Second Language Acquisition (Sla) Research: Its Significance for Learning and Teaching Issues
Second language acquisition (SLA) research: its significance for learning and teaching issues
Author: Florence Myles
© Florence Myles
Abstract
The purpose of this general overview article is to outline how research into second language acquisition (SLA) over the last few decades has fed into our understanding of learning and teaching in foreign language classrooms. After a very brief overview of SLA research findings concerning both route and rate of L2 development, theoretical models attempting to explain these findings are presented, ranging from purely linguistic to cognitive models and social/interactionist models. The relationship between SLA research and second language pedagogy is then explored. Finally, recent developments investigating specifically the relationship between instruction and L2 development are outlined.
1. Introduction
The two main, well documented findings of SLA research of the past few decades are as follows: 1. second language acquisition is highly systematic 2. second language acquisition is highly variable
Although these two statements might appear contradictory at first sight, they are not. The first one primarily refers to what has been called the route of development (the nature of the stages all learners go through when acquiring the second language - L2). This route remains largely independent of both the learner's mother tongue (L1) and the context of learning (e.g. whether instructed in a classroom or acquired naturally by exposure). The second statement usually refers to either the rate of the learning process (the speed at which learners are learning the L2), or theoutcome of the learning process (how proficient learners become), or both. We all know that both speed of learning and range of outcomes are highly variable from learner to learner: some do much better much more quickly than others.
Before we expand on these findings a little more, it is important to note that, traditionally, the concern for rate of
Author: Florence Myles
© Florence Myles
Abstract
The purpose of this general overview article is to outline how research into second language acquisition (SLA) over the last few decades has fed into our understanding of learning and teaching in foreign language classrooms. After a very brief overview of SLA research findings concerning both route and rate of L2 development, theoretical models attempting to explain these findings are presented, ranging from purely linguistic to cognitive models and social/interactionist models. The relationship between SLA research and second language pedagogy is then explored. Finally, recent developments investigating specifically the relationship between instruction and L2 development are outlined.
1. Introduction
The two main, well documented findings of SLA research of the past few decades are as follows: 1. second language acquisition is highly systematic 2. second language acquisition is highly variable
Although these two statements might appear contradictory at first sight, they are not. The first one primarily refers to what has been called the route of development (the nature of the stages all learners go through when acquiring the second language - L2). This route remains largely independent of both the learner's mother tongue (L1) and the context of learning (e.g. whether instructed in a classroom or acquired naturally by exposure). The second statement usually refers to either the rate of the learning process (the speed at which learners are learning the L2), or theoutcome of the learning process (how proficient learners become), or both. We all know that both speed of learning and range of outcomes are highly variable from learner to learner: some do much better much more quickly than others.
Before we expand on these findings a little more, it is important to note that, traditionally, the concern for rate of