Second Language Acquisition in Action: Principles from Practice

✍ Scribed by Andrea Nava; Luciana Pedrazzini

• Publisher: Bloomsbury Academic
• Year: 2018
• Tongue: English
• Leaves: 241
• Category: Library

✦ Synopsis

Despite the key role played by second language acquisition (SLA) courses in linguistics, teacher education and language teaching degrees, participants often struggle to bridge the gap between SLA theories and their many applications in the classroom. In order to overcome the ‘transfer’ problem from theory to practice, Andrea Nava and Luciana Pedrazzini present SLA principles through the actions and words of teachers and learners.
Second Language Acquisition in Action identifies eight important SLA principles and involves readers in an ‘experiential’ approach which enables them to explore these principles ‘in action’. Each chapter is structured around three stages: experience and reflection; conceptualisation; and restructuring and planning. Discussion questions and tasks represent the core of the book. These help readers in the process of ‘experiencing’ SLA research and provide them with opportunities to try their hands at different areas of language teachers’ professional expertise.
Aimed at those on applied linguistics MA courses, TESOL/EFL trainees and in-service teachers, Second Language Acquisition in Action features:
· Key Questions at the start of each chapter
· Data-based tasks to foster reflection and to help bridge the gap between theory and practice
· Audiovisual extracts of lessons on an accompanying website
· Further Reading suggestions at the end of each chapter

✦ Table of Contents

Cover
Contents
List of Figures
List of Tables
Acknowledgements
Introduction
SLA research and L2 pedagogy
Second language acquisition ‘in action’
The structure of the book
1 Form, meaning and use
1.1 Key questions
1.2 Experience
1.3 The principle
1.3.1 The form, meaning and use dimensions of lexicogrammar
1.3.2 Form, meaning and use: learning andteaching implications
1.4 The principle in the classroom
1.4.1 Stefania teaching the form, meaning anduse of ‘can’
1.4.2 Learning form, meaning and use
1.4.3 Practising form, meaning and use
1.5 Restructuring and planning
1.6 Conclusions
1.7 Further reading
2 Comprehensible input
2.1 Key questions
2.2 Experience
2.3 The principle
2.3.1 The Input Hypothesis
2.3.2 Comprehensible input: Learning and teaching implications
2.4 The principle in the classroom
2.4.1 Stefania trying to make input comprehensible in a speaking task and a listening task
2.4.2 Personalization
2.4.3 Communication and meaning-getting techniques
2.5 Restructuring and planning
2.6 Conclusions
2.7 Notes
2.8 Further reading
3 Input processing
3.1 Key questions
3.2 Experience
3.3 The principles
3.3.1 The Primacy of Meaning Principle
3.3.2 The First Noun Principle
3.3.3 Input Processing: Learning and teaching implications
3.4 The principles in the classroom
3.4.1 Elena dealing with structured input activities
3.4.2 Referential structured input activities
3.4.3 Affective structured input activities
3.5 Restructuring and planning
3.6 Conclusions
3.7 Notes
3.8 Further reading
4 Implicit and explicit knowledge
4.1 Key questions
4.2 Experience
4.3 The principle
4.3.1 Implicit and explicit knowledge and the interface positions
4.3.2 Implicit and explicit knowledge: Learning and teaching implications
4.4 The principle in the classroom
4.4.1 Developing explicit knowledge through guided induction: Consciousness-raising tasks
4.4.2 Developing explicit knowledge through language-related episodes: Alessandro dealing with a dictogloss
4.5 Restructuring and planning
4.6 Conclusions
4.7 Note
4.8 Further reading
5 Interaction and corrective feedback
5.1 Key questions
5.2 Experience
5.3 The principles
5.3.1 The Interaction Hypothesis
5.3.2 Interaction: The sociocultural perspective
5.3.3 Interaction and corrective feedback: Learning and teaching implications
5.4 The principles in the classroom
5.4.1 Tim dealing with corrective feedback in a whole class discussion and in a group work task
5.4.2 Corrective feedback strategies in teacher–student interaction
5.4.3 Scaffolded help to facilitate student–student dialogue
5.5 Restructuring and planning
5.6 Conclusions
5.7 Notes
5.8 Further reading
6 Output production
6.1 Key questions
6.2 Experience
6.3 The principle
6.3.1 The Output Hypothesis
6.3.2 Automaticity and fluency in output production
6.3.3 The Output Hypothesis: Learning and teaching implications
6.4 The principle in the classroom
6.4.1 Ilaria dealing with a focused task
6.4.2 Pushed output through focused tasks
6.4.3 Alessandro dealing with a fluency task
6.4.4 Fostering automaticity through increase of speed ofoutput production
6.5 Restructuring and planning
6.6 Conclusions
6.7 Notes
6.8 Further reading
References
Author Index
Subject Index