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- 2. Second Language Acquisition Chapters 7, 8 Chapter 7 - Using Materials that Reflect SLA Principles Chapter 8 - Putting It Together: What SLA Offers Classroom Teachers Lessard-Clouston, Michael. Second Language Acquisition Applied to English Language Teaching (English Language Teacher Development) (p. 37). TESOL Press. Kindle Edition.
- 3. Chap 7 – Using Materials that Reflect SLA Principles Tomlin’s Five Principles
- 4. - Tomlinson offers 5 Principles for matching SLA Theory and ELT materials 1. Expose learners to rich, recycled, meaningful comprehensible input 2. Engage learners affectively (emotions) and cognitively 3. Utilisation of mental resources typically associated with first language (L1) communication 4. Help learners notice form and meaning 5. Give students opportunities to use the language (to communicate and interact) as recommended by Swain’s (2005) pushed output.
- 5. Recycle Expose Ss to “rich, recycled, meaningful, and comprehensible input of language use. Give SS opportunities to reuse grammar and vocabulary as often as possible, throughout the semester. Keep building on previous lessons. Think of different ways how you could do this with your class.
- 6. Engage Select materials that are interesting, relevant, authentic, and motivate Ss to be involved. Engage at i + 1 tasks and activities are challenging, yet achievable, engaging, and promote critical thinking. Higher-order thinking Skills keep Ss more cognitively engaged and will help them with SLA. positively engage SS emotions (according to the affective hypothesis SS emotions can either assist or interfere with their learning)
- 7. Help SS Notice In any language activity, meaning is essential. However, it is good to have Ss also learn the form (rules and structure) Provide opportunities for Ss to figure out patterns on their own. But, It is important to help Ss if they can’t
- 8. Opportunities Give students opportunities to use the language (to communicate and interact) as recommended by Swain’s (2005) pushed output. Group work and pair work. Problem solving. Project-based learning. In general, student-centered learning.
- 9. SLA in the Classroom Chap 8 – Putting it Together: What SLA Offers Classroom Teachers
- 10. Chapter offers: 5 points and how they benefit teachers 1. A reality check on the complexity of language learning 2. A reminder regarding appropriate input, output, interaction 3. A balanced perspective on vocabulary, grammar, focus on form 4. Suggestions for what to focus on in teaching 5. Encouragement, since classroom instruction helps L2 learning
- 11. Reality Check SLA is a long and complicated road. Many factors involved in second language learning: Ss’ L1, such as language transfer. Ss’ culture Individual preferences classroom expectations
- 12. Reality Check: factors Personality Traits Language Aptitude Motivation Learning Styles Cognitive Styles Language Learning Strategies Self Regulation Anxiety Creativity Self-Esteem Willingness to Communicate Prior Education Prior Educational Experiences Prior Language Learning Experiences
- 13. Reality Check While we can make general assumptions to guide us, each S is an individual and will have unique experiences. Ss and Ts alike need to be aware of the factors that affect SLA.
- 14. Appropriate Input, Output, and Interaction Input is considered the most important, yet it needs all components to be effective. SLA cannot be accomplished with only one of these. All three are needed for SLA. Do not underestimate the role of quality feedback as well.
- 15. Appropriate Input, Output, and Interaction Teachers should encourage SS to collaborate, exchange, and be creative Additionally, authentic feedback is extremely important; can be both positive and negative but tactful and kind.
- 16. Vocabulary, Grammar, and Form Nothing happens in isolation. A balanced of all components creates success. While reading is a great medium for Ss to encounter vocabulary, it is not enough. Vocabulary is best remembered through “productive word-focused tasks.” According to our text – page 40, “a word’s meaning is more likely to be remembered in a “productive word-focused task” than simply through reading. Lessard-Clouston, Michael. Second Language Acquisition Applied to English Language Teaching (English Language Teacher Development) (p. 40). TESOL Press. Kindle Edition. “ Grammar can be taught in context and in a way that naturally fits the communicative purpose of a lesson.
- 17. What to Focus on? (page 41) Teachers’ 4 main jobs: Teach Plan lessons Train students in language skills Test progress
- 18. What to Focus on? Nation’s 4 jobs for instruction: Contextualized input Contextualized output Explicit language study Fluency development However, the focus should be on the students and their goals.
- 19. Encouragement A second language can be learned in the classroom. Learning how we learn a language can enhance your instruction. Ss should not skip steps in their learning. Language components need to be built on top of each other.
- 20. Encouragement Instruction done correctly and in the right sequence can speed up SLA. Instruction can help attain communicative competence. Context, learning issues, and culture will play a role with SLA in the classroom.
- 21. Encouragement Most English language learning takes place in a formal classroom. “Perhaps the main value of SLA is to help teachers recognize how understanding learning can better inform their teaching.”
- 22. In Conclusion Provide useful language examples and rich input. Provide opportunities to process and practice output with interactions. Focus on relevant grammar and vocabulary. Provide support and feedback.