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    A principled approach to incorporating second language acquisition research into a teacher education programme

    Access Status
    Fulltext not available
    Authors
    Ellis, Rod
    Date
    2011
    Type
    Book Chapter
    
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    Citation
    Ellis, R. 2011. A principled approach to incorporating second language acquisition research into a teacher education programme, in Jaidev, R. et al. (ed), Global Perspectives, Local Initiatives: Reflections and Practices in ELT, pp. 11-24. Singapore: Centre for English Language Communication National University of Singapore.
    Source Title
    Global Perspectives, Local Initiatives: Reflections and Practices in ELT
    ISBN
    978-981-08-0198-4
    URI
    http://hdl.handle.net/20.500.11937/60746
    Collection
    • Curtin Research Publications
    Abstract

    Second language acquisition (SLA) researchers have not been slow to assert the importance of SLA research for language pedagogy (LP). There is, however, no consensus on the nature of the relationship between SLA and LP. A number of sometimes conflicting positions can be identified, ranging from a supercautious “don’t apply” to a confident “go ahead and apply” while also claiming that the relationship should not be one-way but symbiotic. In this paper, the relationship in terms of a framework that links (1) SLA researchers, (2) classroom researchers, (3) teacher educators, and (4) language teachers is probed. Using this framework, I propose a set of general principles that can inform the SLA/LP relationship and serve as basis for designing a course as part of a graduate programme in TESOL or foreign language teaching. The principles concern both the “what” and the “how” of the relationship between SLA and LP, that is, what SLA topics are of relevance to teachers and how technical knowledge drawn from SLA can interface with the practical knowledge that informs actual teaching. These principles are then applied to examine one particular aspect of teaching—corrective feedback—and how this is informed by SLA.

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