Models, Processes, Principles, and Strategies: Second Language Acquisition in and out of the Classroom.

Autor/in	Andersen, Roger W.
Titel	Models, Processes, Principles, and Strategies: Second Language Acquisition in and out of the Classroom.
Quelle	In: Issues and Developments in English and Applied Linguistics (IDEAL), 3 (1988), S.111-38 (30 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Classroom Environment; Communicative Competence (Languages); Educational Research; Interaction; Interlanguage; Language Acquisition; Language Research; Learning Processes; Linguistic Theory; Models; Research Needs; Second Language Learning + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Bildungsforschung; Pädagogische Forschung; Interaktion; Zielsprache; Sprachaneignung; Spracherwerb; Sprachforschung; Learning process; Lernprozess; Linguistische Theorie; Analogiemodell; Forschungsbedarf; Zweitsprachenerwerb
Abstract	A discussion of research on naturalistic second language acquisition (SLA) focuses on its relationship to the foreign language classroom context. It is argued that to attempt to relate natural SLA to classroom foreign language learning (FLL), a coherent and consistent theoretical framework is needed. The Cognitive-Interactionist Model is developed here. It consists of a model of interlanguage development, the Nativization Model, a set of psycholinguistic processes, and a group of principles that seem to underlie SLA and, it is claimed, FLL. The principles are based on a theoretical framework developed for first language acquisition. The evidence for each principle is discussed, drawing on SLA research for a number of languages. Proposals are made for innovative research that can be conducted in the classroom foreign language context within the Cognitive-Interactionist Model to investigate further the relevance of this model to FLL. A brief examination of the role of interaction and communication strategies in promoting SLA concludes the discussion. A 71-item bibliography is included. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01