IMPLICATIONS:
Pedagogical Implications
Teachers should understand how learners acquire and process language.
Educators need to grasp both internal learner traits and external contextual forces. Understanding the underlying theoretical differences (e.g., whether output builds knowledge or merely builds control over existing knowledge) has clear and important consequences for second language instruction.
Adapt instruction to students’ age, motivation, and learning style.
Teachers must Assess Internal Factors such as age, L1 proficiency, motivation, and cognitive style to inform instruction. Instruction should be aligned with students' built-in syllabus and natural acquisition stages.
Use comprehensible input, interaction, and feedback.
- Comprehensible Input Exposure to comprehensible input is considered both necessary and sufficient for SLL according to Krashen's Input Hypothesis.
- Interaction is crucial because it helps make input comprehensible while still containing new linguistic elements (potential intake). Interaction enables negotiation for meaning
- Negative feedback (e.g., recasts) obtained during negotiation can be facilitative of L2 development, particularly for vocabulary, morphology, and syntax.
Practical Applications
Tips for language teachers (e.g., using authentic materials, encouraging output).
- Teachers should Create Rich Contexts and design authentic communication opportunities using culturally sensitive materials.
- Encouraging Output: Output is considered crucial in many approaches for building control over knowledge, making it prominent in fluency practice. Output can also function as an "acquisition catalyst".
- Learning Strategies: Because learning strategies are a skill, they can potentially be taught, which may help proceduralize knowledge faster and free up working memory.
Classroom activities ontacto SLA theories (role plays, input-based tasks).
- Task-Based Learning (TPL): Implementing TPL engages implicit learning while integrating explicit form-focused instruction when necessary.
- These align with the need to design authentic communication opportunities.
- This pedagogical intervention derives from Input Processing (IP) theory and focuses on comprehension-based tasks designed to push learners away from non-optimal processing behaviors.
Examples of error ontacto and how to give corrective feedback.
- Error Analysis: Teachers should focus instruction on difficult structures (historically, those different between L1 and L2, according to Contrastive Analysis).
- Feedback can be provided in various ways (e.g., recasts, prompts). Teachers should aim to provide Dynamic Assessment where mediation (assistance) is appropriate and contingent on the individual learner's current level (their Zone of Proximal Development or ZPD). Such negotiated help has been shown to be effective, while random feedback is often not. Teachers using feedback stimulate learner reflections on their discourse choices. Corrective feedback should be viewed as part of the external regulation process, which helps learners internalize forms of mediation for self-regulation.
How can understanding SLA theories help teachers design more effective classroom
activities?”
"ONE LANGUAGE SETS YOU IN A CORRIDOR FOR LIFE. TWO LANGUAGES OPEN EVERY DOOR ALONG THE WAY."
-Frank Smith-
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