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Processability Theory is now a mature theory of grammatical development of learners' interlanguage. It is cognitively founded (hence applicable to any language), formal and explicit (hence empirically testable), and extended, having not only formulated and tested hypotheses about morphology, syntax and discourse-pragmatics, but having also paved the way for further developments at the ...
LSP is a widely applied approach to second or foreign language teaching and training that addresses immediate and very specific needs of learners who need that language as a tool in their education, training or job. Needs analysis is the underlying "driver" for the development of LSP programs. [1]
The lexical route is the process whereby skilled readers can recognize known words by sight alone, through a "dictionary" lookup procedure. [1] [4] According to this model, every word a reader has learned is represented in a mental database of words and their pronunciations that resembles a dictionary, or internal lexicon.
Communicative language teaching (CLT), also known as the Communicative Approach, emphasizes interaction as both the means and the ultimate goal of learning a language. Despite a number of criticisms [ 21 ] it continues to be popular, particularly in Europe, where constructivist views on language learning and education in general dominate ...
Teaching material to which the students have made a major contribution; the language experience approach, for example, uses student-generated material. Survey To quickly read the headlines, subheads, opening and closing paragraphs, photo captions, pull quotes and other key materials in an article to get a sense of meaning; a reading stratagem.
The Input Processing theory, put forth by Bill VanPatten in 1993, [1] describes the process of strategies and mechanisms that learners use to link linguistic form with its meaning or function. [2] Input Processing is a theory in second language acquisition that focuses on how learners process linguistic data in spoken or written language. [3] [2]
If language models and teachers provide enough comprehensible input, then the structures that acquirers are ready to learn will be present in that input. According to Krashen, this is a better method of developing grammatical accuracy than direct grammar teaching. [3] The teaching order is not based on the natural order.
The development of communicative language teaching was bolstered by these academic ideas. Before the growth of communicative language teaching, the primary method of language teaching was situational language teaching, a method that was much more clinical in nature and relied less on direct communication. In Britain, applied linguists began to ...