Literaturnachweis - Detailanzeige
| Autor/in | Sun, Haimei |
|---|---|
| Titel | Instructed SLA and Task-Based Language Teaching |
| Quelle | In: Working Papers in TESOL & Applied Linguistics, 15 (2015) 2, S. 57-59
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1936-7384 |
| Schlagwörter | Forschungsbericht; Second Language Learning; Second Language Instruction; Language Acquisition; Teaching Methods; Task Analysis; Educational Theories |
| Abstract | Although second language acquisition (SLA) and language teaching are two distinct fields, an increasing number of classroom-based SLA research on the effectiveness of different types of instruction, such as focus on forms, focus on meaning, and focus on form (see Norris & Ortega, 2000 for a review), corrective feedback (e.g., Lyster & Ranta, 1997), input enhancement (e.g., White, 1998), etc., has brought about a burgeoning subfield of SLA known as Instructed SLA (ISLA). ISLA, which is often pitted against naturalistic SLA, "occurs in formal settings where language is intentionally taught and intentionally learned--within a limited amount of time" (Spada, 2015, p. 71). Given ISLA's immediate and potential relevance to second language (L2) pedagogy, Long (2014) made the first attempt to formulate a cognitive-interactionist theory of ISLA. In what follows, this theory will first be presented and then discussed in relation to its significance to and implications for task-based language teaching (TBLT) and syllabus design. (As Provided). |
| Anmerkungen | Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcwebjournal@tc.columbia.edu; Web site: https://tesolal.columbia.edu/ |
| Begutachtung | Peer reviewed |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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