|
1.
Second Language Acquisition *
Professor Rod Ellis whose detailed analysis
and recordings of research on second language
acquisition are widely celebrated as being most
thorough. Professor Ellis underscores the practical
needs of the learner who is not within more
natural English settings of those where English
is a second language (ESL). This draws one to
the question as to the viability of using natural
communicative approaches in certain contexts
where there might be both limited access for
the learner to naturalistic English outside
the classroom and an adequate volume of input.
That being said Professor Ellis tells us there
remains much disagreement as to whether instruction
should traditionally be grammar based or focused
on form in the context of communicative task
based activities - or a combination of the two.
Required
reading:
(can be found on-line or in the hard cover books
you have purchased)
Ellis.
R.
(2005). Principles of Instructed Language Learning.
English language Learning in the Asian Context.
Asian EFL Journal Press. pp. 15-27.
http://www.asian-efl-journal.com/September_05_re.php
Jarvis, H.
(2004). Shifting paradigms: from a communicative
to a context-based approach. The Asian EFL
Journal, Volume 6, Issue 4.
http://www.asian-efl-journal.com/december_04_HJ&SA.php
Lee, J.
(2005). The Native Speaker: An Achievable Model?
The Asian EFL Journal, Volume 7, Issue
2.
http://www.asian-efl-journal.com/June_05_jl.php
Hwang, C.
(2005). Effective EFL Education Through Popular
Authentic Materials. The Asian EFL Journal,
Volume 7, Issue 1.
http://www.asian-efl-journal.com/march_05_ch.php
Nation, P.
(2005). Teaching Vocabulary. Asian EFL Journal
Press. pp. 253-259.
Suggested
reading:
Luccini, P.
(2004). Integrating a Methodology Component
into a Language Improvement Course. The Asian
EFL Journal, Volume 6, Issue 2.
http://www.asian-efl-journal.com/june_04_pl.php
Oka, H.
(2004). A Non-native Approach to ELT: Universal
or Asian? The Asian EFL Journal, Volume 6,
Issue 1.
http://www.asian-efl-journal.com/04_ho_ind.php
Nenden Sri Lengkanawati.
(2004). How Learners from Different Cultural
Backgrounds Learn a Foreign Language.
The Asian EFL Journal, Volume 6, Issue
1.
http://www.asian-efl-journal.com/04_nsl.php
Robertson, P.
(2003). Teaching English Pronunciation Skills
to the Asian Learner. The Asian EFL Journal,
Volume 5, Issue 2.
http://www.asian-efl-journal.com/june2003subpr.php
Your
assignment:
Chose
either question 1 or 2, and prepare and submit
your article. Use Times New Roman size 12 font,
with APA citations. see Citations
Guide
Remember
- your answer is free to develop and explore
counter arguments - Your response should include
12 - 20 references.
Question
1.
Jarvis (2004) says, "However, whether,
after a quarter of a century of dominance, the
communicative approach, which comes from and
was originally based in a western context, still
offers the most valid paradigm, is open to question."
Critically discuss this statement.
-OR-
Question
2.
Critically discuss Ellis's 10 principles.'
Submission
guidelines
http://www.asian-efl-journal.com/submission_guide.php
Course
Supervisors
Dr.
Joseph Jung
Dr. John Adamson
Module
Statement of Purpose:
Second Language Acquisition
The Second Language Acquisition unit has these
general objectives:
a) to review and analyze what SLA research can
contribute to effective classroom teaching and
learning;
b) to analyze the opposing debates on SLA
c) to inform teachers/prospective teachers of
approaches and alternative approaches in language
teaching inside of the L2 culture, and their
rationales;
d) to advise and instruct how second language
learners acquire a second language, in and out
of the classroom.
Module Description:
Second language Acquisition
Second Language Acquisition is considered quite
selectively in this course. The perspective
here is one of teacher relevance and application,
rather than a comprehensive survey of research
in the field. Much SLA study has been motivated
by an interest in human cognition itself rather
than actual classroom practice, and the transference
of new insights to real world classrooms has
been limited. The TESOL program therefore balances
information about research results with an active
discussion of how they might (or might not)
be applicable to learning English in Korea.
Module Goals: Second
Language Acquisition
By successfully completing the SLA unit you
will have improved understanding in these areas:
1. An understanding that an L2 can be acquired
in numerous ways, and that approaches and instruction
can and do differ
2. An awareness that the teacher must strive
to keep in mind a wide variety of options to
help students reach their learning objectives,
and be ready to adapt insights from SLA research
to meet those learning objectives;
3. Knowledge of what research and researchers
have achieved to date in SLA
4. An understanding of the divergence in theories
on SLA.
5. An awareness of strategies needed to adapt
to cultural differences
6. This course will give you the essential insights
you need when facing your students. The processes
and methods in theory will move from to the
practice stage.
Instructional Methods:
Second language Acquisition
1.
Students will read numerous academic articles
by world leading authorities and critically
examine and compare articles.
2. Materials have been prepared by world acclaimed
authors - these form the basis of the course.
Students are encouraged to source widely - for
whilst one article may be applicable to one
SLA zone, it may not be relevant to another.
3. Students will be able to go to the Forums
and raise and argue points of view
4. Assessment is based on written work assessed
by our Editorial group.
Back
to TESOL Certificate home
asianefltesolc@yahoo.com
(don't forget your ID number)
Back
to TESOL Certificate home
|
