Theories in Second Language Acquisition

VanPatten, Bill

doi:10.4324/9781410615299

Cited by 103 publications

(114 citation statements)

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“…This view is well supported by the aforementioned research showing that learners can come to know aspects of the target language which they have not been explicitly taught, as well as the well accepted generalisation that much of second language acquisition happens incidentally (VanPatten and Williams 2007). A functional view sees real language as more meaningful and thus more likely to lead to genuine engagement, a point which the cognitive linguists make much of, as engagement leads to more processing and concurrent development of knowledge.…”

Section: Authenticmentioning

confidence: 50%

A linguistic perspective on communicative language teaching

Whong

2013

The Language Learning Journal

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Despite a range of criticism Communicative Language Teaching (CLT) has been broadly accepted as the appropriate approach to language teaching. This paper argues that large shifts in language pedagogy firstly from 'structure' to 'meaning' and more recently from progressivism to critical pedagogy need to be tempered by a restatement of the importance of linguistics to language teaching. Ten characteristics of CLT are presented and then explored from a linguistic point of view. Throughout, explicit connections are made between cutting edge linguistic research and questions of language pedagogy within the CLT paradigm. The conclusion is a call for a renewed focus on the understanding of language for language teaching expertise.

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Section: Authenticmentioning

confidence: 50%

A linguistic perspective on communicative language teaching

Whong

2013

The Language Learning Journal

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“…Indeed, national standardization efforts in teacher education exist virtually everywhere across the globe (For a review see, Darling-Hammond & Brenson, 2005). In light of our analyses of the curriculum and the TESOL/NCATE standards, ELTE programs in Turkey seem to lack: (1) a conceptual framework that is comprehensive, current, and consistent with SLA and L2 teacher education research (Bartels, 2005;Borg, 2006;Burns & Richards, 2009;Ellis, 2012;Nation & Macalister, 2010;Tredick, 2004); (2) a curriculum that is designed by the faculty to meet the specific needs of teacher candidates; (3) a focus on competency in language and SLA (Gass & Selinker, 2008;VanPatten & Williams, 2007) and culture (Gay, 2010;Johnson, 2009) domains; (4) content on instructional methods that meet the needs of teacher candidates, as evident in the critical accounts of the directors and the teacher candidates (Larsen-Freeman, 2003;Kumaravadivelu, 2006;Richards & Rodgers, 2001); and, (5) content on L2 testing (Fulcher & Davidson, 2006;Hughes, 2003), which is markedly ignored. Most importantly (6), however, if these programs are to be held accountable to deliver the same quality of instruction and practicum experiences, HEC must follow a more equitable and just approach in the appointments of faculty with relevant background in the field.…”

Section: Discussionmentioning

confidence: 99%

Mandates, needs, equitable resources, and current research in English language teacher education: The case of Turkey

Çepik¹,

Polat²

2013

IJRSE

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Improving the quality of English language teacher education (ELTE) programs has become a major point of consideration; however, such programmatic evaluations are markedly rare.This study utilizes both numeric and interpretive qualitative data in a blended research design. The study addresses, vis-à-vis current research in related fields: What is the current situation of the Turkish ELTE programs in terms of curriculum strength and faculty resources? How do the program directors and teacher candidates envision the situation of their programs in terms of curriculum strength and faculty resources? Data included 45 ELTE curricula, interviews with 24 program directors and pre-service teachers, documents, and test scores. Findings revealed several significant associations between school type (public/private) and rank (low/high) and the number of faculty with expertise in critical areas in the field. Qualitative critical evaluations suggest both perceptual matches and mismatches between program directors and teacher candidates regarding programmatic strengths and weaknesses.

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“…Although Krashen has never openly stated this, many in the field believe that his theory is based on Chomsky's theory of language (e.g., Gass & Selinker, 2001;Larsen-Freeman & Long, 1991;VanPatten & Williams, 2007b). The connection between the two theories lies in their shared belief that humans possess a unique innate ability to learn languages-Chomsky's "the language acquisition device".…”

Section: Nativism/innatismmentioning

confidence: 99%

The Place of Corrective Feedback Within the Major SLA Theories

2013

UCFL

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Explaining how people learn L2 (second language) is the central task of the SLA (second language acquisition) field. Many theories have been proposed to account for phenomena particular to SLA. Corrective feedback-teachers' feedback in reaction to a student's ill-formed response (Sheen, 2011)-is such a phenomenon, whose relevance is evidenced by a large body of research investigating its various facets (e.g., types, distribution, noticeability, and effectiveness). However, to date, no review of the place of feedback within each of the major SLA theories and the different corrective techniques advocated and/or employed by each has been produced. The purpose of this paper is to bridge this gap by reviewing the major current theories of SLA as they relate to corrective feedback.

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Theories in Second Language Acquisition

Cited by 103 publications

References 0 publications

A linguistic perspective on communicative language teaching

A linguistic perspective on communicative language teaching

Mandates, needs, equitable resources, and current research in English language teacher education: The case of Turkey

The Place of Corrective Feedback Within the Major SLA Theories

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