Scribd
Upload
112 views

Second Language Learning in The Classroom PDF

The document discusses proposals for effective second language teaching in the classroom. It recommends (1) focusing on communication over strict grammar rules from the beginning, while still correcting errors, (2) providing comprehensible input through listening and reading activities, (3) incorporating conversational interactions and tasks to negotiate meaning, and (4) using content-based instruction so students can learn a subject and language simultaneously. It also notes that some language features develop naturally with exposure, while form-focused instruction may help with features that differ from the first language or are irregular.

Uploaded by

Thanh Phương Võ
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
112 views

Second Language Learning in The Classroom PDF

The document discusses proposals for effective second language teaching in the classroom. It recommends (1) focusing on communication over strict grammar rules from the beginning, while still correcting errors, (2) providing comprehensible input through listening and reading activities, (3) incorporating conversational interactions and tasks to negotiate meaning, and (4) using content-based instruction so students can learn a subject and language simultaneously. It also notes that some language features develop naturally with exposure, while form-focused instruction may help with features that differ from the first language or are irregular.

Uploaded by

Thanh Phương Võ
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

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

You might also like