Second Language Acquisition and Language Pedagogy by Rod Ellis

By Rod Ellis

Includes a set of papers addressing numerous learn matters and their relevance to language pedagogy. the most concerns addressed are interplay, formal guide, variability and studying types. The publication additionally includes an advent which gives an summary of the improvement of moment language acquisition examine, and concludes by means of interpreting the function of analysis in language pedagogy.

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Extra info for Second Language Acquisition and Language Pedagogy (Multilingual Matters)

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A number of possibilities can be put forward: (1) It is not production but comprehension that aids development, as argued by Krashen (1982). The low interactors had the chance to learn by attending to interactions involving the high interactors. (2) It is not the quantity of interaction, but the quality, that ensures acquisition. Some illustrative evidence has been put forward to suggest that when the learner has the chance to negotiate meaningfully, acquisition may be facilitated. This suggests that the instruction worked when it provided the right type of interaction.

Notes 1. e. it is 'exposure' to an appropriate level of input, rather than 'instruction', that aids development. In none of his published work, however, does Krashen examine actual samples of classroom interaction in order to identify what constitutes 'exposure' and what constitutes instruction'. 2. There are opposing arguments here. A common argument put by language teachers is that students need to be given some knowledge of the TL before they can begin to 'acquire' through natural communication.

For this reason, the results for some of the analyses reported here relate to subsets of the population for the learners studied. Results Three sets of results will be presented, in accordance with the operational hypotheses described earlier. First, the order of acquisition of the three rules in individual learners is examined. Second, the level of accuracy of the rules achieved by the sample as a whole is indicated, and third, the results for the different instructional groups are presented. Order of Acquisition In order to establish the order of acquisition of the three word order rules, two analyses were carried out.

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