Session 6:

Classroom SLA Research

1. Lightbown article – Classroom SLA research

2. Ellis – Conditions which facilitate acquisition

3. Revision of key issuess

Dr. Simon Phippsdr.simon.phipps@gmail.co

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CLASSROOM SLA RESEARCH 1985 – 2000: A REVIEW OF LIGHTBOWN 2000

Changes in approachWhat everyone ‘knows’ is not always consistent

with the factsChanges in ELT 1970s – 1980s

First the changes, then SLA research Lack of relevant SLA research SLAR relevant only if asking pedagogical questions

Dissatisfaction with; Behaviourist view of learning

Chomsky’s ideas Structuralist view of language

Communicative Language Teaching Audio-lingual teaching methods

Immersion Programmes in Canada

These changes have led to more SLA research

CLASSROOM SLA RESEARCH

2 strands to SLA research Solving theoretical puzzles Answering pedagogical questions

Huge explosion of interest in classroom-based SLA research Increase in dialogue between researchers and

practitioners SLA research starting to influence teaching Still many questions unanswered

10 STATEMENTS WHICH SEEMED VALID IN 1985

1. Adults/adolescents can ‘acquire’ L2Unconscious acquisition does happen, but;

Incidental learning from reading is hard Importance of noticing Importance of interaction ‘Reading+’ is better than ‘reading only’Need comprehension, production + T guidance

2. Learner’s systematic IL IL is systematic IL cannot be explained solely in terms of inputErrors are influenced by L1Errors are similar to FLA

10 STATEMENTS WHICH SEEMED VALID IN 1985

3. Predictable sequences in L2 acquisition

Many linguistic features are acquired according to a development sequence

Focus on form; can speed up learners’ progress will not substantially alter sequence

Teachability/Learnability hypothesisProgress of IL may not appear as accuracy

4. Practice does not make perfect Opportunities for meaningful language use +

thoughtful, effortful practice = beneficial, essential U-shaped learning Learners learn when they are ready Importance of learning chunks and collocations

10 STATEMENTS WHICH SEEMED VALID IN 1985

5. Knowing a rule vs ability to communicate

‘Focus on forms’ vs ‘focus on form’ Negative evidence (corrective f/b) is necessary

Focus on form does make a positive difference ‘Enhanced input’ (Sharwood-Smith)

Knowledge of rules can help communicationStill debate about how/how much declarative

knowledge helps procedural knowledge

6. Explicit error correctionReformulation (recast)Error correction is effective if;

Sustained over time Focused Learners are focusing on the form

10 STATEMENTS WHICH SEEMED VALID IN 1985

7-8. Critical period/native-like proficiencyStill unclear how relevant CP is for L2Perfect mastery of L2 for classroom learners is very rare

Intensity and length of the programme seem more important than the starting age

Intensity is more important than the length of the programme

Older learners have many advantages esp. if there is limited exposure outside class

10 STATEMENTS WHICH SEEMED VALID IN 1985

9. Language is complex Learners need;

Time Lots of exposure Opportunities for pragmatic/sociolinguistic knowledge

10. Comprehension and productionCI without T guidance does NOT always lead to high

levels of proficiency Limitations of CI (low frequency items) Learners may not notice weak forms

L2 learners have difficulty with complex language need opportunity to process input for meaning

CONCLUSION

Huge volume of SLAR focusing on pedagogical QsGuide Ts

important to read SLA research question own intuitions try out pedagogical implications + see effect in own context

Apply with caution research is only one source of info for Ts need to bear in mind own context

Traditionalists vs. impressionable adventurersNeed for;

More dialogue btw researchers and TsMore research

wider range of contexts replication studies action research by Ts

CONDITIONS WHICH FACILITATE ACQUISITION ELLIS, R. (1994). THE STUDY OF SECOND LANGUAGE ACQUISITION. OXFORD: OUP.

Balance of focus on form and meaningOpportunities to negotiate meaning Opportunites for communicationAccess to well-formed input at learner’s level

of understanding Balance of teacher control and learner controlPushing learners to reformulate their

utterances Corrective feedback

CONDITIONS WHICH FACILITATE ACQUISITION 2

Delayed effect hypothesis• a lot of learning may not be immediately evident

‘the available evidence indicates that an explicit presentation of rules supported by examples is the most effective way of presenting difficult new material’(from Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: OUP, p643)

ELLIS – SOME CONCLUSIONS Benefits of formal instruction

Increased accuracyAccelerated progress thru. devel. sequencesFacilitates natural language development

Constraints of formal instructionLearner’s stage of developmentProcessing difficulty of the structure

Types of formal instruction Inconclusive evidence about best methodFocus on form + practice + communication

Factors affecting formal instruction Individual differences, learning styles Impossible to teach all the grammar