Instructed Second Language Learning

Introduction

1. Instructed versus naturalistic learning; compares setting(distinction = clear), motive (not as clear), processes (not clear).
2. Direct intervention vs. indirect intervention
   1. Direct intervention: Makes clear what and when. Structural syllabus (Type A)
   2. Indirect intervention: Create conditions where learners learn experientially through communication (Picture books, Tasks, lunch/talking with ALT); Type B curriculum

Direct Intervention in L2 Learning

1. This section will answer 2 questions about DI
   1. Do learners learn the specific L2 features/ skills they receive instruction in?
   2. Are some forms (kinds, types) of direct intervention more effective than others?

The effectiveness of Grammar instruction

• The paragraph talks about unconscious language learning through exposure and theories of language learning such as connectionism. Language learning requires a tremendous amount of input. It questions whether it is possible for direct intervention to be effective.
• The meaning of effective: 1) Ability to use? (How to measure?) 2) Advancing learners among the natural route of acquisition; 3) Awareness of the correct form
• Grammar instruction is effective in experimentally elicited performance.
• Grammar instruction does not always result in accurate use in free production. But, when it is effective, the effect is durable.
• Grammar instruction does not enable learners to beat the natural route of acquisition, but instruction helps learners progress more rapidly.
• It can be helpful to help learners understand grammatical features.

The Relative Effectiveness of Different Types of Instruction

1. Two types of form focused instruction: Focus on form and Focus on forms. Focus on form: Attention to form in tasks; Focus on forms: Grammar is taught systematically.
2. Instruction involves combinations of options, and options are rarely isolated and that is why it is difficult to compare Forms and Form instruction.
3. Explicit vs. Implicit instruction. Meta-analysis shows explicit instruction to be more effective than implicit, but the measuring of learning outcomes favored explicit learning and implicit treatment was operationalized in restrictive ways.
4. Options for Focused on Forms Instruction
   • Explicit: Didactic (Teacher explains the structure) versus discovery (Teacher shows examples of a form and students try to work out the rule.)
   • Implicit instruction: Instruction that requires learners to infer how a form works without awareness.
     • Non-enhanced input (Students memorize sentences/ utterances that contain the form) vs. Enhanced input (The targeted form is highlighted in some way)
     • Structured input (Input to induce noticing)
   • Structured input:
   • Production practice:
     • Controlled: Drilling
     • Functional: Meaningful practice based on the situation
   • Negative feedback
     • Implicit
     • Explicit

Research on Direct Intervention and Language Pedagogy

There are some tentative conclusions. There is evidence that focus on forms instruction works and there are hints about which types work best.

Indirect Intervention in L2 Learning

Examples: Content-based language instruction, immersion

Conclusion: Students’ production tend to be marked by grammatical inaccuracies and they do not acquire much in the way of sociolinguistic competence.

the Rationale for Task-based Instruction

Components of tasks:

1. Meaning is primary
2. There is some communication problem to solve
3. There is some relationship to real-world activities
4. Task completion has priority
5. The assessment of the task is in terms of outcome

Learners learn through communication not for communication (Prahbu, 1987)

Rationale

1. Premised on the notion that instruction should be compatible with L2 acquisition processes.
2. Learner engagement: Tasks will be cognitively involving and motivating.
3. Tasks serve as a suitable unit for identifying learner’s needs.

Task benefits, good points(Theoretical): Takes L2 acquisition into account.

Bad points: It is questioned whether or not students learn grammar; task-based syllabi might not be practical for schools

Task-based Research

We reviewed the six points.

Research on Indirect Interventions and Language Pedagogy

Conclusion

New words

• Connectionism
• Natural Order of Acquisition
• Intervention
• Internalize
• Beat
• Fine-tune
• Didactic
• Implicit
• Explicit
• Enhanced
• Accumulate
• discrete

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