Second Language Acquisition Case Study

Speaking a second or foreign language is, undoubtedly, a highly complex, and fascinating human activity. During the past few decades, there has been a growing interest in enhancing and encouraging the active use of the L2 in instructional contexts. There has been an emphasis on the crucial role of practicing and internalising a structure; fostering the balanced development of learners’ fluency, accuracy, and complexity of language; or enabling and encouraging learners to communicate their own meanings or engaging in language production in many language classrooms. Gradual but remarkable changes in conceptions about language teaching and pedagogy have emphasized the role of production in such contexts.
When L2 learners speak, the rate of their
A close look at the studies in this area shows that four main approaches can be detected: 1) an interactional approach following the work of Long (1985, 1989), 2) a sociocultural approach (e.g., Lantolf, 2000; Swain, 1998; Swain & Lapkin, 2001), 3) a structure-based approach (e.g., Loschky & Bley-Vroman , 1993), and 4) a cognitive, information-theoretic approach (Robinson, 2001a, 2001b, 2003, 2005, 2007; Skehan, 19978, 2001, 2003; Skehan & Foster, 1999, 2001), which focuses on learners’ attentional resources as used during task
In the last few decades, there has been a growing interest in promoting the active use of the L21in instructional contexts. Be it to practice and internalize a structure; to promote the balanced development of learners’ fluency, accuracy, and complexity of language; or to empower and to encourage learners to communicate their own meanings, engaging in language production has gained a central role in many language classrooms. Slow but enormous changes in conceptions about language teaching and pedagogy have emphasized the role of production in such