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Organization and implementation of FLT on the basis of instructed SLA research and L2 teaching methodology. Teresa Cadierno Institute of Language and Communication Se cond L anguage Research C enter ( SELC ) University of Southern Denmark

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Organization and implementation of FLT on the basis of instructed SLA research and L2 teachingmethodology

Teresa Cadierno

Institute of Language and Communication

Second Language Research Center (SELC)

University of Southern Denmark

National konference om fremmedsprog på de videregående uddannelser

April 30th, 2012

vertical and horizontal collaboration
Vertical and horizontal collaboration

Primary

Primary

Primary

Secondary

Secondary

Secondary

Within language

Tertiary

Tertiary

Tertiary

Within and across languages

research based foreign language teaching flt
Research-based foreign language teaching (FLT)
  • Expertise in DK – institutions, research areas, language(s), learner types?
  • Knowledge exchange / dissemination:
  • SLA/FLT research prioritized
  • Collaborative research between SLA reseachers and teaching practitioners

SLA Researchers

Current teachers

Future teachers

UC

Tertiary

University

Primary

Secondary

what do we need to make it work
What do we need to make it work?
  • A common view of language?
  • Willingness to accomodate what we know about (instructed) SLA
  • and newest trends within FLT in own teaching practices?

A common view of (L2) language learning?

views on language and language learning and flt
Views on language and language learningand FLT

Structuralist view of language

”Traditional”teaching methods: e.g., Audiolingual method

Behavioristic view of language learning

Functionalist view of language

Communicative language teaching

Interactionist view of language learning

can we accomodate what we know about instructed sla
Can we accomodate what we know about (instructed) SLA?
  • Input-dependent, tied to meaning and interaction, usage-based
  • Can happen explicitly (with awareness), implicitly (without awareness) and incidentally (without intention, while doing something else)
  • L2 development is not linear
  • Transitionalstages in the acquisition of grammatical structures
  • Variable in its outcome  role of individual factors: age of acquisition, personality, motivation, aptitude, learning strategies
  • Constraints on the effects of (grammar) instruction on SLA:
    • Declarative vs. procedural knowledge  explicit knowledge about linguistic form ≠ appropriate use in context
    • Mediating factors: type of instruction, type of L2 feature and type of learner
are we willing to incorporate principles from newest trends in flt
Are we willing to incorporate principles from newest trends in FLT?
  • CLT ( action/task-based instruction, CLIL) --> Common principles:
    • Aim: develop learners’ communicative competence / intercultural skills
    • Exposure to authentic L2  use of L2 in class, use of technology (e.g., tandem-learning, tellecollaboration, Web 2.0 tools), partner schools …
    • Engage learners in activities with meaningful language use in various domains  learning purpose (LSP)
    • Form and meaning are inseparable  “Focus on form” approach

Grammar teaching in the context of meaningful communication

conclusions
Conclusions
  • Regarding organization and implementation:
    • Create systematic structures for knowledge exchange and dissemination
    • Focus on research into SLA / FLT; collaboration between researchers and teaching practitioners
  • SLA/FLT researchers: How best to accomodate what we know about (instructed) SLA and newest trends in FLT to different L2 learner populations:
    • Different languages
    • Different ages
    • Different educational profiles
  • L2 teaching practioners:
    • Open-minded to insights from research into (instructed) SLA?
    • Willing to change views on language, language acquisition and teaching practices?
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