Abstract :
A relatively large number of second language (L2) researchers only rarely relate the results of their studies to foreign language teaching theory, which might explain why their findings in turn receive relatively little attention in the literature on foreign language teaching. In addition, we have to acknowledge that for language teachers it is often difficult to get to the point of considering the implications of L2 research for teaching practice because of the very abstract nature and narrow focus of many theoretical models. Teachers, however, have to teach a ‘language as a whole’ and will therefore mainly benefit from models and studies attempting to explain how the many different aspects of language acquisition interconnect, and what they can do in order to support, for example, grammar learning without ignoring the development of phonological, lexical and communicative skills (e.g. Wright et al. 2018).
In this paper, we will first present arguments against the claim repeatedly found in the L2 literature that it is, in general, difficult to relate the results of L2 research to foreign language teaching theory, because L2 researchers often examine immigrant populations learning an L2 under conditions quite different from those prevalent in foreign language classrooms. Next, we will discuss the results of research examining both immigrant learners and students learning an L2 in foreign language classrooms. The results that will be reported focus on factors affecting the acquisition of L2 grammar, vocabulary and speech and they show that identifying factors that have a significant influence on immigrants’ success in learning an L2 might also provide important indications as to how the effectiveness of foreign language teaching can be increased.
References:
Wright, C., Young-Scholten, M. & Piske, T. (2018). Introduction. In: Wright, C., Piske, T. & Young-Scholten, M. (eds.), Mind Mattes in SLA. Bristol: Multilingual Matters, 1-8.
