Introduction to LinguisticsDarren ElliottSugiyama Womens UniversitySecond Language AcquisitionLearning Another LanguageQuestions from the Language Classroom: Research Perspectives

Teresa Pica

TESOL Quarterly (Volume 28, No.1) 19941. In what ways does knowing one language help or hinder the learning of a second?How does L1 effect L2 learning?Contrastive analysis compared sounds, words and structures. It assumed that some aspects of some languages would be easier or more difficult for some L1 speakers. For example - Chinese / Japanese orthography, Japanese / Spanish pronunciation show some similarities.However, research has shown that this assumption is not always true. 2.Which is more important to L2 learning: Comprehension or Production?listening or speaking?

reading or writing?Krashen and Terrell (1983) stated the case that comprehensive input was sufficient for language learning.Although many researchers do not agree entirely, comprehension does seem to be a very important part of learning.Many learners can understand more than they can accurately produce. Opportunities to play with interlanguage are vital.3.Should students drill and practice new structures?Behaviourist theory suggests habit formation is important.Neuroscience research argues that meaningless, decontextualised language is processed in a different part of the brain to meaningful, communicative language.Learners need to notice forms and structures in real communication as well as drill them.4.How effective is group work as an aid to L2 learning?In classes with a greater number of English speaking students, interaction with peers is more important than interaction with the teacher in building proficiency.In classes of non-native English speakers, some research has shown that interlanguage errors are amplified.The benefits and drawbacks of group work are highly contextual. 5.What can be done to encourage participation among students who seldom ask questions or initiate interaction?This question assumes that participation is necessary for language learning.Proficient speakers tend to speak more in class. However, it is hard to say which of these factors is the cause and which is the effect.6.How much attention should be given to explicit grammar instruction?Explicit grammar instruction has been de-emphasised in favour of communicative activities.If grammar is taught in the correct order, it can speed up the acquisition process.Noticing aspects of grammar which are similar to the L1 can be helpful.7.To what extent does correction of error assist L2 learning?Teachers tend to correct in an unsystematic fashion, for meaning and / or structure.Repetition of the error by the teacher can effectively elicit self-correction by the learner.Correction should be swift, meaningful, and explicit.8.How necessary to learning a language is the learners cultural integration?The desire to be accepted by members of a foreign culture can be a motivational force in learning the language of that culture.The variety of L2 a learner uses as a model may be influenced by who they see as their peers or role models.9.Why do some students have less accurate pronunciation than others, and what can be done about this?This is partially governed by L1 interference, partially by exposure to native speakers, and partially by natural ability for mimicry.10.What can be done for language learners who seem to have reached a plateau in their learning? Some learners reach a functional but grammatically inaccurate level of language proficiency. This is known as fossilisation.One possible factor is age. Another is a lack of correction at an early stage of learning. Sociolinguistic features, culturally bound, can be hard to master.Grammar Translation treats language as another academic subject, with a focus on grammar rules and memorisation of vocabulary. L1 is used in the classReading and writing are emphasised over speaking and listening.Grammar TranslationThe audiolingual method followed behaviourist theory by emphasising habit formation. Oral drills built up from simple to more complex, with hours of repetition.The Audiolingual MethodEmphasises oral fluency over accuracyClasses are more learner centredThe Communicative ApproachSuggestopediaCommunity Language LearningTask Based LearningLearner AutonomyComputer Assisted Language Learning (CALL)Content and Language Integrated Learning (CLIL)

The Eclectic ApproachThe Post-Methods Eradarrenrelliott@gmail.com