UNDERSTANDING SECOND

LANGUAGE TEACHING & LEARNING

Language Teaching
science research conceptions theory-philosophy conceptions art-craft conceptions

Science Research Conceptions

lg teaching findings are derived from experiments and empirical data:

operationalizing learning principles (audiolingualism, task-based lg teaching and learner training)

rely on a tested modal of teaching

zahorik (1986) suggests that good teaching is based on logical reasoning and past research and determined by specific acts of the teacher

practice of effective teachers

research proves that there is a relationship between teachers effective teaching and student performance on exams (Direct Instruction or Active Teaching)

Theory-Philosophy Conceptions

theory-based approach
according to approach, method is use of reason or rational thoughts (communicative language teaching, silent way)

values-based approach
this theory of teaching is based on a teaching model derived from the values about teachers, learners, classrooms and the role education play in society

Art-Craft Conceptions

teaching is an art or craft which is seen as dependent on the teachers skill and personality; the aim is to develop teaching as a set of personal skills used in different ways that are appropriate to specific situations

Research evidence of

nd 2

Lg TL

a. is learning the L1 similar to L2?

Research shows that the way in which children build structures in L1 and L2 are different

acquisition of syntax
studies show that in l1, innate ability is used to acquire the language, whereby innate ability is not sued in acquiring the l2

discourse acquisition
Various research show that there are similarities and differences between L1 and L2 learners when acquiring the semantic and discourse in language

b. The role of chronological age on acquisition of L2 differences due to age factor

Ellis (1985) concludes that age affects the rate and success of acquiring the rate but not the proficiency in the language

the critical period hypotheses

many researchers believe that effective learning of language must take place during the critical period whereby the brain is able to absorb well; learning language is not necessary easier for children as compared to adults

c. The affect of instruction on acquisition

morpheme order studies

Krashen (1082) investigates that there is a natural sequence to the acquisition of L2 grammar and L1; instruction does not affect the order of acquisition of English morphemes

learning vs acquisition
Krashen (1982) in his study argues that the two mental processes of L2 acquisition are different processes and thus learning could not turn into acquisition

significance of comprehensible input

learners will only acquire language best when they are given the appropriate input that is easy and can be understood but at the same time just beyond their level of competence

relevance of comprehensible input

Swain (1999) improves on Krashens theory that comprehensible input alone is not enough, learners need to have opportunities to produce comprehensible messages in the language

Stages of language development

Nunan (1999) proposes that grammatical structures depends on the learners development stage of learning

d. relationship between interaction and acquisition

findings show that learner participation in class is related to improvement in language proficiency the more the learner uses the language, the more progress she will make in the language

e. other issues examined in l2 acquisition research

Learning or acquisition will occur when the learners are at the centre of the learning process and are given opportunities to participate in their own learning

ESL vs EFL Teaching and Learning

Second language contexts refer to situations where the language is readily available once the learners step outside the classrooms The language is spoken and used in the environment Foreign language contexts refer to the situations where learners get limited exposure to the language outside of the classroom The environment does not provide a ready-made context for learning

d. strategies for facilitating students learning in ESL classroom

provide learners with homework which requires them to speak with another person, listening to the radio, writing letters or reading the newspaper encourage students to look for opportunities to practice the language plan and conduct field trips and visits invite speakers into your classroom ask students to keep log or journal of their extracurricular activities

e. strategies for facilitating students learning in EFL classroom

use class time for optimal authentic input and interaction provide regular motivation-stimulating activities help students to see genuine uses of English in their won lives play down the role of tests and emphasize more intrinsic factors provide plenty of extra-class learning opportunities such as watching english-speaking movie encourage the use of learning strategies outside of class form a language club and schedule regular activities