instruction ◽  
Fundamental Question ◽  
Language Teachers ◽  
Frequency Effects ◽  
Implicit And Explicit ◽  
The Relationship

The aim of this study is to investigate the relationship between frequency and language acquisition from many perspectives including implicit and explicit instruction, frequency effects on morpheme acquisition in L2, the relationship between frequency and multi-word constructions, frequency effects on phonetics, vocabulary, gerund and infinitive constructions, bitransitive constructions, and so on. In his impressive article on frequency, Ellis (2002a) asked this crucial question about the relationship between frequency and SLA: “How exactly does the frequency of patterns in the input affect acquisition?” Another fundamental question that needs to be answered is: “What purpose does frequency serve in language acquisition?” In addition, frequency and range are said to be the most salient criteria for determining the general usefulness of a word (Koprowski, 2005). Moreover, both corpus and experimental data suggest that frequency has significant effects on second language acquisition. These questions and arguments, which constitute the foundation of frequency studies in second language acquisition, led and guided this study. This annotated survey, summarizing the studies on frequency effects on L2 learning, shows that there are still lots of ways to go with research on the relationship between frequency and second language acquisition in the literature. Some pedagogical implications are discussed with recommendations for the stakeholders of foreign language contexts (i.e. curriculum designers, coursebook writers, language teachers and learners).

Second language acquisition: past, present and future

1993 ◽  
Vol 9 (2) ◽  
pp. 99-117 ◽  
Author(s):  
Susan M. Gass
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Applied Linguistics ◽  
Language Pedagogy ◽  
History Of ◽  
The Relationship

This article considers the relationship between second language acquisition (SLA) and other disciplines. It begins by reviewing the history of SLA studies, relating them to the broader picture of applied linguistics and language pedagogy. It is argued that the recognition of SLA as a field which can make valuable contributions to other fields is essential for the continuation and vitality of the field. Specific examples of how SLA has been important to the fields of linguistics, pedagogy and psychology are given.

Research meets practice

2016 ◽  
Vol 51 (3) ◽  
pp. 236-251 ◽  
Author(s):  
ZhaoHong Han
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
The Other ◽  
Research And Teaching ◽  
Research Findings ◽  
Instruction And Learning ◽  
The Relationship

At the recent CLTA-S2 conference, a spirited debate occurred between critics of second language acquisition (SLA) research and researchers who embraced it. Fascinating as it was, neither camp appeared to have convinced the other, but, more important, the debate left much of the audience flummoxed. In this paper, I intend to provide a follow-up, attempting to clarify a) the relationship between research and teaching in the context of Chinese as a second language (CSL), b) misunderstandings on the part of critics over research findings, and c) potential pitfalls in interpreting the SLA literature. My goal is to encourage, as well as contribute to, further communication between the two camps, for the ultimate good of CSL instruction and learning.

The Relationship between Second and Heritage Language Acquisition: Notes on Research and Theory Building

2003 ◽  
Vol 1 (1) ◽  
pp. 26-43 ◽  
Author(s):  
Andrew Lynch
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Heritage Language ◽  
Theory Building ◽  
Heritage Language Acquisition ◽  
Educational Issues ◽  
The Relationship

This article presents questions and areas of inquiry that should be pursued in Heritage Language Acquisition based on what has been done in Second Language Acquisition. Linguistic, social and educational issues are highlighted, and important parallels are made between the two fields.

A Literature Review on Individual Differences in Second Language Acquisition

2018 ◽  
Vol 10 (6) ◽  
pp. 72
Author(s):  
Yilun Yang ◽  
Liping Chen
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Strategies ◽  
Internal Factors ◽  
Language Universals ◽  
Cognition And Learning ◽  
The Relationship

There are many factors influencing second language acquisition, such as learner external factors including social factors, the input of second language acquisition and the relationship between acquisition; internal factors including the transfer of language, cognition of second language and language universals, etc, which influence the psychological factors of learner's second language; individual differences include some factors in physiological emotion, cognition, and learning strategies. This article is to explore the role of learners in second language acquisition from the perspective of individual differences (age, aptitude, learning motivation).

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