By Rod Ellis, Natsuko Shintani
Involves a set of papers addressing numerous examine concerns and their relevance to language pedagogy. the most concerns addressed are interplay, formal guideline, variability and studying types. The booklet additionally comprises an creation which gives an outline of the advance of moment language acquisition study, and concludes by means of analyzing the position of analysis in language pedagogy.
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Additional info for Second Language Acquisition and Language Pedagogy
On the one hand there are those like Krashen (1985) who argue that 'speaking is the result of acquisition, not its cause'. On the other hand, a strong case has been made for learner output as a contributory factor to successful L2 acquisition. Swain (1985), for instance, has proposed the Comprehensible Output Hypothesis, as an addition rather than replacement for Krashen's Input Hypothesis. Swain argues that producing output that is precise, coherent and appropriate, encourages learners to develop the necessary grammatical resources, provides the learner with opportunities to test hypotheses and may force the learner to move from the kind of semantic processing which is possible in reception to the syntactic processing required in production.
Teachers, it seems, do much the same as the caretakers of young children. Their speech is characteristically well-formed and they ensure that the general level of their language is tuned to their learners' level. There is, however, no clear evidence that these formal adjustments promote language acquisition. There have been no studies of L2 acquisition which have directly addressed the effect of simplified input on learning. g. Wells, 1985) report that all children get simplified input so the presence or absence of such input does not account for differences in the rate of acquisition by children.
These studies, however, have examined participation in general, not 'pushed language use'. Thus, they do not address the Comprehensible Output Hypothesis directly. Although they enable us to query the faith in learner production which underlies much language teaching, they do not provide a basis for rejecting learner participation as an important feature of an acquisitionrich classroom. It is likely that the relationship between learner participation and acquisition is a complex one depending on a host of factors to do with the personality of the learner, the learner's level of proficiency (participation may be much more important for more advanced learners than for beginners), whether the production is volunteered or requested, how sustained it is and to what extent learners need to express themselves precisely and coherently.
Second Language Acquisition and Language Pedagogy by Rod Ellis, Natsuko Shintani