25.4597, Review: Applied Ling; Language Acquistion: Ellis, Shintani (2013)

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LINGUIST List: Vol-25-4597. Mon Nov 17 2014. ISSN: 1069 - 4875.

Subject: 25.4597, Review: Applied Ling; Language Acquistion: Ellis, Shintani (2013)

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Date: Mon, 17 Nov 2014 14:46:21
From: Han Luo [luohan78 at gmail.com]
Subject: Exploring Language Pedagogy through Second Language Acquisition Research

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Book announced at http://linguistlist.org/issues/24/24-4361.html

AUTHOR: Rod  Ellis
AUTHOR: Natsuko  Shintani
TITLE: Exploring Language Pedagogy through Second Language Acquisition Research
SERIES TITLE: Routledge Introductions to Applied Linguistics
PUBLISHER: Routledge (Taylor and Francis)
YEAR: 2013

REVIEWER: Han Luo, Northwestern University

Review's Editor: Helen Aristar-Dry

SUMMARY

The goal of this book is to explore how SLA theory and research can inform
language pedagogy. As argued by the authors, there are two ways to achieve
this goal. One way is to review SLA theory and research and then apply the
findings to language pedagogy. The other way is to start with common
pedagogical problems, techniques or practices and then evaluate these in light
of SLA theory and research. This book mainly adopts the second approach,
namely, examination of language pedagogy through the lens of SLA.

The whole book consists of five parts: introduction, language pedagogy and SLA
from an external perspective, language pedagogy and SLA from an internal
perspective, learner differences, and conclusion. The external view of
language pedagogy sees teaching in terms of the overall approach, curricular
goals, materials, classroom activities, and methodological procedures, which
are evident in the teacher’s guides. An external view typically describes what
and how to teach. The internal view of language pedagogy treats teaching as an
interactional event. An internal view focuses on the classroom talk essential
for learning to take place. Discussions on language pedagogy and SLA from the
two contrasting perspectives constitute the main focus of the book. 

Part I of this book has one chapter, which gives a brief yet insightful
historical survey of SLA, examining the development of SLA over the past five
decades and outlining the key issues and findings in this field. Based on this
review, the authors identify a set of general principles for instructed second
language acquisition, which are used as reference to evaluate the pedagogical
issues discussed in the rest of the book. These principles include: 1)
instruction needs to ensure that learners develop a rich repertoire of
formulaic expressions and a rule-based competence; 2) instruction needs to
ensure that learners focus on meaning; 3) instruction needs to ensure that
learners also focus on form; 4) instruction needs to be predominantly directed
at developing implicit knowledge of the L2 while not neglecting explicit
knowledge; 5) instruction needs to take into account the order and sequence of
acquisition; 6) successful instructed language learning requires extensive L2
input; 7) successful instructed language learning also requires opportunities
for output; 8) the opportunity to interact in the L2 is central to developing
L2 proficiency; 9) instruction needs to take into account individual
differences in learners; 10) instruction needs to take into account the fact
that there is a subjective aspect to learning a new language; 11) in assessing
learners’ L2 proficiency it is important to examine free as well as controlled
production.  

The five chapters in Part II examine a number of pedagogical constructs that
represent  the external perspective in  reference to SLA research. Chapter 2
investigates the method construct and particularly evaluates the Audiolingual
Method and Communicative Language Teaching against the eleven general
principles that SLA offers. The authors conclude that individual methods need
to be subjected to evaluation both theoretically in terms of SLA research and
empirically through comparative method studies. Chapter 3 examines three types
of linguistic syllabuses: grammatical syllabuses, lexical syllabuses, and
notional syllabuses, which are based on the assumption that learners will
learn what they are taught. After reviewing the SLA research on how the
learners’ interlanguage develops, the authors argue that this assumption is
not compatible with how learners acquire a second language. However, they
point out that linguistic syllabuses could assist in teaching explicit L2
knowledge. Chapter 4 is devoted to explicit instruction. This chapter starts
with pedagogical accounts of explicit language instruction as stated in the
teacher’s guides, summarizes SLA perspectives on explicit language
instruction, and evaluates the pedagogical claims in light of SLA findings.
SLA research gives clear support to explicit instruction, but the assumptions
underlying some of the established pedagogical practices need to be
questioned. Chapter 5 examines the effectiveness of comprehension-based and
production-based approaches to language teaching. Teacher manuals and grammar
teaching materials favor production-based instruction over comprehension-based
instruction, but SLA theory and research lend support to both approaches and
show that both types have the specific characteristics that are important for
acquisition. Chapter 6 discusses how SLA has informed task-based language
teaching. Task-based language teaching has been supported and advanced by
three SLA theories, namely, Long’s (1991) “focus on form” in interaction,
Skehan’s (1998) cognitive theory of L2 learning, and Robinson’s (2001)
Cognition Hypothesis. A task-based approach to language teaching accords with
SLA theory and research, but it is not easy to implement.   

