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Formal linguistics approaches to adult second language acquisition and processing
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Task Condition Effects on Advanced-Level Foreign Language Performance
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The relative effects of isolated and combined structured input and structured output on the acquisition of the English causative forms
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Thinking outside the box: processing instruction and individual differences in working memory capacity
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Theory, Research and Pedagogy in Learning and Teaching Japanese Grammar
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Input manipulation, enhancement and processing: Theoretical views and empirical research
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Benati, Alessandro. - : Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland, 2016
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Second Language Acquisition: A theoretical introduction to real world applications
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The role of grammar instruction in second language learning and teaching
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Abstract:
Does instruction make a difference? Is there an effective pedagogical intervention to grammar instruction? In the last fifty years, scholars have debated to what extent grammar instruction makes a difference in acquisition of morphological and syntactic aspects of language (VanPatten and Benati, 2015; Benati, Laval, Arche, 2013). Theory and research around the role of grammar instruction seem to indicate that grammar instruction might have a beneficial role in speeding up the rate of acquisition of formal properties of language. Despite the fact that language learners bring to the task of acquisition a variety of mechanisms that override instructional efforts, a type of instruction that is both input oriented and meaning-based might have a facilitative role in second language acquisition (Nassanji and Fotos, 2011; Benati, 2014). In this paper, research findings on a number of pedagogical interventions (e.g., input flood, textual enhancement, structured input, structured output tasks) will be reviewed. Although, the findings are not completely conclusive on whether these instructional interventions have an impact on acquisition, it is clear that we have witnessed to a shift in the field from the original question “Does instruction make a difference?” to the more specific question “Does manipulating input make a difference?” Is there an effective pedagogical intervention to grammar instruction? The answer to this question is that there is not one particular type of instructional intervention better than others. However, it must be emphasised that effective types of grammar instruction share common and essential ingredients: (i) input plays a key role; (ii) input is manipulated so to facilitate input processing and grammar acquisition; (iii) grammar instruction should focus on both form and meaning; (iv) output grammar practice should follow input grammar practice. Grammar instruction should be less about the teaching of rules and more about exposure to form. It ought to be less about manipulating output and more about manipulating and processing input.
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Keyword:
PB Modern European Languages
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URL: http://esidrp.co/
http://gala.gre.ac.uk/id/eprint/14556/
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