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    SLA Helmalia Azzahra

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    rahmirika0
    This document discusses different topics related to classroom instructional issues in second language acquisition including focus on form, input enhancement, processing instruction, corrective feedback, the use of students' first language in the classroom, and technology and language learning.

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    SLA Helmalia Azzahra

    Uploaded by

    rahmirika0
    18 views9 pages
    This document discusses different topics related to classroom instructional issues in second language acquisition including focus on form, input enhancement, processing instruction, corrective feedback, the use of students' first language in the classroom, and technology and language learning.

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    PPT SLA Helmalia Azzahra

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    This document discusses different topics related to classroom instructional issues in second language acquisition including focus on form, input enhancement, processing instruction, corrective feedback, the use of students' first language in the classroom, and technology and language learning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    18 views9 pages

    SLA Helmalia Azzahra

    Uploaded by

    rahmirika0
    This document discusses different topics related to classroom instructional issues in second language acquisition including focus on form, input enhancement, processing instruction, corrective feedback, the use of students' first language in the classroom, and technology and language learning.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
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    You are on page 1of 9

    INTRODUCTION TO SECOND LANGUAGE

    ACQUISITION

    •CLASSROOM INSTRUCTIONAL ISSUES•

    by Helmalia Azzahra
    2.1 FOCUS ON FORM

    Within a communicative approach, the phrase “focus on


    form” or form-focused instruction (FFI) has been used to
    refer to drawing attention to formal features of language,
    such as grammatical features, that play a role in the
    meanings that are negotiated.
    2.1.1 INPUT ENHANCEMENT AND INPUT FLOODING
    One way to attract the learner’s attention in a meaning-oriented task
    has been termed “input enhancement.” The term “input
    enhancement” is generally attributed to applied linguist Michael
    Sharwood Smith (1991; 1993), who used the term to refer to various
    means of drawing attention to aspects of the target language so that
    students will notice and learn them. Input can be “enhanced” in a
    variety of ways, such as underlining or using bold type.
    2.1.2 PROCESSING INSTRUCTION
    VanPatten proposed three main features of Processing Instruction:
    1) provide explicit information about the target structure;
    2) provide explicit information about processing strategies; and
    3) provide structured input activities so that learners must rely on the
    form and structures to get the meaning.
    2.2 CORRECTIVE FEEDBACK OR “HOW
    SHOULD ERRORS BE CORRECTED?"
    Corrective feedback can be either explicit, as in overtly pointing
    out an error to students, or implicit, such as by repeating the
    student’s error but with an intonation that suggests
    misunderstanding. One might even consider a communication
    breakdown, as when a learner’s utterance is not understood, as a
    type of implicit corrective feedback.
    2.3 L1 USE IN THE CLASSROOM
    Another issue related to classroom instruction, but which has
    received relatively little research attention, is whether there is a
    role for the learner’s L1 in the classroom.
    A study by Moore (2002) suggests specific benefits associated
    with the use of students’ L1 in the language classroom including
    drawing attention to areas of contrast between languages and
    developing students’ metalinguistic awareness
    2.4 TECHNOLOGY AND LANGUAGE LEARNING
    Computer-assisted language learning (CALL), which
    refers to the using of the computer and computerized
    resources in L2 learning, has become a flourishing source
    of innovation for second language learning and teaching
    over the past several decades.
    computer-mediated communication (CMC) has become
    omnipresent in our daily lives, and similarly has permeated
    language learning;
    ANY QUESTION ?
    THANK YOU

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