Week 10 Second Language Acquisition10周二语习得.pptVIP

Week 11: Second Language Acquisition Language Classroom Rod Ellis: Principles of instructed language learning SLA research and theories contribute to how the language should be instructed, or taught. Some controversies What approaches? The efficacy of teaching explicit knowledge Types of corrective feedback Etc. Principle 1: Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence. Formulaic expressions ? fluency A rule-based competence (knowledge of specific grammatical rules) ? complexity and accuracy Problem of traditional classroom instruction: Focus on forms Teaching of specific grammatical rules through the systematic teaching of pre-selected structures Criticism: rote learning, suitable for young beginner learners Principle 1: Instruction needs to ensure that learners develop both a rich repertoire of formulaic expressions and a rule-based competence. Teaching implications Teach formulaic expressions first Teach grammar later Notional-functional syllabus Focus on functions and pragmatic purposes of the language Introductions, greetings, good-byes; Invitations, Apologies, Condolences; Gratitude, Compliments, Congratulations; Requests, Commands, Warnings, Directions; Offers, Seeking Permission; Advice, Intention; Pleasure, Displeasure; Expressing your opinion Principle 2: Instruction needs to ensure that learners focus predominantly on meaning Two kinds of meaning Semantic meaning the meanings of lexical items or of specific grammatical structures Pragmatic meaning the highly contextualized meanings that arise in acts of communication Principle 2: Instruction needs to ensure that learners focus predominantly on meaning Main focus on pragmatic meaning Optimal learning condition is created when learners are engaged in decoding and encoding messages in the context of actual acts of communication; Pragmatic meaning leads to true fluency in an L2 learners; Tasks aimed at creating pragma