Second Language Learning in the classroom

Six proposals for classroom teaching

1 2 3
Get it right from Just listen and Let’s talk
the beginning read

4 5 6
Get two for one Teach what is Get it right in the
teachable end
1.Get it right from the beginning

Grammar translation method

• Emphasis on written language , grammar rule learning,
translating literary works .

 Audiolingual method
• Emphasis on oral language , listening , repetitive drill,
memorization.
 Errors consider as bad
habit in both Grammar
translation and
Audiolingual .
 Research related to “Get it right from the
beginning”
 Lightbown did a descriptive study on the effect of
audiolingual instruction on interlanguage
development .

 Savignon did an experimental study of learning in

audiolingual instruction with or without
communicative practice .
 Research findings
Preferred by adult learners.

Little beneficial for school student .

Did not favor the development of comprehension, fluency

,communicative competence.

This proposal has important limitations.

Structure based doesn’t guarantee to develop high levels of

accuracy and linguistic knowledge.
 Learners who receive audiolingual or grammar translation
instruction are often unable to communicate their messages and
intentions effectively outside the classroom .

 Meaning based instruction is advantageous than form based

instruction.
2.Just listen and read
 Based on comprehensible input hypothesis
by Stephen Krashen.

 Emphasis is on providing comprehensible

input through listening and reading .

 Not necessary to memorize language .

 Not necessary to produce language

(speaking or writing )
Research related to “Just listen and read”
 Comprehension based instruction by Lightbown.
 Reading for words by Horst.

 Input flood by Trahey and White.

 Enhanced input by J.White.

 Processing instruction by VanPatten.

 Listening and reading strategies can lead to a better understanding .

 Reading enhance vocabulary knowledge.

 Comprehension based learning is an excellent way to begin learning .

 However , comprehensible input alone is not sufficient for second

language learning .

 Input based instruction is most effective when it includes guided

learning and listening or reading for meaning .
 3.Let’s talk
 Emphasize the importance of access
to both comprehensible input and
conversational interactions with
teachers and other students.

 Involving in interaction help to

express , clarify their intentions ,
thoughts , opinions, etc.

 By negotiating for meaning , acquire

the language forms, words ,
grammatical structures .
 Research related to “Let’s talk”
 Learners talking to learners by Long and Porter.

 Learner language and proficiency level by Yule and MacDonald.

 The dynamics of pair work by Storch.

 Interaction and L2 development by Mackey.

 Learner –learner interaction in a Thai classroom by McDonough.

 Learners can develop fluency and communication abilities in
conversational interaction.

 Corrective feedback can help learners to improve their

accuracy and development of language form .

 Great contribution of pair work and small group activities .

4.Get two for one

 Learning the subject matter content and the

language at the same time .

 Content based language learning : learners

acquire a second or foreign language as they
study subject matter taught in that language .
Research related to “Get two for one”

 French immersion programs in Canada by

Harley and Swain.

 Late immersion under stress in Hong Kong by

Johnson.

 Dual immersion by Lightbown.

 Inuit children in content based programmes by

Spada and Lightbown.
 Give students an increased amount of exposure to
the language .

 Creates a genuine need to communicate .

 Children need many years to acquire language for

cognitively challenging academic material.
 5.Teach what is teachable

 Some aspects of language are best taught according to

learners’ internal schedule .(developmental features).

 Instruction cannot change the natural order of acquisition .

 Other aspects of language can be taught at any time

(variational features).
Research related to “Teach what is
teachable “

 Ready to learn by Pienemann.

 Readies , unreadies , and recasts by Mackey and Philp.

 Developmental stage and first language influence by Spada

and Lightbown .
 Learners cannot be taught what they are not developmentally ready
to learn .

 Other factors can affect L2 learning ,type of instruction or feedback

and L1 .

 Not all language features have developmental sequences.

6.Get it right in the end

 recognize an important role for form-focused instruction, but they

do not assume that everything has to be taught.

Lots of language can be acquired naturally with sufficient exposure

.
When learners share the same first language , language need to
be taught explicitly .
 Research related to “Get it
right in the end”
Form focus experiments in ESL .

Focusing on gender in French immersion .

Focusing on sociolinguistics forms in French immersion.

 Focusing on verbs in content based science classrooms .

Focus on form in task based instruction.

 Some form focus instruction is beneficial .

 Learners accessed to form focused instruction will perform better .

 Learners need to know their errors .

 Form focus and corrective feedback improve knowledge and use

of grammatical feature .
Thank You