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.

Cognitive Semantic ways of teaching figurative phrases

2011 ◽  
Vol 9 (1) ◽  
pp. 227-261 ◽  
Author(s):  
Frank Boers
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Applied Linguistics ◽  
Language Pedagogy ◽  
Positive Effects ◽  
Published Evidence ◽  
Cognitive Semantic ◽  
Scope Of Application ◽  
Second Language Pedagogy

In this article I review studies published between 1996 and 2010 in which the effectiveness of Cognitive-Semantics informed second language pedagogy was put to the test. Altogether, the published evidence is manifestly favourable, although questions remain as to the scope of application of the approach and the precise properties that produce its positive effects. It must also be recognised that Cognitive Semantic ventures into language pedagogy stand a lot to gain from a closer collaboration with ‘mainstream’ applied linguistics, not only with regard to general insights into the nature of second language acquisition but also with regard to this type of research methodology.

Second Language Acquisition: Error Analysis

1980 ◽  
Vol 1 ◽  
pp. 91-107 ◽  
Author(s):  
Jack C. Richards
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
Language Learners ◽  
Applied Linguistics ◽  
Language Performance ◽  
Language Pedagogy ◽  
Foreign Language Learners ◽  
Errors Analysis

The collection, classification, and analysis of errors in the written and spoken performance of second or foreign language learners has had a role in language pedagogy since at least the 1950s. However, in the late 60s, and paticularly in the 70s, the study of errors in non-native language performance, or Errors Analysis (EA), assumed a new role in applied linguistics. A more rigorous methodology for EA developed, and it was applied to new issues and questions within second language acquisition research. Yet, by 1980, EA was largely considered a transitional development in applied linguistics. This review considers the nature, development, and achievements of Error Analysis in the period from 1970 to 1980. We will consider EA from three perspectives, reviewing the use of Error Analysis: (1) to account for linguistic competence; (2) to identify learning processes and strategies, and (3) to provied input to language pedagogy.

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.

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.

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.

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 PROSES PEMEROLEHAN BAHASA: DARI KEMAMPUAN HINGGA KEKURANGMAMPUAN BERBAHASA

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Rohmani Nur Indah
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Development ◽  
Language Disorder ◽  
Applied Linguistics ◽  
Human Beings ◽  
Second Language Development ◽  
The Relationship

Studies on language acquisition become the pillar of Psycholinguistics as a branch of Applied Linguistics that deals with the relationship between human’s thought and language as well as how human beings comprehend, acquire and develop their language. Language acquisition does not merely involve children’s first or second language development, but also temporer language disorder –which does not belong to permanent language disorder. Deviation on language development to some extent gets little attention from psycholinguists. Most references on psychology of language discuss language disorder in general, whereas the current issues on this area are still rarely found. The following article deciphers what and how language acquisition can be done and cannot be completed.

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.

Sign in / Sign up

Export Citation Format

Share Document