Beyond Instructed L2 Grammar Acquisition: Theoretical Insights and Pedagogical Considerations about the Role of Prior Language Knowledge

Autor/in	Angelovska, Tanja
Titel	Beyond Instructed L2 Grammar Acquisition: Theoretical Insights and Pedagogical Considerations about the Role of Prior Language Knowledge
Quelle	In: Studies in Second Language Learning and Teaching, 7 (2017) 3, S.397-417 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Prior Learning; Knowledge Level; Second Language Learning; Grammar; Teaching Methods; Verbs; Metalinguistics; Teacher Role; Multilingualism; German; English (Second Language); French; Spanish; Russian + Suchen Sie Ihr Suchwort? Vorkenntnisse; Wissensbasis; Zweitsprachenerwerb; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Metalanguage; Metasprache; Lehrerrolle; Mehrsprachigkeit; Multilingualismus; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; Spanisch; Russisch
Abstract	The prior language knowledge of learners for whom the target language is not the first foreign language poses a different starting learning situation that should merit pedagogical attention. The present paper seeks to contribute to the question of which pedagogical considerations can be made in regard to the role of prior language knowledge beyond instructed L2 grammar acquisition. Moreover, it fills a significant gap expanding the limited existing pedagogical options that instructors have at their disposal when it comes to teaching in classrooms where one foreign language is simultaneously chronologically first to some and second to others. Starting with (combinations of) existing theoretical accounts and associated pedagogical aspects (such as "explicit information", "negative evidence," "metalinguistic explanations," "grammar consciousness raising," and "input enhancement"), a recently developed method (Hahn & Angelovska, 2017) is discussed. The method acknowledges equally the three phases of input, practice and output and is applicable in instructed L2 grammar acquisition and beyond. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01