Organization and implementation of FLT on the basis of instructed SLA research and

L2 teaching methodology

Teresa Cadierno

Institute of Language and Communication

Second Language Research Center (SELC)

University of Southern Denmark

National konference om fremmedsprog på de videregående uddannelserApril 30th, 2012

Vertical and horizontal collaboration

Primary Primary Primary

Secondary Secondary Secondary

Tertiary Tertiary Tertiary

Within and across languages

With

in la

ngua

ge

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

Current teachers

University

Future teachers

SLA Researchers

Primary Secondary Tertiary UC

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?

Views on language and language learningand FLT

Structuralist view of language

Behavioristic view of language

learning

Functionalist view of language

Interactionist view of language

learning

”Traditional”teaching methods: e.g.,

Audiolingual method

Communicative language teaching

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• Transitional stages 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

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” approachGrammar teaching in the context of meaningful communication

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?