Instruction and Second Language Acquisition
- Instruction: significant effect on L2 acquisition
● in rate of learning and long-term success.
● move faster through the stages
● replace learner language characteristics with more target like use.
- Krashen:
● instructions leads to “learning” but may interfere in language acquisition.
● “comprehensive input” enough to go through the stages bc language would be already be available if there is enough NATURAL LANGUAGE EXPOSURE
- Pienemann:
● Input and instruction targeted to the next stage beyond the learner’s current level can be effective.
● others: teaching features of more advances stages may hasten learner’s progress.
- Those ideas consistent in the idea that instruction does not allow to skip stages (they tend to revert to their current level when use L spontaneously)
- Some types of instruction may appear to alter the developmental path of L2 acquisition: classroom input: one grammatical form after another → learners create hypotheses about L2 based on the distortion of the target L in the input received.
- To provide more natural input: communicative and content-based language teaching
● emphasis on meaning (not sequence of form after form → according to a theme)
● result: more effective comprehension and communicative skills
● limitations on the L2 input available for acquisition → bc they are not frequent in natural L + classroom language is likely to have a restricted range of sociolinguistic and discoursal features (formal/informal; age) → gaps in the knowledge of the language and its use outside CR. [1] [2]
● may still experience problems with grammatical accuracy and lexical precision → si entienden ignoran aspectos formales → little motivation to move from one stage to another
- Certain types of error are easier to overcome than others
● context of communicative interaction: more benefits on instructions/feedback regarding semantic or lexical errors than on the ones that focus on syntactic errors.
- los primeros si alguien no entiende pasa naturalmente el feedback para poder entenderse
- segundo grupo de errores refleja un stage que aún no están listos para dejar → este feedback provides info that can be stored as chunk-learned examples and contribute to the progress
● Errors influenced by the L1 and do not interfere with meaning are more difficult. (e.g. she is wearing a skirt red) → do not notice error or assume it is another way of saying it. → SOLUTION: instruction which includes explicit info about differences between L1 and L2.
- Studies on the contribution of form-focused instruction and corrective feedback to classroom SLA try to draw the L1 learners’ attention to different language forms under different instructional conditions → instructional activities vary between explicit/implicit continuum.
● overall findings → learners in communicative/content-based classrooms benefit from opportunities to focus on L form, when the instructional input and/or corrective feedback is more explicit.
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