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.

Environmental Aspects of Successful English Language Teaching Practices in Rural Sabah Low Enrolment Schools

2020 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Norazrina Ag-Ahmad ◽  
Bernadette Peter Lidadun
Keyword(s):  
Second Language Acquisition ◽  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
Teaching Experience ◽  
Structured Interview ◽  
Language Teachers ◽  
English Language Teaching ◽  
Target Language ◽  
Environmental Aspects

This study explores the environmental aspects or concepts underlying successful English Language Teaching (ELT) as well as the support needed and the challenges that are faced by a group of primary school teachers in the context of a low enrolment school in a rural area in Sabah, Malaysia. This study adopted an exploratory qualitative approach which involved seven English language teachers who have had more than five years of teaching experience. A set of semi-structured interview questions were formulated to elicit data on the  concepts and the conditions that could either help or hinder the incorporation of those concepts in ELT. Qualitative analysis of participants’ interview data indicated that exposure to the target language, motivation and goals were the environmental aspects of language teaching practices that   affect students’ success in second language acquisition. Support from   parents, teachers and school authorities were essential in     assimilating these aspects in the teaching practices. It was found that the participants expressed tension between what they believed to be good practices and what they were restricted to do due to contextual barriers. Among the main barriers identified in this study were changes in education policy, insufficient financial support and infrastructure as well as lack of monitoring of the execution of activities in schools. Findings in this study have important implications to policy makers and curriculum developers.

scholarly journals The Facilitative Role of the Interaction Hypothesis: Using Interactional Modification Techniques in the English Communicative Classroom

2019 ◽  
Vol 4 (3) ◽  
pp. 3
Author(s):  
Diego Patricio Ortega-Auquilla ◽  
Cynthia Soledad Hidalgo-Camacho ◽  
Gerardo Estevan Heras-Urgiles
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Second Language Development ◽  
Interaction Hypothesis ◽  
Facilitative Role

<p style="text-align: justify;">English language teachers are expected to implement lessons directed by the Communicative Language Teaching (CLT) into today’s classrooms. In this regard, it is pivotal to know about the theoretical framework of this key language teaching approach. The framework is partly made up of one of the most crucial Second Language Acquisition (SLA) hypotheses called the Interaction Hypothesis (IH). The IH claims that second language development is better facilitated when learners participate in negotiated interaction. From a CLT perspective, a second language is acquired more effectively through interaction and communication. When language teachers attempt to design and deliver classroom instruction grounded in CLT, it is imperative to be familiar with the essential notions behind the IH and its facilitative role in SLA. Therefore, this paper provides key information on the hypothesis at hand by analyzing its early version and updated version. In addition, Krashen’s comprehensible input and Hatch’s role of interaction and conversation on L2 learning are highlighted, because the IH evolved from these two scholars’ seminal works.  This paper also deals with three key interactional modification techniques - comprehension checks, confirmation checks, and clarification requests – promoted by the IH. With the intent of facilitating language learning, the design and deliver of communicative-oriented lessons should have a central role in the classroom. However, lessons are more likely to be effective when teachers take the theory of the IH into practice by allowing learners to engage in negotiation of meaning through the use of the aforementioned interactional modifications.</p>

Dogme ELT: A Liberal Perspective in English Language Teaching in the Post-Methods Era

2020 ◽  
Vol 6 (3) ◽  
pp. 173-184
Author(s):  
Quang Nguyen Nhat ◽  
Hung Bui Phi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Critical Discussion ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
English Language Teachers

This paper aims to make a critical discussion of Dogme ELT, an innovative pedagogy in English language teaching first developed by Thornbury (2000). This paper first provides a comprehensive review of second language acquisition and pedagogical theories as well as post-methods era perspectives in English language teaching. After that, the authors discuss different aspects of Dogme ELT and figure out the room for Dogme ELT in English language teaching in the post-methods era. Dogme ELT is rooted in a conglomerate of compatible theories in second language learning and teaching. The most noticeable perspective may be that the language teachers should not rely mainly on prescribed coursebooks, but teach design tasks based on learners’ problems and interests. There should be more studies on various aspects of Dogme ELT, although it satisfies most, if not all, basic principles in English language teaching theoretically. The authors also figure out gaps in research and recommendations for English language teachers and learners.

An Investigation of the Relationship of Motivation, Attitudes and Environment

2018 ◽  
pp. 1126-1139
Author(s):  
Helen, Yeh Wai Man
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Environments ◽  
Language Proficiency ◽  
Attribution Theory ◽  
Global Economy ◽  
English Language ◽  
Language Teachers ◽  
Self Confidence

This chapter will study a Philippine and a Chinese leaner's approaches to learn and achieve English language proficiency over 15 years in Hong Kong using biographical approaches. It focuses on the experience of individual motivation and social learning environments, and examines the interactions between the learner's motivation, self-confidence, and competition in the global economy. The effect of the interaction on shaping English learning and the learning experiences in three aspects including formal, self-directed and natural learning environments will also be discussed through Gardner's model of socio-educational model in second language acquisition and Weiner's attribution theory in social psychology. The chapter will suggest some practical implications for students and language teachers, discusses the ways to enhance second language learning in a cosmopolitan city, and presents some possible ways to increase learners' motivation and competitiveness in the global economy.

