An integrated approach to ELT: Applying SLA research into classrooms
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
When it comes to second language teaching (SLT), there are numerous findings from second language acquisition (SLA) research that can be adopted for designing effective instruction models. If they are not taken up for application and corroboration in the real classroom settings, they may be just left as isolated research data. This paper brings together a number of observations and findings from SLA research into an integrated model of teaching, which takes into consideration stages of learning, learning styles, and learner motivation in the planning and implementation of classroom instruction. As this approach of integration shows a way of embracing new insights from research into existing pedagogic framework, it helps classroom practitioners go through continuous professional development by incorporating constant recursive feedback from observation of their learners and learning processes in terms of changing motivation and development. It is hoped teachers will apply this model in their own classroom settings with awareness that students come to classrooms at different stages in acquisition, with different learning styles, and in differing degree of motivation, hence merit constant attention in devising instructional scaffolds for their English learning and development.
Abstract
When it comes to second language teaching (SLT), there are numerous findings from second language acquisition (SLA) research that can be adopted for designing effective instruction models. If they are not taken up for application and corroboration in the real classroom settings, they may be just left as isolated research data. This paper brings together a number of observations and findings from SLA research into an integrated model of teaching, which takes into consideration stages of learning, learning styles, and learner motivation in the planning and implementation of classroom instruction. As this approach of integration shows a way of embracing new insights from research into existing pedagogic framework, it helps classroom practitioners go through continuous professional development by incorporating constant recursive feedback from observation of their learners and learning processes in terms of changing motivation and development. It is hoped teachers will apply this model in their own classroom settings with awareness that students come to classrooms at different stages in acquisition, with different learning styles, and in differing degree of motivation, hence merit constant attention in devising instructional scaffolds for their English learning and development.
참고문헌 (51)
- Brady, C. L., "Understanding learning styles: Providing the optimal learning experience", International Journal of Childbirth Education, 28(2), pp.16~18 (2013)
- Brown, H. D., "Principles of language learning and teaching" (2000), Addison Wesley Longman, Inc
- Campbell, R. N., "On the scope of applied linguistics" (1980), Newbury House
- Claxton, C. S., "Learning styles: Their impact on teaching and administration" (1978), American Association for Higher Education
- Coker, C. A., "Accommodating students’ learning styles in physical education", Journal of Physical Education, Recreation, and Dance, 67(9), pp.66~68 (1996)
- "Language acquisition" (2013)[URL]
- "What I learned from a brainiac" (2012)[URL]
- Doughty, C., "Handbook of second language acquisition" (2003), Basil Blackwell
- Dunn, R. S., "Practical approaches to using learning styles in higher education" (2000), Greenwood publishing group
- "Learning styles in childbirth education classes" (2003)[URL]
- Foster, E., "Transformative learning in adult second language learning", New Direction for Adult and Continuing Education, 74, pp.33~39 (1997)
- Freire, P., "Pedagogy of freedom: Ethics, democracy, and civic courage" (1998), Rowman & Littlefield Publishers, Inc
- "Language acquisition" (2013)[URL]
- Gardner, H., "Intelligence reframed: Multiple intelligences for the 21st Century" (1993), Basic Books
- Gardner, R. C., "Attitude and motivation in second language learning" (1972), Newbury House
- Goad, T., "The first-time trainer: A step-by-step quick guide for managers, supervisors, and new training professionals" (1997), Amacon
- Han, Sang-Ho, "English learning processes of Korean children. Unpublished doctoral dissertation", pp.1996
- 한상호, "국제어로서의 영어교육과 달인으로서의 영어교사", 영어교육연구, 17(2), pp.225~244 (2005), 팬코리아영어교육학회
- 한상호, "영어교육 연구와 실천의 불이적 세방화 논의", 영어교육연구, 18(4), pp.181~205 (2006), 팬코리아영어교육학회
- 한상호, "초심 영어 지도법의 접근방법, 교수-학습설계, 수업절차에 관한 연구", 현대영미어문학, 28(3), pp.201~226 (2010), 현대영미어문학회
- "Stages of second language acquisition" (2005)[URL]
- Heinsch, D. P., "New directions in second language acquisition research: Some implications for curriculum development, teaching and learning", The proceedings of the AARE Conference, pp.1~11 (1994)
- Ingram, D. E., "On the scope of applied linguistics", pp.37~56 (1980), Newbury House
- Jennings, M. M., "In defense of the sage on the stage: Escaping from the “sorcery” of learning styles and helping students learn how to learn", Journal of Legal Studies Education Volume, 29(2), pp.191~237 (2012)
- Keller, J. M., "Instructional design theories and models: An overview of the current status", pp.383~436 (1983), Lawrence Erbaum Associates
- Krashen, S. D., "Second language acquisition and second language learning" (1981), Pergamon Press
- Krashen, S. D., "The power of reading" (1993), Libraries Unlimited
- Krashen, S. D., "English Language Teaching Volume IV", pp.171~181 (2009), Rotledge
- Larsen-Freeman, D., "An introduction to second language acquisition research" (1991), Longman
- Mackey, W. F., "In Jakobovits, L.A. Foreign language learning: A psycholinguistic analysis of the issue", pp.vii~xiii (1970), Newbury House
- Maslow, A. H., "Motivation and personality" (1970), Harper & Row
- Nunan, D., "The self-directed teacher: Managing the learning process" (1996), Cambridge University Press
- Ness, J. E., "The paraprofessional: An introduction. Minneapolis" (1995), University of Minnesota. The Institute on Community Integration
- Pienemann, M., "Second language acquisition: A first introduction" (1995), National Languages and Literacy Institute of Australia
- Pienemann, M., "Language processing and second language development: Processability theory. Studies in Bilingualism, 15" (1998), John Benjamins
- Reinders, H., "The encyclopedia of applied linguistics. Vol. 6" (2013), Wiley-Blackwell
- Richards, J. C., "Approaches and methods in language teaching" (2001), Cambridge University Press
- Speece, M., "Learning style, culture and delivery mode in online distance education", US-China Education Review, A1, pp.1~12 (2012)
- Spolsky, B., "Attitudinal aspects of second language learning", Language Learning, 19, pp.271~283 (1969)
- Spolsky, B., "On the scope of applied linguistics" (1980), Newbury House
- Stern, H. H., "Fundamental concepts of language teaching" (1983), Oxford University Press
- Strevens, P., "Problems of learning and teaching science through a foreign language", Studies in Science Education, 3, pp.55~68 (1976)
- Svinicki, M. D., "The Kolb model modified for classroom activities", College Teaching, 35(5), pp.141~146 (1987)
- Tollefson, J. W., "The monitor model and neurofunctional theory : An integrated view", Studies in Second Language Acquisition, 6, pp.1~16 (1983)
- Tricomi, E. T., "Krashen’s second language acquisition theory and the teaching of edited American English", Journal of Basic Writing, 5(2), pp.59~60 (1986)
- Vygotsky, L., "Mind in society: The development of higher psychological processes" (1978), Harvard University Press
- Wardhaugh, R., "TESOL : Current problems and classroom practices", TESOL Quarterly, 3, pp.105~116 (1969)
- Williams, M., "Psychology for language teachers: A social constructivist approach" (1997), Cambridge University Press
- Willis, J., "The Cambridge guide to teaching English to speakers of other languages", pp.39~52 (2001), Cambridge University Press
- Wilson, E., "Consilience: The unity of knowledge" (1998), Vintage Books
- Wooldridge, B., "The importance of learning styles: Understanding the implications for learning, course design, and education", pp.49~68 (1995), Greenwood Press