Principles of Instructed Second Language Acquisition
نویسنده
چکیده
Center for Applied linguistiCs • 4646 40tH st nW • WAsHington dC 20016-1859 • 202-362-0700 • WWW.CAl.org Second language acquisition (SLA) researchers do not agree how instruction can best facilitate language learning. Given this lack of consensus, it might be thought unwise to attempt to formulate a set of general principles for instructed language acquisition. However, if SLA is to offer teachers guidance, there is a need to proffer advice, providing that it is offered in the spirit of what Stenhouse (1975) called “provisional specifications.” The principles described in this digest, therefore, are intended to provide teachers with a basis for argument and for reflection and not as a set of prescriptions or proscriptions about how to teach. They are designed to be general in nature and therefore relevant to teachers in a variety of settings, including foreign and second language situations and content-based classrooms.
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