Keywords
How to Cite
Number of views: 460
Number of downloads: 310
Abstract
The focus of this special issue is instructed second language acquisition (ISLA). It is to explore some of the most recent developments in this area of SLA research and its implications for classroom instruction. Drawing on some current definitions (Leow, 2015; Loewen, 2015; Nassaji, 2015; Nassaji & Fotos, 2010), ISLA is defined as an area of SLA that investigates not only the effects but also the processes and mechanisms involved in any form-focused intervention (explicit or implicit) with the aim of facilitating language learning and development. Instructed SLA differs from naturalistic SLA, which refers to second language (L2) acquisition taking place through exposure to language in naturalistic language learning settings with no formal intervention (Doughty, 2003). It is also different from classroom instruction with no focus on form. Furthermore, although instructed SLA is often taken to refer to what is learned inside the classroom, instructed SLA can also take place outside the classroom through, for xample, various instructional strategies (such as feedback, tasks, or explanation) that are often associated with instruction. Of course, this does not mean that the processes involved in SLA in and outside the classroom are exactly the same. Although there might be commonalities in learning processes, the classroom context has its unique features that might have an impact on learning. For example, in classroom learning a group of learners come together in a particular place to learn the language jointly during a given period of time. This might have an impact on learning opportunities in terms of the nature of the discourse created, learners’ participation, interaction, and engagement with language. As Allwright (1984, p. 156) pointed out, language interaction in the classroom setting is collectively constructed by all learners and “the importance of interaction in classroom learning is precisely that it entails this joint management of learning.”
References
Allwright, R. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5, 156-171.
Cook, V. (1991). Second language learning and language teaching. London: Edward Arnold.
Doughty, C. (2003). Instructed SLA: Constraints, compensation, and enhancement. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 256-310). Oxford: Blackwell.
Doughty, C., & Williams, J. (Eds.). (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
Dulay, H., Burt, M., & Krashen, S. (1982). Language two. New York: Oxford University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40, 83-107.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
Housen, A., & Pierrard, M. (2005). Investigations in instructed second language acquisition. Berlin: Mouton de Gruyter.
Krashen, S. (1985). The input hypothesis: Issues and implications. Oxford: Pergamon.
Krashen, S., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon.
Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. London: Longman.
Leow, R. (2015). Explicit learning in the L2 classroom: A student-centered approach. New York: Routledge.
Loewen, S. (2015). Introduction to instructed second language acquisition. New York: Routledge.
Long, M. (1983). Does second language instruction make a difference. TESOL Quarterly, 17, 359-382.
Nassaji, H. (2015). The interactional feedback dimension in instructed second language learning: Linking theory, research, and practice. London: Bloomsbury.
Nassaji, H. (2016). Research timeline: Form-focused instruction and second language acquisition. Language Teaching, 49, 35-62.
Nassaji, H., & Fotos, S. (2010). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. London: Routledge.
Norris, J. M., & Ortega, L. (2000). Effectiveness of l2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
Schwartz, B. (1993). On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15, 147-163.
Spada, N. (1997). Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 29, 1-15.
License
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution 4.0 International (CC BY 4.0) as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.