Exploring the relationship between TBLT and ISLA

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Shawn Loewen ◽  
Masatoshi Sato
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Instructional Materials ◽  
Linguistic Resources ◽  
Theoretical Perspectives ◽  
Instructed Second Language Acquisition ◽  
L2 Instruction ◽  
The Relationship

Abstract The relationship between task-based language teaching (TBLT) and instructed second language acquisition (ISLA) is a close one. Both are concerned primarily with facilitating the development of second language (L2) learners’ linguistic proficiency. This article begins by providing a brief description of both terms. TBLT has been described as an approach to language teaching, comprised primarily of a needs analysis, development of meaning-focused instructional materials, and assessment. The central construct is the task, which provides opportunities for learners to use their own linguistic resources as they engage in meaning-focused interaction. In contrast, ISLA provides a taxonomy of multiple approaches to L2 teaching and learning, based on various theoretical perspectives. As such, ISLA includes TBLT, especially as both have a particular interest in the cognitive-interactionist approach to L2 instruction. Differences between the two terms include a focus on explicit instruction in ISLA that is not present in most versions of TBLT. In addition, ISLA does not consist of an all-encompassing curricular approach to L2 instruction. Finally, ISLA has been less focused on needs analyses and assessment in comparison to TBLT. This article ends with a consideration of areas of mutual concern, as well as perspectives from each that might benefit the other.

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.

scholarly journals New directions for the Annual Review of Applied Linguistics

2016 ◽  
Vol 36 ◽  
pp. 1-4 ◽  
Author(s):  
Alison Mackey
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Processing ◽  
Language Contact ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Annual Review ◽  
Language Pedagogy ◽  
Bilingual Communities

To begin with some history, reflecting the breadth of the field, the 35 issues of the Annual Review of Applied Linguistics (ARAL) published since 1980 have covered a substantial range of topics. These have included broad surveys of the field of applied linguistics; language and language-in-education; identity; written discourse; literacy; bilingual communities worldwide; language and the professions; communicative language teaching; second language acquisition research; discourse analysis; issues in foreign language teaching and learning; language policy and planning; technology and language; multilingualism; foundations of second language teaching; applied linguistics as an emerging discipline; language and psychology; discourse and dialogue; language contact and change; advances in language pedagogy; lingua franca languages; neurolinguistics; cognitive aspects of language processing; language assessment; and formulaic language.

Formulaic Language and Language Teaching

2012 ◽  
Vol 32 ◽  
pp. 111-129 ◽  
Author(s):  
Fanny Meunier
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Formulaic Language ◽  
Classroom Activities ◽  
Pedagogical Choices ◽  
Instructed Second Language Acquisition ◽  
Actual Learning

This article reviews the concrete effects that the theoretical findings on the formulaic nature of language have had in instructed second language acquisition (SLA). The introductory section includes some terminological comments and a general discussion on the validity of adopting a formulaic approach in second or foreign language teaching. The second section discusses various points in time when instructional intervention is possible and presents the rationale adopted in the article to trace elements of formulaicity in instructed SLA. The next three sections each center on one aspect of foreign language teaching, namely, input, classroom activities, and feedback. The discussion broaches pedagogical choices, teaching materials, types of activities, and tools currently available to teachers and learners. The results show that the increasingly refined understanding of the formulaic nature of language has clearly impacted second language teaching but that a number of questions still remain unanswered. These questions pertain to the types of formulas that deserve teaching time and to the assessment of the actual learning outcomes of using a formulaic approach.

scholarly journals Book Review: Gary Barkhuizen, Phil Benson, Alice Chik, Narrative Inquiry in Language Teaching and Learning Research, New York and London: Routledge, 2014

2016 ◽  
Vol 54 ◽  
pp. 183-187
Author(s):  
Anna Czura
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Narrative Inquiry ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Empirical Studies ◽  
Teaching And Learning Research ◽  
Learning Research ◽  
Language Teaching And Learning

Since the beginning of the twenty-first century, research methodology in the field of language learning and teaching has taken a narrative turn and, consequently, a growing number of empirical studies have employed narrative inquiry methods to investigate different facets of second language acquisition. Narrative inquiry in language teaching and learning research, a volume authored by Gary Barkhuizen, Phil Benson and Alice Chik, aims to provide a concise and practical introduction to different approaches to designing, implementing, analysing and reporting oral, written and multimodal narrative data in studies on second language learners and teachers. In this review I discuss the general relevance of narrative studies in the field and, after a brief summary of the six chapters, I offer a critical analysis of the book’s content.

scholarly journals The Relationship between Attention and Extraneous Load

2021 ◽  
Vol 7 (2) ◽  
pp. 61-82
Author(s):  
Christopher J. L. Hughes ◽  
Jamie Costley ◽  
Christopher Lange
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Online Courses ◽  
Cognitive Architecture ◽  
Instructed Second Language Acquisition ◽  
Extraneous Load ◽  
The Relationship

There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist language learners by taking advantage of theories on human cognitive architecture. This paper seeks to move the conversation on how this integration might be achieved by presenting findings from survey data conducted with learners enrolled online courses at a cyber-university in South Korea (n = 68). Findings show a statistically significant positive relationship between distraction and extraneous load. These results are used to postulate a model for explaining the how the effects of extraneous load on attention can be integrated into second language learning theory. Pedagogic implications of this are the value of explicitly signaling key vocabulary and grammar, ensure spatial and temporal considerations are made when using multimodal instruction, and placing learners at the center of decisions on the blend of media they experience in instruction.   

The relationship between SLA research and language pedagogy: Teachers’ perspectives

2012 ◽  
Vol 16 (3) ◽  
pp. 337-365 ◽  
Author(s):  
Hossein Nassaji
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
English Language ◽  
Language Teaching ◽  
Teaching Experience ◽  
Language Teachers ◽  
Research Articles ◽  
Easy Access ◽  
Extensive Discussion ◽  
The Relationship

There is currently a substantial body of research on second language (L2) learning and this body of knowledge is constantly growing. There are also many attempts in most teacher education programs around the world to inform practicing and prospective L2 teachers about second language acquisition (SLA) research and its findings. However, an important question in this context has been to what extent SLA research has been able to influence L2 teaching. There is extensive discussion and debate among SLA researchers about the applicability of L2 research to language teaching. However, there is little empirical research in this area. This research was conducted to shed some light on this issue by examining how English language teachers perceive the relationship between SLA research and language teaching and to what extent they believe the findings of SLA is useful and relevant for L2 pedagogy. Data were collected from 201 teachers of English as a second language (ESL) and English as a foreign language (EFL) by means of a written questionnaire. Analyses of data revealed that most teachers believed that knowing about SLA research is useful and that it can improve L2 teaching. However, a high percentage indicated that the knowledge they gain from teaching experience is more relevant to their teaching practices than the knowledge they gain from research. The majority indicated that they have easy access to research materials, but very few stated that they read research articles, with the most common reasons being lack of time, difficulty of research articles, and lack of interest. The article concludes with discussion and suggestions about how to improve the perceived gap between L2 research and pedagogy.

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