Applying Second Language Research to Classroom Teaching

Researchers define language acquisition into two categories: first-language acquisition and second-language acquisition. First-language acquisition is a universal process regardless of home language. Second-language acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems. ESL teachers have been told "by experts" to relegate vocabulary teaching to a minor component of their lesson plans. Research and teacher training courses have long criticized explicit vocabulary teaching as unnecessary, a poor utilization of class time, and even detrimental to acquisition due to frustration and boredom. Second language acquisition (SLA) research has been driven by areas such as "grammar, contrastive analysis, comprehensible input, learner strategies, and motivation" and "an overzealous comparisons of learning a first and second language". Applying Second Language Research to Classroom Teaching proposes some simple techniques for carrying out research in the four language skills, in vocabulary learning and in other aspects of language acquisition. It provides a description of the basic principles and procedures of the most recognized and commonly used approaches and methods for teaching a second or foreign language. Each approach or method has an articulated theoretical orientation and a collection of strategies and learning activities designed to reach the specified goals and achieve the learning outcomes of the teaching and learning processes. The chapters included are focusing on a variety of topics ranging from the processes underlying second language acquisition, through various aspects of language learning in instructed and non-instructed settings, to different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. This premise review of the research will appeal to teachers and students who maintain explicit vocabulary teaching must have a central role in ESL programs and programs.