Formal Instruction and Language Acquisition: Summary of Research Regarding the Effects of Instruction on Various Aspects of Language Acquisition

By -
1. Accuracy orders and developmental sequences: Studies show that there is no significant
    difference in the accuracy order in which morphemes are acquired, or in the developmental
    sequences of phrase structures acquired, between students receiving formal instruction and
    naturalistic language learners. (Ellis, 1984; Fatham, 1978; Makino, 1979; Perkins and Larsen-
    Freeman, 1975; Pica, 1983) No Effect. 

2. Acquisition Processes: "The students' instruction-independent learning strategies demonstrate ...
    that the learning process can only be manipulated within narrow limits and that the principles and
    regularities of natural language acquisition must also be considered in foreign language
    instruction." (Felix and Simmet, 1981 in Larsen-Freeman and Long, 1991. p.301) Possibly 
    Positive.

3. Rate of Acquisition: The speed of second language acquisition is influenced by formal instruction.
    The Multidimensional Model (Mesiel, Clahsen, and Pienemann, 1981) "predicts that instruction
    will only succeed in teaching a learner a new developmental structure if the learner is ready to
    acquire it." This is known as the teachability hypotheis. (Ellis, 1984) Clearly Positive.

4. Level of Ultimate SL Attainment: Ellis's research (1989 and 1992) supports that formal
    instruction may have a delayed effect on acquisition. Ellis's study of the delayed effect hypothesis
    shows that instruction "accelerates learning and results in higher proficiency levels even though
    learners may fail to immediately learn what they have been taught..." Probably Positive. 

Comments

Post a Comment

Popular posts from this blog

Schumann’s Acculturation Model

By -
Image
Schumann's Acculturation Model Consider how these social and psychological factors affect the extent of the learner’s capacity to learn his or her second language (L2).   Schumann asserts that the more distance created between the L2 learner and his or her target language (TL) culture by such factors, the less contact s/he will have with the TL culture and thus the lower will his or her expected L2 proficiency be. Furthermore, he considers the social factors to be the prime influences; the psychological factors come into play and become the deciding factors only in situations where the combined social factors create neither positive nor negative circumstances for the learner.   Which outcomes of each of these factors make for a bad learning situation and which ones for a good learning situation? Consider as many as apply to your group’s learner testimonial. Social Distance Factors Social dominance : Is the learner’s native group dominant to, equal to, or subor...
Keep reading

Knowing a Word

By -
Image
Knowing a Word   Fluent native speakers intuitively know how to use a lexical item in the appropriate context. They can even determine meaning of an unfamiliar word when it is written or spoken. However, second language learners may not understand what constitutes knowledge of vocabulary. This post delineates the various strands of vocabulary non-native speakers need to acquire to become highly proficient in writing and speaking in their second language.  1. Word meaning:  Knowing a word entails understanding it when it is written and/or spoken by      others in formal contexts. Native speakers do this readily without asking for clarification, but      second language learners need to acquire this tacit knowledge of vocabulary.  2. Recall: A fluent speaker of a language can recall a word when it is needed in writing or in speech.     S/he can incorporate the needed word while speaking without looking it up...
Keep reading

English Pronunciation for Turkish Speakers

By -
Image
Areas of Difficulty for Turkish Speakers Consonants: I.    /t/ & /d/: When Turkish speakers of English pronounce these alveolar consonants, they touch the back of their upper teeth with the tip of their tongue. Instead, try to form a constriction by touching your alveolar ridge (the area behind your upper teeth) with the tip of your tongue. Pronounce these sounds in different phonological environments such as word-initial, medial, and final position and in consonant clusters. tiresome      little      brat       staple    burst     crest                  totalitarianism automatic    trickster            cattle     dental    tirade    tardy     training technique    tangle...
Keep reading