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Second Language Learning in The Classroom

1. The document discusses six proposals for effective classroom teaching of second languages: getting grammar right from the start, providing comprehensible input through listening and reading, promoting conversational interactions, integrating content and language learning, teaching features that can be taught, and using form-focused instruction strategically. 2. It emphasizes the importance of comprehensible input, conversational interactions, and content-based instruction in developing students' language skills, as well as allowing for natural errors and focusing on fluency before accuracy. 3. The document also notes that form-focused instruction and corrective feedback can improve students' mastery of certain grammatical features when used within a communicative language program, especially for features

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710 views2 pages

Second Language Learning in The Classroom

1. The document discusses six proposals for effective classroom teaching of second languages: getting grammar right from the start, providing comprehensible input through listening and reading, promoting conversational interactions, integrating content and language learning, teaching features that can be taught, and using form-focused instruction strategically. 2. It emphasizes the importance of comprehensible input, conversational interactions, and content-based instruction in developing students' language skills, as well as allowing for natural errors and focusing on fluency before accuracy. 3. The document also notes that form-focused instruction and corrective feedback can improve students' mastery of certain grammatical features when used within a communicative language program, especially for features

Uploaded by

ingilizce1
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Foreign Language Acquisition Second language learning in the classroom

1 Second language learning in the classroom


Six proposals for classroom teaching

2 1. Get it right from the beginning


 Grammar translation and audiolingual approaches
 Prevent bad habits before happening
 Communicative language teaching: errors are natural, fluency before
before accuracy
 Recently: allowing learners too much ‘ freedom’
freedom’without correction and explicit
instruction will lead to early fossilization.

3 2. Just listen ... and read


 Provide comprehensible input through listing and/or reading activities.
activities.
 Comprehension of meaningful language is the foundation of language
language
acquisition.
 Response 1: forcing students to reply on specific linguistic features
features in
order to interpret meaning increased the changes that they would be
able to use these features in their own second language production.
production.
 Response 2: Comprehension output hypothesis

4 3. Let’
s talk
 comprehensible input and conversational interactions with teachers
teachers and other
students
 Negotiate for meaning
 Task-
Task-based instruction
 Interaction hypothesis
 Genuine exchanges of information must enhance students’
students’motivation to
participate in language learning activities.

5 4. Two for one


 Content-
Content-based instruction
 Bilingual education, immersion programs, content and language-
language-
integrated learning
 Students can get ‘ two for one,’
one,’learning the subject matter content and
the language at the same time.

6 5. Teach what is teachable


 Development features develop along a particular development path.
path.
 Variationalfeatures can be taught at any time.
 Quantity and quality of instruction affect the results.
 Results are not available.

7 6. Get it right in the end


 Many language features will be acquire naturally if learners have
have adequate
exposure to the language and a motivation to learn.
 Form-
Form-focused instruction and corrective feedback within communicative second
language programs can improve learners’
learners’use of particular grammatical features.
 Opportunities for continued use may contribute to continued improvement.
improvement.

Dr. Jenny Kuo 1


Foreign Language Acquisition Second language learning in the classroom

8 When is form-focused instruction needed?


 Differ in non-
non-obvious or unexpected ways from L1
 are irregular, infrequent, or lack perceptual salience in the second
second
language input
 Do not carry a heavy communicative load

Dr. Jenny Kuo 2

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