reading sla
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Communicative Language Teaching
Breen and Candlin (1980), who argue that language learning is situated and socially constituted rather than consisting of the acquisition of a set of items to be applied in interaction.
Immersion: There is very little teaching of grammar or rules, and learning is supposed to result from exposure and use. It is to a large extent based on the general assumption that learning a second language should be like learning the first language as much as possible
(Swain and Lapkin, 1982) show that learners in immersion programmes and schools with bilingual streams outperform learners in traditional classes in the second language
Content and Language Integrated Learning (CLIL). In this approach the language to be learned is used to teach other subjects. Lessons are delivered in the second language and all reading and tasks have to be carried out in that language
Krashen (1982), who can be considered one of the main driving forces of a CLT, people acquire a second language much in the same way as they acquire a first language, not by talking about the language, but by talking in the language
He also argued that explicit rules that were ‘learned’ did not lead to ‘acquisition’.
To make the grammar comprehensible, teachers needed to be aware of a ‘natural order’ in the acquisition of grammatical structures, and the structures offered needed to be ordered in such a way that they were only slightly beyond the current level of the student.
Vygotsky would argue that the meaningful context is not enough (zone of proximal development
Vygotsky: Scaffolding, which is understood as providing learners with relevant and increasingly more precise information in the environment at the right time to help to solve a particular problem.
the acquisition metaphor (AM) the learner is seen as a ‘container’ who absorbs new information, and in the participation metaphor (PM) the learner is seen as a person who becomes part of an L2 community
The acquisition versus the participation metaphor can be related to two other well-known issues in SLA: focus on the learner vs. focus on the language.
The participation on the learner as the activist in the learning process, while the acquisition metaphor focuses on the acquisition of the language as a system rather than an instrument of use, and on the role of instruction
Norris and Ortega concluded that instruction definitely has a positive effect – what the students have learned explicitly is remembered over time
Even though some ‘rules’ can be learned unconsciously through input (such as gender), many other ‘rules’ and vocabulary can be learned only consciously by paying attention. The role of explicit instruction is then to ‘prime’ for noticing and to make clear those rules that cannot be deducted easily without instruction.
Conclusion: it has become clear that providing a mixture of meaningful input and some explicit or implicit instruction on form may be the most effective in teaching an L2