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Effects of Instruction on Sla: Issues and Evidence1

Published online by Cambridge University Press:  19 November 2008

Birgit Harley
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Extract

Inverstigating the effects of classroom instruction on second language acquisition is a fascinating, but formidable, task: fascinating, because it addresses fundamental issues concerning the nature of the mental processes underlying SLA and how they are affected by different learning conditions; formidable, because of the complex, multifaceted nature of both SLA and instruction, the difficulty of establishing valid and reliable profiles of each, and the interacting effects of social context and individual variables. In this brief survey, empiricial research on the effects of L2 instruction is outlined in relation to a few basic issues. For more detailed reviews of the literature, the reader is referred to Long (1983; 1988), Pica (1983a), Ellis (1984a; 1985), and Chaudron (1988).

Type
Sla and Classroom Instruction
Information
Annual Review of Applied Linguistics , Volume 9 , March 1988 , pp. 164 - 178
Copyright
Copyright © Cambridge University Press 1988

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