1. Second Language Acquisition *
Professor Rod Ellis whose detailed analysis and recordings of research on second language acquisition are widely celebrated as being most thorough. Professor Ellis underscores the practical needs of the learner who is not within more natural English settings of those where English is a second language (ESL). This draws one to the question as to the viability of using natural communicative approaches in certain contexts where there might be both limited access for the learner to naturalistic English outside the classroom and an adequate volume of input. That being said Professor Ellis tells us there remains much disagreement as to whether instruction should traditionally be grammar based or focused on form in the context of communicative task based activities - or a combination of the two.

Required reading: (can be found on-line or in the hard cover books you have purchased)

Ellis. R. (2005). Principles of Instructed Language Learning. English language Learning in the Asian Context. Asian EFL Journal Press. pp. 15-27.
http://www.asian-efl-journal.com/September_05_re.php
Jarvis, H. (2004). Shifting paradigms: from a communicative to a context-based approach. The Asian EFL Journal, Volume 6, Issue 4.
http://www.asian-efl-journal.com/december_04_HJ&SA.php
Lee, J. (2005). The Native Speaker: An Achievable Model? The Asian EFL Journal, Volume 7, Issue 2.
http://www.asian-efl-journal.com/June_05_jl.php
Hwang, C. (2005). Effective EFL Education Through Popular Authentic Materials. The Asian EFL Journal, Volume 7, Issue 1.
http://www.asian-efl-journal.com/march_05_ch.php
Nation, P. (2005). Teaching Vocabulary. Asian EFL Journal Press. pp. 253-259.

Suggested reading:

Luccini, P. (2004). Integrating a Methodology Component into a Language Improvement Course. The Asian EFL Journal, Volume 6, Issue 2.
http://www.asian-efl-journal.com/june_04_pl.php
Oka, H. (2004). A Non-native Approach to ELT: Universal or Asian? The Asian EFL Journal, Volume 6, Issue 1.
http://www.asian-efl-journal.com/04_ho_ind.php
Nenden Sri Lengkanawati. (2004). How Learners from Different Cultural Backgrounds Learn a Foreign Language. The Asian EFL Journal, Volume 6, Issue 1.
http://www.asian-efl-journal.com/04_nsl.php
Robertson, P. (2003). Teaching English Pronunciation Skills to the Asian Learner. The Asian EFL Journal, Volume 5, Issue 2.
http://www.asian-efl-journal.com/june2003subpr.php

Your assignment:

Chose either question 1 or 2, and prepare and submit your article. Use Times New Roman size 12 font, with APA citations. see Citations Guide

Remember - your answer is free to develop and explore counter arguments - Your response should include 12 - 20 references.

Question 1. Jarvis (2004) says, "However, whether, after a quarter of a century of dominance, the communicative approach, which comes from and was originally based in a western context, still offers the most valid paradigm, is open to question." Critically discuss this statement.

-OR-

Question 2. Critically discuss Ellis's 10 principles.'

Submission guidelines
http://www.asian-efl-journal.com/submission_guide.php

Course Supervisors

Dr. Joseph Jung
Dr. John Adamson

Module Statement of Purpose: Second Language Acquisition
The Second Language Acquisition unit has these general objectives:
a) to review and analyze what SLA research can contribute to effective classroom teaching and learning;
b) to analyze the opposing debates on SLA
c) to inform teachers/prospective teachers of approaches and alternative approaches in language teaching inside of the L2 culture, and their rationales;
d) to advise and instruct how second language learners acquire a second language, in and out of the classroom.

Module Description: Second language Acquisition
Second Language Acquisition is considered quite selectively in this course. The perspective here is one of teacher relevance and application, rather than a comprehensive survey of research in the field. Much SLA study has been motivated by an interest in human cognition itself rather than actual classroom practice, and the transference of new insights to real world classrooms has been limited. The TESOL program therefore balances information about research results with an active discussion of how they might (or might not) be applicable to learning English in Korea.

Module Goals: Second Language Acquisition
By successfully completing the SLA unit you will have improved understanding in these areas:
1. An understanding that an L2 can be acquired in numerous ways, and that approaches and instruction can and do differ
2. An awareness that the teacher must strive to keep in mind a wide variety of options to help students reach their learning objectives, and be ready to adapt insights from SLA research to meet those learning objectives;
3. Knowledge of what research and researchers have achieved to date in SLA
4. An understanding of the divergence in theories on SLA.
5. An awareness of strategies needed to adapt to cultural differences
6. This course will give you the essential insights you need when facing your students. The processes and methods in theory will move from to the practice stage.

Instructional Methods: Second language Acquisition
1. Students will read numerous academic articles by world leading authorities and critically examine and compare articles.
2. Materials have been prepared by world acclaimed authors - these form the basis of the course. Students are encouraged to source widely - for whilst one article may be applicable to one SLA zone, it may not be relevant to another.
3. Students will be able to go to the Forums and raise and argue points of view
4. Assessment is based on written work assessed by our Editorial group.

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