Part III adopts an internal view of language pedagogy and views teaching as
interaction. The four chapters in this part explore pedagogical issues related
to the process of classroom communication with reference to SLA.
 
Chapter 7 investigates the role of input in language pedagogy and SLA. “Input”
is typically not treated as a key concept in teacher manuals, in which
discussions of input tend to be embedded in constructs such as authentic
materials, teacher talk, and extensive reading. In contrast, input is viewed
as the most important concept in SLA. The concept of input is essential in
many SLA theories including Incidental Hypothesis (Schmit, 1994), Frequency
Hypothesis (Hatch & Wagner-Gough, 1976), the Input Hypothesis (Krashen, 1985),
and the Noticing Hypothesis (Schmit, 2001). SLA research has also investigated
input, comprehension, and learning extensively. In line with SLA theory and
research, the authors have evaluated relevant pedagogical issues and suggested
ways in which SLA insights might be utilized pedagogically. 

Chapter 8 discusses the construct of interaction and its role in language
teaching. “Interaction” has figured in teacher guides in the form of four
aspects of teaching: the teaching of speaking, learner participation in the
classroom, small group work, and classroom management, which represents a
restricted view of the role of interaction in language teaching. As the
authors have argued, all teaching is interaction. Two major theoretical
paradigms have investigated the role of interaction in SLA, the
cognitive-interactionist view and the sociocultural view. The former views
interaction as triggering internal processing while the latter sees
interaction as the site where learning occurs. These two approaches are not
contradictory but complementary, which together deepens our understanding of
the role of interaction in language pedagogy. 

Chapter 9 examines the value of teachers and students using the L1 in the L2
classroom. Based on a review of positions stated in many teaching methods and
teacher guides, teachers and educators seem to have reached a consensus that
teachers and learners should strive for maximal use of the L2 if not totally
avoiding the use of L1. SLA theory and research support this view in the sense
that successful instructed language learning requires extensive L2 input.
However, SLA research has also demonstrated the positive aspect of L1 use when
positive L1 transfer facilitates acquisition and when L1 is used as a
communicative resource. Thus, the debate regarding the use of L1 is not likely
to end, and more research needs to be conducted on the actual effects of the
actual classroom use of L1 on L2 learning.

The topic of Chapter 10 is corrective feedback, an aspect of instruction that
attracts equal attention from  teachers and SLA researchers. The authors first
give a review of corrective feedback in language pedagogy by answering five
questions: 1) should learners’ errors be corrected? 2) when should learners’
errors be corrected? 3) which errors should be corrected? 4)  how should
errors be corrected? and 5) who should do the correcting? They then examine
three theoretical positions (i.e., Universal Grammar-based,
cognitive-interactionist, and sociocultural accounts) on corrective feedback
in SLA and look at some studies that provide evidence of the effectiveness of
corrective feedback in promoting acquisition. The five questions are then
reexamined in the light of the SLA research and the chapter concludes with
nine guidelines regarding the role of corrective feedback in language
teaching. 

Chapter 11 constitutes the only chapter of Part III of the book, which is
devoted to individual learner differences. The pedagogic literature identifies
a large number of individual learner factors such as age, personality,
motivation, anxiety and so on. There are three major ways for addressing
individual differences in language pedagogy: selecting learners, catering for
differences, and promoting receptivity. Based on SLA research, the authors
advise that catering for individual differences is not just a matter of
choosing instructional materials, but a matter of engaging fully with the
students through interaction.

Chapter 12 is the concluding chapter of the book. In this chapter, the authors
restate the goal of the book, clarify why they choose to adopt the present
approach, and summarize the major findings. While acknowledging that applying
SLA to language pedagogy could be a possibility,   the authors believe
exploring language pedagogy through SLA has more advantages in order to make
SLA theory and research meaningful to teachers.

EVALUATION

The biggest asset of this book lies in its innovative efforts in bridging
language pedagogy and SLA theory and research. In reality, SLA theory and
research makes minimal attempt to be accessible to teachers, so busy teachers
are typically not informed of the developments and findings in SLA. This book
starts with commonly held views and practices in language pedagogy and
evaluates them through reference to SLA theory and research, which not only
familiarizes teachers with the findings of SLA, but more importantly
stimulates the teachers to think to what extent their teaching accords with
how L2 learners learn.

