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Teresa Cadierno Institute of Language and Communication

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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Teresa Cadierno Institute of Language and Communication

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  1. 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

  2. Vertical and horizontal collaboration Primary Primary Primary Secondary Secondary Secondary Within language Tertiary Tertiary Tertiary Within and across languages

  3. 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

  4. 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?

  5. 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

  6. 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

  7. 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

  8. 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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