According To Ellis's Theory Of The Second Language Acquisition

According to Ellis (2010), Second Language Acquisition (SLA) scholars have proved the importance of their research in the area for the Language Pedagogy (LP). At the same time, there is no consensus regarding the exact nature of this relationship as well as the actors and actions involved. Obviously, teacher training institutions have to take into account the specific nature of language teaching because, as mentioned earlier in the text, this field requires the instructors to teach, not only the subject per se, but also introduce the intercultural competence. Furthermore, SLA is a rapidly developing area, which means that the theoretical research and practical implementation of findings are closely connected. Modern methodologies have seen

8). In this regard, instructors can either be independent researchers or work in collaboration with educators who deal with theoretical aspects of SLA. Ellis proposes principles of effective teaching in the SLA context that, to the scholar’s mind, should be made part of the Teaching English to Speakers of Other Languages (TESOL) program. The aim of these principles may be summarized as follows: people who are trained to become foreign language instructors should be assisted in developing their theory of teaching L2; and teacher training college students should not be given models of teaching but rather offered ideas that they may find useful. At the same time, having a specially designed course of SLA pedagogy means that future foreign language educators will benefit from the experience of their colleagues and will have more insight into the practical results of the studies conducted so far. One of such aspects is referred to by Ellis (2010) who speaks about the importance of corrective feedback role in a language classroom and suggests that teachers-to-be have to be offered some tasks where they would have to evaluate a specific educational situation, listen to, or read, a student-teacher interaction in class, and decide, either independently or in groups, whether any feedback is necessary and, if yes, how it should be introduced (the subsequent section will dwell more on the nature of the corrective feedback). Such research-oriented teaching may also contribute to establishing the most essential attributes of effective teaching, which are still lacking. On this note, Bell (2005) analyzes the outcomes of the questionnaire mailed to and filled out by 1000 foreign language teachers (dealing with French, Spanish and German) to claim that over 50% or nine categories of foreign language teaching are seen as important by all the instructors.