Introduction to

Linguistics
Darren Elliott
Sugiyama Womens University

Second Language
Acquisition
Learning Another Language

Questions from the

Language Classroom:
Research Perspectives
Teresa Pica
TESOL Quarterly (Volume
28, No.1) 1994

1. In what ways
does knowing one
language help or
hinder the learning
of a second?

How does L1 effect

L2 learning?

Contrastive analysis compared sounds,

words and structures. It assumed that
some aspects of some languages would
be easier or more difficult for some L1
speakers. For example - Chinese /
Japanese orthography, Japanese /
Spanish pronunciation show some
similarities.

However, research has shown that this

assumption is not always true.

2.Which is more
important to L2
learning:
Comprehension or
Production?

listening or
speaking?
reading or writing?

Krashen and Terrell (1983) stated the

case that comprehensive input was
sufficient for language learning.

Although many researchers do not agree

entirely, comprehension does seem to be
a very important part of learning.

Many learners can understand more than

they can accurately produce.
Opportunities to play with interlanguage
are vital.

3.Should students
drill and practice
new structures?

Behaviourist theory suggests habit

formation is important.

Neuroscience research argues that

meaningless, decontextualised language
is processed in a different part of the
brain to meaningful, communicative
language.

Learners need to notice forms and

structures in real communication as well
as drill them.

4.How effective is
group work as an
aid to L2 learning?

In classes with a greater number of

English speaking students, interaction
with peers is more important than
interaction with the teacher in building
proficiency.

In classes of non-native English speakers,

some research has shown that
interlanguage errors are amplified.

The benefits and drawbacks of group

work are highly contextual.

5.What can be done to

encourage
participation among
students who seldom
ask questions or
initiate interaction?

This question assumes that participation

is necessary for language learning.

Proficient speakers tend to speak more in

class. However, it is hard to say which of
these factors is the cause and which is
the effect.

6.How much attention

should be given to
explicit grammar
instruction?

Explicit grammar instruction has been

de-emphasised in favour of
communicative activities.

If grammar is taught in the correct order,

it can speed up the acquisition process.

Noticing aspects of grammar which are

similar to the L1 can be helpful.

7.To what extent

does correction of
error assist L2
learning?

Teachers tend to correct in an

unsystematic fashion, for meaning and /
or structure.

Repetition of the error by the teacher can

effectively elicit self-correction by the
learner.

Correction should be swift, meaningful,

and explicit.

8.How necessary to
learning a language
is the learners
cultural integration?

The desire to be accepted by members of

a foreign culture can be a motivational
force in learning the language of that
culture.

The variety of L2 a learner uses as a

model may be influenced by who they
see as their peers or role models.

9.Why do some
students have less
accurate
pronunciation than
others, and what can
be done about this?

This is partially governed by L1

interference, partially by exposure to
native speakers, and partially by natural
ability for mimicry.

10.What can be
done for language
learners who seem
to have reached a
plateau in their
learning?

Some learners reach a functional but

grammatically inaccurate level of
language proficiency. This is known as
fossilisation.

One possible factor is age. Another is a

lack of correction at an early stage of
learning. Sociolinguistic features,
culturally bound, can be hard to master.

Grammar Translation

Grammar Translation treats language as

another academic subject, with a focus on
grammar rules and memorisation of
vocabulary.
L1 is used in the class
Reading and writing are emphasised over
speaking and listening.

The Audiolingual Method

The audiolingual method followed

behaviourist theory by emphasising habit
formation.
Oral drills built up from simple to more
complex, with hours of repetition.

he Communicative Approac

Emphasises oral fluency over accuracy

Classes are more learner centred

Suggestopedia
Community Language Learning
Task Based Learning
Learner Autonomy
Computer Assisted Language Learning
(CALL)
Content and Language Integrated
Learning (CLIL)
The Eclectic Approach

The Post-Methods
Era

darrenrelliott@gmail.com