Another outstanding strength of this book stems from its readability, which
could be further attributed to its high quality of writing, clear
organization, and friendly design. Except for the first and the last chapters,
every chapter in the rest of the book starts with pedagogical accounts of a
given topic, reviews SLA perspectives with respect to this topic, re-examines
the pedagogical accounts through the lens of SLA, and concludes the topic with
insightful comments with teachers in mind. At the end of each chapter, a
number of discussion questions are provided to review the content and
stimulate further investigation. It is almost impossible for one to get lost
in reading this book as all the arguments are clearly presented and all the
points are well organized. If one does not intend to read the whole book but
just needs to find reference to a topic relevant to teaching, such as
corrective feedback, one could just go to that chapter and get everything he
or she needs.

The high level of clarity of this book is also striking, which is in a large
part related to the authors’ talent in categorizing complicated concepts.
Bridging language pedagogy and SLA is a complex task, but the authors suggest
that the task could be approached in two different ways: applying SLA to
language pedagogy and exploring language pedagogy through SLA. Such a division
not only helps the authors justify the approach adopted in this book, but also
helps readers conceptualize the relationship between SLA and language
pedagogy. In addition, the  numerous issues and topics that have figured in
pedagogic literature have been categorized into those taking an external view
of language teaching and those taking  an internal view of language teaching.
I believe such a categorization is seminal and essential as it not only leads
to a clear organization of the book, but also deepens readers’ understanding
of language pedagogy itself.   

Because of  its focus on examining language pedagogy through SLA theory and
research, this book is a very useful resource for language teachers who intend
to evaluate their own ideas about teaching and to see to what extent their
teaching is compatible with how second language learners learn. This book
could also be  an excellent textbook for M.A. students majoring in foreign
language education. However, teachers who are looking for a simple and
clear-cut guide  to best teaching practices may find this book disappointing,
as the purpose of this book is not to provide simplistic generalizations, but
to stimulate in-depth thinking of language teaching through SLA theory and
research. In addition, teachers who have not received training in SLA and
language pedagogy may find this book challenging to read as it aims to bridge
the theoretical discourses of the two fields. 

Finally, this book defines language pedagogy as how language-as-a-system can
be taught. In other words, language teaching primarily aims at developing the 
linguistic competence necessary for L2 communication. Thus, teaching culture
or development of cultural awareness, which figure as important and essential
in many pedagogical frameworks, is not discussed. Many teachers may find this
book inadequate in addressing issues occurring in their teaching.    
 
REFERENCES

Hatch, E., and Wagner-Gough, J. (1976). Explaining sequence and variation in
second language   acquisition. “Papers in Second Language Acquisition,
Language Learning (Special Issue, 4)”, 39-57.

Krashen, S. (1985). “The Input Hypothesis: Issues and Implications”. London
and New York: Longman.
Long, M. H. (1991). Focus on form: A design feature in language teaching
methodology. In K. De Bot, R. Ginsberg, and C. Kramsch (Eds.), “Foreign
language research in crosscultural perspective” (pp. 39-52). Amsterdam: John
Benjamins.

Robinson, P. (2001). Task complexity, task difficulty, and task production:
exploring interactions in a componential framework. “Applied Linguistics”,
22(1), 27-57.

Schmidt, R. (1994). Deconstructing consciousness in search of useful
definitions for applied linguistics. “AILA Review” 11, 11-26.

Schmidt, R. (2001). Attention. In P. Robinson (Eds.), “Cognition and second
language instruction” (pp. 3-32). Cambridge University Press.

Skehan, P. (1998). “A Cognitive Approach to Language Learning”. Oxford: Oxford
University Press.


ABOUT THE REVIEWER

Dr. Han Luo joined Northwestern University as a Chinese lecturer in the Fall
of 2011. She received a PhD in Foreign Language Education with a
specialization in the teaching of Chinese from the University of Texas at
Austin in 2011, and a PhD in Linguistics and Applied Linguistics from Beijing
Foreign Studies University in 2007. Before coming to the U.S., she taught
English and linguistics at the Graduate School of Chinese Academy of Sciences
in Beijing for 6 years. Her research interests include second language
acquisition, teaching Chinese as a foreign language, foreign language learning
anxiety, Chinese linguistics, cognitive linguistics, and heritage language
education.








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