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Second-language acquisition classroom research is an area of research in second-language acquisition concerned with how people learn languages in educational settings. There is a significant overlap between classroom research and language education. Classroom research is empirical, basing its findings on data and statistics wherever
The teachability hypothesis provides reasoning for the varied rate at which second languages are acquired. [4] This hypothesis allows educational professionals such as, second language instructors to gain a sense of reasoning as to why their learners may or may not be succeeding as rapidly as their peers. [4]
The main purpose of theories of second-language acquisition (SLA) is to shed light on how people who already know one language learn a second language. The field of second-language acquisition involves various contributions, such as linguistics, sociolinguistics, psychology, cognitive science, neuroscience, and education. These multiple fields ...
These theories conceive of second-language acquisition as being learned in the same way as any other skill, such as learning to drive a car or play the piano. That is, they see practice as the key ingredient of language acquisition. The most well-known of these theories is based on John Anderson's adaptive control of thought model. [1]
Individual variation in second-language acquisition is the study of why some people learn a second language better than others. Unlike children who acquire a language, adults learning a second language rarely reach the same level of competence as native speakers of that language. Some may stop studying a language before they have fully ...
However, method is an ambiguous concept in language teaching and has been used in many different ways. According to Bell, this variety in use "offers a challenge for anyone wishing to enter into the analysis or deconstruction of methods". [5] The methods of teaching language may be characterized into three principal views:
The comprehension approach is based on theories of linguistics, specifically Krashen's theories of second language acquisition, [5] and is also inspired by research on second language acquisition in children, particularly the silent period phenomenon in which many young learners initially tend towards minimal speaking. [6]
The natural approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s. The Natural Approach has been used in ESL classes as well as foreign language classes for people of all ages and in various educational settings, from primary schools to universities. [1]