This module is divided into the following sections:

Outcomes

Author of this module

2.0 Introduction

2.1 Meeting the challenge of second language acquisition

2.1.1 The second langugage learner's challenge

2.1.1.1 Klein's four tasks for the learner
2.1.1.2 Looking at interlanguage
2.1.1.3 Typical features of interlanguage

2.1.2 The primacy of lexis
2.1.3 Grammaticization and overgeneralization
2.1.4 Stages of interlanguage development

2.1.4.1 Stages of development for negation
2.1.4.2 Other examples of staged interlanguage development
2.1.4.3 Interpreting stages of development
2.1.4.4 Teachability and processability

2.1.5 Using chunks or formulaic phrases

2.1.5.1 Chunks, segmentation and internal grammar

2.1.6 Cross-linguistic influence

2.1.6.1 The Contrastive Analysis Hypothesis
2.1.6.2 Transfer and markedness
2.1.6.3 Form-function conflicts
2.1.6.4 Cross-linguistic influence in interlanguage vocabulary
2.1.6.5 Psychotypology

2.1.7 Summary

2.2 Learning processes in language learning

2.2.1 Skill learning

2.2.1.1 Components of a skill
2.2.1.2 Language as a skill
2.2.1.3 Automatization
2.2.1.4 Restructuring
2.2.1.5 Declarative and procedural knowledge

2.2.2 Concept development

2.2.2.1 Induction and deduction
2.2.2.2 Concept development in language learning

2.2.3 Implicit acquisition

2.2.3.1 Behaviourist accounts
2.2.3.2 The Universal Grammar explanation
2.2.3.3 The role of simplified input
2.2.3.4 The critical period for language acquisition

2.2.4 Summary

2.3 SLA and approaches to language teaching

2.3.1 Three established approaches

2.3.1.1 Grammar-translation
2.3.1.2 Audiolingualism
2.3.1.3 The Natural Approach

2.3.2 Krashen's Input Model
2.3.3 Challenges to Krashen's model

2.3.3.1 Is 'just understanding' enough?
2.3.3.2 The importance of interaction
2.3.3.3 Can't learning influence acquisition and vice versa?
2.3.3.4 The Noticing Hypothesis
2.3.3.5 The value of simple rules

2.3.4 SLA-linked teaching approaches: current proposals

2.3.4.1 Long's focus on form, not focus on formS
2.3.4.2 DeKeyser's skill-based approach
2.3.4.3 Skehan's task-based approach

2.3.5 Conclusion

2.4 Commentary on reflective tasks

2.5 Appendix: Universal Grammar

2.6 Glossary

2.7 References

2.8 Further reading

2.9 Assessed tasks

Printable versions of the entire module are available in the following formats:

• Word 97 version (click here)
• RTF version (click here)

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