SLA research and L2 pedagogy
Misapplications and questions of relevance
Datos Bibliográficos
| ID | 11437508 |
|---|---|
| Autores | Nina Spada (University of Toronto, autor de correspondencia) |
| Año | 2015 |
| Volumen | 48 |
| Número | 1 |
| Páginas | 69-81 |
| Fecha de publicación | 2015-01-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Language Teaching (JOURNAL) |
| Identificadores de la revista | ISSN: 0261-4448 • E-ISSN: 1475-3049 |
| Editorial | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s026144481200050x |
| OpenAlex | W2047027303 |
| Idioma | EN |
| Citas recibidas | 22 |
| Referencias citadas | 46 |
There has been considerable debate about the relevance and applicability of SLA theory and research for L2 pedagogy. There are those who maintain that SLA must be applicable to L2 pedagogy: a view based on the argument that because SLA is a subfield of applied linguistics, it should have direct relevance to L2 teaching. Others take the view that not all areas of SLA research need to be relevant to L2 pedagogy – only the more ‘applied’ areas. While I would agree that much of the work in SLA should be applicable to L2 pedagogy, particularly research on instructed SLA, my presentation takes a different perspective on the SLA/L2 pedagogy interface. It focuses on misapplications of SLA theory and research to L2 pedagogy. I argue that the applicability of SLA research for L2 instruction requires a careful consideration of context and that specific SLA constructs – even those considered to be important within instructed SLA – may not have direct relevance to L2 pedagogy. Three areas of SLA research that I will discuss with respect to misapplication and relevance are: the role of instruction in SLA, the role of age in SLA, and the nature of and distinction between implicit and explicit L2 knowledge
Argument (complex analysis · Context (archaeology · Linguistics · Pedagogy · Perspective (graphical · Political science · Relevance (law · Second-language acquisition · Theoretical linguistics · Computer Science · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Relação entre nível de proficiência e padrões de uso da Língua Inglesa
The accelerating effect of multilingualism on learning a new language grammar
Foreign Language Educators’ Exposure to Research
Towards Ecological Validity in Research into Input-based Practice
The acquisition of L2 Hungariangrammar rules and the implicit-explicit debate
The affordances and limitations of collaborative research in the Tesol classroom
Does It Matter When You Review
Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction
Teacher Beliefs About Second Language Research and Researchers
ESL classroom interactions in a translanguaging space
“I think that is a better way to teach but …”
Curricular changes in EFL in Chile and their implementation conditions
Teacher learners theorizing from practice
Cognitive architecture and the learning of language knowledge
Input spacing in second language classroom settings
Reflecting on task-based language teaching from an Instructed SLA perspective
Teaching and learning L2 in the classroom
Preservice Spanish teachers analyze a nonexemplary lesson
Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback
Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy
Context and Generalizability in Multisite L2 Classroom Research
Introduction
Second language pedagogy
Age and the Rate of Foreign Language Learning
Second Language Acquisition
The Handbook of Second Language Acquisition
Second Language Acquisition and the Critical Period Hypothesis
The Handbook of Second Language Acquisition
Reexamining the Critical Period Hypothesis
Measuring Implicit and Explicit Knowledge of a Second Language
Implicit and Explicit Learning
On Explicit and Negative Data Effecting and Affecting Competence and Linguistic Behavior
On the Evidence for Maturational Constraints in Second-Language Acquisition
Theoretical and Empirical Issues in the Study of Implicit and Explicit Second-Language Learning
Incidental and Intentional Learning
Language and the mind
The Robustness of Critical Period Effects in Second Language Acquisition
Critical period effects in second language learning
The Biological Foundations of Language
The Future of Practice
Anniversary article. Classroom SLA research and second language teaching
Great Expectations
Applied Linguistics
Elicited Imitation as a Measure of L2 Implicit Knowledge
The Natural Approach
Form-Focussed Instruction and Second Language Acquisition
Second language acquisition, teacher education and language pedagogy
Beyond form-focused instruction
Time and the Distribution of Time in L2 Instruction
Age, Rate and Eventual Attainment in Second Language Acquisition
An Intensive Look at Intensity and Language Learning
Primary French in the Balance
Maturational Constraints on Language Development
The Earliest Stages of Language Learning
Interactions Between Type of Instruction and Type of Language Feature
Introduction
Age and Second Language Acquisition and Processing
Effectiveness of L2 Instruction
The Case Against Grammar Correction in L2 Writing Classes
| Obras citantes distintas | 22 |
|---|---|
| Citas por año | 2 |
| Intervalo de citas | 2015 - 2025 (11) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 20 |