scholarly journals Deconstruction of Method-postmethod Dialectics in English Language Teaching

2017 ◽  
Vol 8 (3) ◽  
pp. 539
Author(s):  
A B M Shafiqul Islam ◽  
Israt Jahan Shuchi
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Established Method ◽  
To Come ◽  
Language Teaching Methods ◽  
The Relationship ◽  
Traditional Roles

After a widespread dissatisfaction with the prescriptive nature of language teaching methods and approaches, the notion of postmethod emerged with an aim to providing possible solutions to the problems that both language teachers and learners face while using methods. But the transition from a long established method-based pedagogy to an emerging postmethod pedagogy could not altogether meet the expectations rather gave birth to new confusions and challenges. Therefore, this article describes the concept of method briefly and then outlines the shift from method to postmethod. This paper brings new insights into method- postmethod dichotomy particularly by discussing the areas where the relationship between them becomes dialectical on some occasions. It also addresses the limitations of postmethod by identifying the factors where postmethod pedagogy gets entangled in a newer type of method though it emerged with the promise to come out of the stranglehold of method. Finally, it shows how postmethod redefines the traditional roles of teachers where they not only act as practitioners but also as theorizers, evaluators, observers, facilitators, innovators, and planners.

scholarly journals Y TÚ, ¿POR QUÉ VAS A CLASE? EXAMEN DE LA MOTIVACIÓN DE ESTUDIANTES DE INGLÉS EN LA UNIVERSIDAD ESPAÑOLA.

2016 ◽  
Vol 1 (1) ◽  
pp. 541
Author(s):  
Alba Gutiérrez Martínez ◽  
José Antonio Del Barrio Del Campo
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Motivation Factors ◽  
Learning Success ◽  
Language Learning Motivation ◽  
Second Language Teachers

Abstract:WHY DO YOU GO TO CLASS? A STUDY ABOUT ENGLISH LANGUAGE LEARNING MOTIVATION FACTORS OF STUDENTS IN A SPANISH UNIVERSITY.Research on Second Language Acquisition has stand out the importance of students’ motivation as a crucial individual variable in the learning success (Gardner 2001, 2010, Dörnyei y Ushioda 2011, for instance). The present study reports on motivation factors of a group of English as a Foreign Language students (EFL) from the University of Cantabria. Data was collected through questionnaires and has important pedagogical implications because understanding motivation is an important factor not only for our students but also for parents, instructors and editorials (Babaae, 2012). Moreover, Europe is moving into a multilingual society that requires second language teachers not simply to teach English, French or German but to develop a multilingual and multicultural conscience on students (Lorenzo, Trujillo & Vez, 2011). This data can shed light to the issue by explaining what motivates our students.KEY WORDS: MOTIVATION, SECOND LANGUAGE MOTIVATION, ENGLISH TEACHING, FOREIGN LANGUAGE LEARNINGResumen:Gran parte de la investigación en la adquisición de segundas lenguas ha resaltado el papel de la motivación del alumnado como una importante variable individual para el éxito del aprendizaje (Gardner 2001, 2010, Dörnyei y Ushioda 2011, por ejemplo). El presente estudio reporta los factores de motivación de un grupo de alumnos y alumnas de inglés de la Universidad de Cantabria relacionados con su nivel, edad y sexo. Los resultados han sido recogidos a través de cuestionarios y tienen una gran importancia pedagógica ya que conocer la motivación tiene un papel crucial no solo para nuestro alumnado, sino también para padres y madres, profesorado y editoriales (Babaae, 2012). Además, no hay que olvidar que, con los cambios que nos están llevando hacia una sociedad plurilingüe, el profesorado debe ampliar sus competencias docentes y dejar, por tanto, de enseñar solo inglés, francés o alemán, para pasar a desarrollar una conciencia plurilingüe y multicultural en su alumnado (Lorenzo, Trujillo & Vez, 2011). Estos datos pueden contribuir en gran medida a ello arrojando luz sobre qué motiva a nuestros estudiantes.PALABRAS CLAVE: MOTIVACIÓN, MOTIVACIÓN EN SEGUNDAS LENGUAS, ENSEÑANZA DE INGLÉS, APRENDIZAJE DE SEGUNDAS LENGUAS

scholarly journals Interactive Learning: An Innovation for English Language Acquisition

2019 ◽  
Vol 9 (2) ◽  
pp. 1187-1190
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Learning ◽  
Language Teachers ◽  
English Language Acquisition ◽  
Interactive Tool ◽  
Second Language Teachers

The education field is constantly venturing into many creative forms. Interactive learning is a hands-on approach to boost students' engagement and confidence. With new innovation, interactive learning enables students to reinforce critical thinking and problem-solving abilities in second language acquisition. Thus, the aim of this research is to design and create new interactive tool for second language teaching which can benefit both teachers and ESL students. This teaching and learning tool can be used for the 4 basic skills in ESL classrooms namely reading, listening, speaking and writing. A total of 30 students from a rural public secondary school were involved in this study. This interactive tool can help in building students’ motivation in learning especially among the low proficiency students and create autonomous learners who enjoyed and have fun while learning English. In conclusion, it is hoped that this research could add knowledge to the field of interactive tools and promotes creativity among second language teachers.

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