Second language learning and teaching: From theory to a practical checklist

Abstract

Over the past several decades, applied linguistics and second language (L2) acquisition and teaching have been areas of prolific research and have undergone continual development. The purpose of this article is to identify essential themes in the field of applied linguistics, focusing more intensely on teaching and learning second languages in a classroom setting. Given that the current professional literature enjoys a vast selection of high‐quality, comprehensive books on second language acquisition, the purpose of this article is to provide a concise yet overarching summary of the most pivotal aspects of second language acquisition research and their implementation in L2 teaching. The article provides theoretical background on linguistic factors involved in L2 learning (exposure and input, output, vocabulary, repetition, and automaticity) and extralinguistic factors (attitudes, motivation, culture, and the teaching/learning experience). Following the description of the theoretical background, pedagogical implications are suggested for each of the theoretical points covered. The discussion is situated in the framework of 21st‐century multilingualism in general and translanguaging approaches in particular.

On Discussing the Application of Language Education Theories in Teachers’ Questioning Practice in EFL Classrooms

“…Communicative ability cultivation is another crucial and highly regarded aspect in English language education other than interactions. Under the call that "communicative language teaching was to develop communicative competence" [1] , a suitable EFL teaching methodology should emphasize the authentic use of language and enhance learners' communicative competence in an authentic communicative environment.…”

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Over the past few decades, "the field of applied linguistics and second language acquisition and teaching have accumulated a respectable repertoire of teaching approaches" [1] for language education. Approaches including Grammar-Translation Method (GTM), the Audio Lingual Method (ALM), the Direct Method, the interactional approach and the CLT approach thus have enabled language education professional and researchers to reach to a variety of methods to be utilized in English language education to effectively improve learning and teaching.

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English Language Speaking Anxiety among Afghan University Students

“…When this occurs, anxiety can lead to attentiveness or alertness. In order for leaners to be successful in acquiring language input, they need to be attentive (Dubiner, 2019). Nevertheless, several studies conducted on the role of FLA in language acquisition, with a huge focus on adult learners of English as a foreign language show that quite numerous students experience anxiety in FL learning and that anxiety have constant negative impact on FL learning (Horwitz et al, 1986;Liu, 2018).…”

TV serials and movies to boost intercultural communicative competence in Turkish EFL context

“…Although introducing the target culture is rather difficult, according to Dubiner (2019), “language educators should take into consideration the cultural fabric of the learner's social context and equip him or her with tools to foster successful participation in new sociolinguistic and cultural dynamics” (p.8). The study reported in this article aims to help English trainee teachers familiarize with target culture in and out of the class for a semester.…”