The JOURNAL OF APPLIED LINGUISTICS - Volume 26
Annual Publication of the Greek Applied Linguistics Association

Contents

Alex Housen
“Were they taught or did they learn?” A framework for investigating the role and effects of instruction in second language learning

Alessandro Benati
Grammar Instruction and Processing Instruction in second language acquisition

James Milton
The role of classroom and informal vocabulary input in growing a foreign language lexicon

Katerina Nicolaidis
Why is pronunciation so challenging to acquire and teach?

Soula Mitakidou
Using literature to enhance learning in the second or foreign language classroom

bullet Alex Housen
“Were they taught or did they learn?” A framework for investigating the role and effects of instruction in second language learning
L’instruction a toujours été une composante clé de la plupart des contextes d’apprentissage d’une langue seconde (L2). Cependant, son rôle ainsi que ses effets sur l’acquisition d’une L2 ont toujours été controversés depuis l’Antiquité. L’objectif de cette contribution est de proposer un cadre de référence descriptif général pour examiner de manière systématique le rôle et les effets de l’instruction en apprentissage L2 et de synthétiser les résultats généraux des recherches par rapport à ce cadre. La contribution commence par la définition de notions centrales, telles l’instruction et l’apprentissage. Je commenterai ensuite différents types d’effets que l’instruction peut avoir sur le processus d’apprentissage d’une L2, pour considérer enfin des facteurs clés qui peuvent conforter les effets et l’efficacité de l’instruction.


bullet Alessandro Benati
Grammar Instruction and Processing Instruction in second language acquisition
A review of the literature on the effects of instruction in second language acquisition would lead the reader to conclude that “learners bring to the task of acquisition a variety of internal mechanisms and traits which effectively override most instructional efforts” (Van Patten and Benati 2010: 51). Despite the fact that instruction is constrained by many factors (e.g., acquisition orders and developmental sequences), it might be beneficial in speeding up the rate of acquisition. The question is: what type of instruction is beneficial? In the last twenty years researches have been investigating the role and effects of different types of instructional interventions. This paper will examine the role of one of those instructional interventions called processing instruction by looking at the theoretical and pedagogical impact processing instruction has made since its conception (Lee and Benati 2009).


bullet James Milton
The role of classroom and informal vocabulary input in growing a foreign language lexicon
There is a school of thought, particularly in vocabulary learning, that directed instruction really is not very important. For example, Snow suggests that time spent in vocabulary learning and teaching is “time … wasted” (Harris and Snow 2004: 58) since “few words are retained from those which are ‘learned’ or ‘taught’ by direct instruction” (Harris and Snow 2004: 55), and “most L2 vocabulary is learned incidentally, much of it from oral input” (Ellis 1994: 24). These ideas are very misleading and this can be illustrated by studies of course book material. These studies suggest that quality materials using a wide variety of thematic material and exemplifying a range of both frequent and infrequent vocabulary, can lead directly to the acquisition of foreign language lexicons which are capable of giving good communicative skills. This form of input is particularly important in establishing good knowledge and use of the most frequent words in a language. But it is not clear that this form of input alone can explain how the most able of learners acquire the very large lexicons that enable them to be so good. Case studies of learners engaged in informal vocabulary learning activities (reading comic books, listening to songs and watching DVDs with sub-titles in a foreign language) appear to show that learners can and do acquire surprisingly large volumes of the, particularly infrequent, vocabulary they need to achieve fluency from informal language learning activities, albeit with a clear learning focus.

bullet Katerina Nicolaidis
Why is pronunciation so challenging to acquire and teach?
Pronunciation is singled out among other language components, e.g., grammar, vocabulary, in that nativelike proficiency is an extremely far-reaching goal, which for most L2 learners is apparently impossible to attain. This exceptional status of pronunciation has led to its frequent marginalisation in the classroom. This paper draws from research on L1 and L2 phonological acquisition as well as empirical studies on pronunciation teaching in an attempt to provide a synthesis of those features that make pronunciation acquisition and teaching so challenging. It discusses issues relating to perception and production in L1 and L2, foreign accent, and the focus and effectiveness of pronunciation teaching. It also argues for the integration of pronunciation instruction with the teaching of other language components and briefly presents a new method for the combined teaching of pronunciation and vocabulary. Finally, it discusses the benefits computer-based technology can offer to pronunciation teaching and learning through the provision of auditory and visual feedback. On the basis of theory and empirical findings, it argues for the significance of extensive input and production for successful language learning.

 
bullet Soula Mitakidou
Using literature to enhance learning in the second or foreign language classroom
Teaching an additional (second or foreign) language has always been associated with the question of what constitutes effective instruction for the acquisition of that language in a classroom context. Research studies and theoretical perspectives have generally been inconclusive, even competing, in answering the question of how instruction can promote language learning.
In an effort to contribute to the discussion of effective second or foreign language instruction, this paper aims at offering a stimulus for dialogue and reflection on the role of literature in the second or foreign language classroom. The potential of adding literature to language instruction is discussed on the basis of both theoretical and empirical rationale. The use of literature for literacy development has been supported by a host of educators and researchers and literature-based language learning programs have gained momentum in diverse classroom settings. The familiar contexts created by literary texts can also be used to enhance learning in the second/foreign language classroom. However, for students to profit from the use of literature, their personal response to text should be stimulated and their own linguistic, cognitive and cultural capital should be used as a catalyst for further learning. Therefore, the issue of how to involve learners with literature in the language learning classroom is duly addressed in this paper, in an effort to create a tentative, reference framework of guidelines for teachers to adapt and try out in their own teaching contexts.