CTS-Academic: Module 2 session 6 classroom sla
Post on 20-Dec-2014
99 Views
Preview:
DESCRIPTION
Transcript
Session 6:
Classroom SLA Research
1. Lightbown article – Classroom SLA research
2. Ellis – Conditions which facilitate acquisition
3. Revision of key issuess
Dr. Simon Phippsdr.simon.phipps@gmail.co
m
CLASSROOM SLA RESEARCH 1985 – 2000: A REVIEW OF LIGHTBOWN 2000
Changes in approachWhat everyone ‘knows’ is not always consistent
with the factsChanges in ELT 1970s – 1980s
First the changes, then SLA research Lack of relevant SLA research SLAR relevant only if asking pedagogical questions
Dissatisfaction with; Behaviourist view of learning
Chomsky’s ideas Structuralist view of language
Communicative Language Teaching Audio-lingual teaching methods
Immersion Programmes in Canada
These changes have led to more SLA research
CLASSROOM SLA RESEARCH
2 strands to SLA research Solving theoretical puzzles Answering pedagogical questions
Huge explosion of interest in classroom-based SLA research Increase in dialogue between researchers and
practitioners SLA research starting to influence teaching Still many questions unanswered
10 STATEMENTS WHICH SEEMED VALID IN 1985
1. Adults/adolescents can ‘acquire’ L2Unconscious acquisition does happen, but;
Incidental learning from reading is hard Importance of noticing Importance of interaction ‘Reading+’ is better than ‘reading only’Need comprehension, production + T guidance
2. Learner’s systematic IL IL is systematic IL cannot be explained solely in terms of inputErrors are influenced by L1Errors are similar to FLA
10 STATEMENTS WHICH SEEMED VALID IN 1985
3. Predictable sequences in L2 acquisition
Many linguistic features are acquired according to a development sequence
Focus on form; can speed up learners’ progress will not substantially alter sequence
Teachability/Learnability hypothesisProgress of IL may not appear as accuracy
4. Practice does not make perfect Opportunities for meaningful language use +
thoughtful, effortful practice = beneficial, essential U-shaped learning Learners learn when they are ready Importance of learning chunks and collocations
10 STATEMENTS WHICH SEEMED VALID IN 1985
5. Knowing a rule vs ability to communicate
‘Focus on forms’ vs ‘focus on form’ Negative evidence (corrective f/b) is necessary
Focus on form does make a positive difference ‘Enhanced input’ (Sharwood-Smith)
Knowledge of rules can help communicationStill debate about how/how much declarative
knowledge helps procedural knowledge
6. Explicit error correctionReformulation (recast)Error correction is effective if;
Sustained over time Focused Learners are focusing on the form
10 STATEMENTS WHICH SEEMED VALID IN 1985
7-8. Critical period/native-like proficiencyStill unclear how relevant CP is for L2Perfect mastery of L2 for classroom learners is very rare
Intensity and length of the programme seem more important than the starting age
Intensity is more important than the length of the programme
Older learners have many advantages esp. if there is limited exposure outside class
10 STATEMENTS WHICH SEEMED VALID IN 1985
9. Language is complex Learners need;
Time Lots of exposure Opportunities for pragmatic/sociolinguistic knowledge
10. Comprehension and productionCI without T guidance does NOT always lead to high
levels of proficiency Limitations of CI (low frequency items) Learners may not notice weak forms
L2 learners have difficulty with complex language need opportunity to process input for meaning
CONCLUSION
Huge volume of SLAR focusing on pedagogical QsGuide Ts
important to read SLA research question own intuitions try out pedagogical implications + see effect in own context
Apply with caution research is only one source of info for Ts need to bear in mind own context
Traditionalists vs. impressionable adventurersNeed for;
More dialogue btw researchers and TsMore research
wider range of contexts replication studies action research by Ts
CONDITIONS WHICH FACILITATE ACQUISITION ELLIS, R. (1994). THE STUDY OF SECOND LANGUAGE ACQUISITION. OXFORD: OUP.
Balance of focus on form and meaningOpportunities to negotiate meaning Opportunites for communicationAccess to well-formed input at learner’s level
of understanding Balance of teacher control and learner controlPushing learners to reformulate their
utterances Corrective feedback
CONDITIONS WHICH FACILITATE ACQUISITION 2
Delayed effect hypothesis• a lot of learning may not be immediately evident
‘the available evidence indicates that an explicit presentation of rules supported by examples is the most effective way of presenting difficult new material’(from Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: OUP, p643)
ELLIS – SOME CONCLUSIONS Benefits of formal instruction
Increased accuracyAccelerated progress thru. devel. sequencesFacilitates natural language development
Constraints of formal instructionLearner’s stage of developmentProcessing difficulty of the structure
Types of formal instruction Inconclusive evidence about best methodFocus on form + practice + communication
Factors affecting formal instruction Individual differences, learning styles Impossible to teach all the grammar
top related