Introduction
It is agreed that knowledge on second language acquisition (SLA) does contribute to a better and effective second language (L2) teaching. However, the main question on how a teacher’s knowledge on SLA can enhance or improve his or her teaching remains debatable as there are no theories, approaches or methods that will fit perfectly in all teaching situations. SLA is “multifaceted by nature” and no single theory will be able to explain how it happens (Ellis, 1989, as cited in Vanpatten & Cadierno, 1993, p. 45). Thus, for an L2 teaching to be effective, a teacher must not simply adopt any theories, approaches or methods available but, he or she must be able to adapt the knowledge to ensure the students gain the most from his or her teaching.
This essay will discuss two prominent theories in SLA, mainly, the Input Hypothesis and the Comprehensible Output Hypothesis and in what ways having knowledge of these theories contribute to an effective teaching of L2 in a classroom context.
Effective Second Language Teaching
Teaching and learning are closely connected, so are language acquisition and language teaching (Liyong, 2006). Ellis (1994, as cited in Liyong, 2006) claims that L2 teaching in the L2 classroom will increase L2 acquisition. However, students will never learn everything that the teacher wants them to learn. They may notice certain things and disregard other things. Even if they are paying attention to some things that are of interest to them, it does not guarantee that they are learning or remembering them. Similarly, in terms of L2 teaching, it is impossible for a teacher to teach everything about a target language in a classroom setting and even if the teacher manage to teach everything, it is alm...
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...ied Linguistics, 2(1). 1-21.
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Swain, M. (1993). The output hypothesis: Just speaking and writing aren't enough. Canadian Modern Language Review, 50(1), 158-164.
Swain, M. and Lapkin, S. (1995) Problems in output and the cognitive processes they generate: a step towards second language learning. Applied Linguistics 16(3), 371–91.
VanPatten, B., & Cadierno, T. (1993). Input processing and second language acquisition: A role for instruction. The Modern Language Journal, 77(1), 45-57.
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
Mostly children can adapt and/or learn a foreign language better than adults due to children developing language and skills spontaneously (Honigsfield, 2009). Second language learners have variables such as memory, perception, acquisition, conscious and subconscious learning styles, and recall. Even though, second language learners have those instilled variables, it is imperative for the teachers to guide learning and set the conditions of learning.
Schütz, Ricardo. (2007, July 2). Stephen Krashen’s Theory of Second Language Acquisition. Sk.com. Retrieved April 9, 2014 from http://www.sk.com.br/sk-krash.html.
...tive Learning.” in Cross-Talk in Comp Theory: A Reader. Ed. Victor Villanueva, Jr. Urbana, Illinois: National Council of Teachers of English, 1997. 439-456.
Language Development When it comes to the effects of gender on language development, one of the most frequently asked questions is: do males and females develop language differently? Studies have shown both similarities and differences between male and female language development. Apel and Masterson (2001) explain that both genders acquire language skills along the same timeline and that both become active, engaging conversationalists. Although research has shown both similarities and differences in language development, pertaining to gender, a major influencing factor has come from parents. Observations have shown that during the different stages of language development, parents tend to use different types of language with males than with females, which continually affect an individual throughout his or her entire life.
If corrective feedback is sufficiently salient to enable learners to notice the gap between their interlanguage forms and target language forms, the resulting cognitive comparison may trigger a destabilization and restructuring of the target language grammar (Ellis, 1994).
I think that the implementation of all these approaches is possible in my class because most of my students are language learners. So they need all the support in order to acquire the English language through content learning. If the students are motivated and engage in their learning, they can acquire the L2.
In this part, we recognize three levels of language: the levels of substance, text and discourse. If the learner was operating the phonological or the graphological substance systems, that is spelling or pronouncing, we say he or she has produced an encoding or decoding error. If he or she was operating the lexico-grammatical systems of the TL to produce or process text, we refer to any errors on this level
Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
In the twentieth century, the avoidance of the using L1 in classrooms dominated teachers’ minds; as well it was implemented in many policies and guidelines of language teaching (Cook, 2001). Thornbury (2010) listed a set of arguments against using L1 in L2 classrooms mainly for that the translation of L2 into another language will play negative effects on students’ learning process. He pointed out that the use of L1 will result learners to have a cognitive dependence on their mother tongue at the expense of developing independence TL learning. Although the two language systems are not equivalent in many aspects, students may have an awareness of the notion of equivalence of the two languages if translation serves to convey meanings. Some argue that the use of translation to convey the meaning of the TL is more efficient and more memorable. However, Thornbury (2010) sees the opposite. He stated that the simple and direct way of translation will make L2 knowledge less memorable since the process lacks mental efforts in working out meanings.
WORKS CITED Krashen, Stephen. The. Principles and Practice in Second Language Acquisition. New York: Pergamon Press, 2003. 1982 Omaggio, Alice C. Teaching Language in Context.
Errors are made when learners of L2 produce incorrect language because they do not know the correct form, while mistakes are made when learners produce incorrect language although they know the correct form (macmillandictionary.com). Learners can correct their own mistakes, but by definition, they can not correct errors. Errors are considered to be partial acquisition of the target language. In fact, errors should be viewed as "the tip of the iceberg" of a dynamic process of foreign language acquisition (brj.asu.edu). Instead of treating the developmental stages in learners' language as errors, it may be better to view these errors as partial acquisition.
It is necessary to draw a distinction between foreign language and second language learning. According to (Wisniewski, 2007), a language lear...
Learning a new language may take its own time and dedication. Once if you learn second language and being fluent in second language offers numerous benefits and opportunities. Second language learning is exciting and benefit in all ages. It can surely provide practical, intellectual and many aspiration