Bridging Second Language Acquisition Research and English Language Teaching: An Interview with Robert DeKeyser

This research paper highlights the issue of the lack of connection between second language acquisition (SLA) theory and research, particularly with regard to language pedagogy and its practical implementation in language teaching materials/textbooks. Based on a theoretical review of the major theoretical perspectives in SLA, the paper underscores that a gap exists between the theory developers (who develop theories through research) and the practitioners (who bear the responsibility for the implementation of theoretical knowledge) in the fields of SLA and materials development. This lack of cohesion between the theory developers and the practitioners causes the development of ineffective English language teaching (ELT) materials which, consequently, fail to make a substantial contribution to effective English language teaching and learning. The paper highlights that it is important to explore SLA theory and research and ensure its implementation in ELT materials. Similarly, there is a need to carry out research about the implementation of SLA theory in materials development and instructed language learning. Such research will be a significant contribution to the field of materials development and will open new horizons in language pedagogy from both theoretical and practical perspectives.

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DEALING WITH PHONETIC UNITS IN TEACHING PRONUNCIATION

Конференции ◽

10.47100/conferences.v1i1.1085 ◽

2021 ◽

Author(s):

Dilafruz Ubaydullayeva ◽

Zubaydullo Rasulov

Keyword(s):

Twentieth Century ◽

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Tools And Techniques ◽

Teaching Pronunciation

Pronunciation has only recently gained recognition as one of the most overlooked facets of English language teaching in the second half of the twentieth century. Educators and applied linguists have been concerned about the challenge of teaching this ability over history. They have intended to create different tools and techniques in this regard, relying on other sub-disciplines such as phonetics, phonology, and second language acquisition, amongst many others, as discussed in this paper.

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Students' Writing Errors and What Lies Beyond Them

Langkawi Journal of The Association for Arabic and English ◽

10.31332/lkw.v4i2.936 ◽

2018 ◽

Vol 4 (2) ◽

pp. 71

Author(s):

Fahmy Imaniar

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Error Analysis ◽

English Language ◽

Second Language Learners ◽

English Language Teaching ◽

Common Error ◽

Teachers And Students ◽

Writing Errors

Writing in second language is demanding that leads learners to make errors in their performance. Fortunately, the view of error has changed into a way of understanding second language acquisition and its practice. Error analysis is an approach of SLA to learn the errors made by the second language learners. However, knowing the errors made is not enough, therefore, it is important to see the factors beyond the errors. This present study aims at knowing what writing errors the learners make and what the most common error occurs are. Furthermore, this study explored what factor lies beyond those errors. Through mixed method design as well as Error Analysis (EA) approach, this study was conducted in one learning course in Sidoarjo, East Java, Indonesia. Through this study, it was revealed that omission was the type of error mostly made. Furthermore, intralingual and interlingual factors were the ones beyond the errors. It is expected that this study will contribute to the knowledge and practice on the fields of not only Second Language Acquisition (SLA) but also English Language Teaching (ELT) involving teachers and students.

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CORRECTING MISTAKES IN TEACHING ENGLISH AS A SECOND LANGUAGE

Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» ◽

10.25264/2519-2558-2020-9(77)-239-242 ◽

2020 ◽

Vol 1 (9(77)) ◽

pp. 239-242

Author(s):

Olena Verovkina ◽

Iryna Vietrova

Keyword(s):

Second Language ◽

Language Acquisition ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Teaching English ◽

Teaching Process ◽

English Language Acquisition ◽

Communicative Approach

The article deals with the problem of finding out the most effective techniques and strategies of correcting students’ mistakes in the English language teaching process. The research is aimed at the analysis of the concept “mistake” and defining its role in teaching English. It is stated, that communicative approach views mistakes as an inevitable and necessary aspect in studying a second language. Three types of mistakes have been singled out: slips, errors and attempts. It has been found out, that errors are indicators of what should be taught. It is also defined, that the main reasons of making slips are hurrying and carelessness, attempts are caused by students’ desire of achieving the communicative goal, and only errors are viewed as gaps in students’ knowledge. There also have been found out the most productive strategies of correcting mistakes by teachers. Nonetheless, according to the observation, teachers do not use all types equally often, a large number of correction cases is taken by recasts and elicitation, accounting for over a half of all feedback. It is stated, that peer correction and self-correction are not widely used, though the last should be taken into consideration by teachers as the productive and efficient strategies for successful English language acquisition.

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The Relationship betwen Second Language Acquisition Process and English Language Teaching in Indonesia

Journal of English Language Teaching and Linguistics ◽

10.21462/jeltl.v1i2.25 ◽

2016 ◽

Vol 1 (2) ◽

Author(s):

Pritz Hutabarat

Keyword(s):

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

Language Learning ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Target Language ◽

Foreign Language Acquisition ◽

Teachers And Students

English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in gaps in a way that it provides sufficient discussion of the theories and practice in English Language Teaching (ELT) in Indonesia in its conjunction with the second and foreign language acquisition theories. Twenty eight students specializing in teacher training participated in the research and two distinguished data collection methods were utilized; survey and interview. The results show that the students are not consistent with their opinions concerning the theories of second or foreign language acquisition and learning in relation to the mastery of English as a foreign language in Indonesia. Keywords: language learning, language acquisition, ELT

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Pronunciation Pedagogy and Intelligibility Issues in Language Acquisition

International Journal of English Language Teaching ◽

10.5430/ijelt.v7n1p24 ◽

2020 ◽

Vol 7 (1) ◽

pp. 24

Author(s):

Manyasi N. Beatrice

Keyword(s):

Second Language ◽

Language Acquisition ◽

Classroom Practice ◽

Role Model ◽

English Language ◽

Language Teaching ◽

Threshold Level ◽

Language Teachers ◽

English Language Teaching ◽

Teaching Pronunciation

Language teachers’ knowledge of pronunciation pedagogy affects their classroom practice. The study sought to find out language approaches used to teach pronunciation and to establish how teachers’ mastery of pronunciation facilitate the acquisition of sounds by learners. The findings revealed that teachers of English had challenges when teaching pronunciation hindering mastery of English sounds by learners. Some of their pronunciation was not comprehensible distorting meaning. They used imitation, phonetic transcriptions, minimal pair drills and sentence drills to teach pronunciation. It was established that some of them had pronunciation difficulties affecting the intelligibility or comprehensibility of what they were communicating about. Learners do not have to achieve native like pronunciation but they should surpass the threshold level to ensure that their pronunciation does not distort the meaning of what they communicate. When a teacher who is meant to be a role model and source of input for learners uses incomprehensible pronunciation distorting meaning, it is a significant setback to English Language Teaching (ELT). There is need to reassess policies concerning who should be trained to teach English as a Second Language.

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Cross-linguistic influence on the use of L2 collocations: the case of Vietnamese learners

Applied Linguistics Review ◽

10.1515/applirev-2020-0035 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Dung Cao ◽

Richard Badger

Keyword(s):

New York ◽

Second Language ◽

Second Language Acquisition ◽

Language Learning ◽

English Language ◽

Language Teaching ◽

First Language ◽

English Language Teaching ◽

Language Writing ◽

Argumentative Essays

Abstract Using collocation is a key part of second language ability (Granger, Sylviane. 2018. Formulaic sequences in learner corpora: Collocations and lexical bundles. In Anna Siyanova-Chanturia & Ana Pellicer-Sanchez (eds.),Understanding formulaic language: A second language acquisition perspective, 228–247. New York: Routledge; Nattinger, James R. & Jeamette S. DeCarrico. 1992. Lexical phrases and language teaching. Oxford: Oxford University Press; Nesselhauf, Nadja. 2004. Collocations in a learner corpus. Amsterdam; Philadelphia: J. Benjamins Pub. Co.; Pawley, Andrew & Frances H. Syder. 1983. Two puzzles for linguistics: Nativelike selection and nativelike fluency. In Jack Richards & Richard W. Schmidt (eds.), Language and communication, 191–228. London: Longman). Researchers often hypothesize that the influence of the first language is an important factor in the production and understanding of unconventional collocations (Huang, Li-Shi. 2001. Knowledge of English collocations: An analysis of Taiwanese EFL learners.Paper presented at the Texas Foreign Languguage Education Conference, Texas; Laufer, Bhatia & Tina Waldman. 2011. Verb-noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning 61(2). 647–672. https://doi.org/10.1111/j.1467-9922.2010.00621.x; Phoocharoensil, Supakorn. 2013. Cross-linguistic influence: Its impact on L2 English collocation production. English Language Teaching 6(1). 1–10) but we are only now starting to understand this. The present study provides a robust investigation of cross-linguistic influences by exploring how Vietnamese influenced Vietnamese learners’ use of English language verb-noun and adjective noun collocations in 104 350-word argumentative essays, using a framework derived from Jarvis, Scott. 2012. The detection-based approach: An overview. In S. Jarvis & S. A. Crossley (eds.), Approaching language transfer through text classification: Explorations in the detection-based approach, 1st ed., Vol. 64, 1–33. Bristol: Multilingual Matters, drawing on homogeneity among speakers of Vietnamese; heterogeneity between users of Vietnamese and other language; and formal and conceptual congruity between collocations learners produce in English and equivalent terms in Vietnamese. The study found that less than 10% of the collocations learners produced were unconventional and of these, 40% of collocations were influenced by the first language (L1); errors associated with incorrect use of prepositions in verb-noun collocations (e.g. the addition, omission or misuse of prepositions) are strongly L1-motivated. Learners make errors with not only incongruent collocations (collocations with no direct L1 equivalents) but also with congruent collocations (collocations with direct L1 translation).

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