This bachelor thesis deals with the implementation of results from the field of second language acquisition research. In the introduction, the main idea and approach of the work is presented. The guiding question is: Are current research results used in schools and if so, how? For this purpose, the two leading textbooks in Germany are examined against previously established principles of second language acquisition. The base text for establishing these principles is "Principles of Instructed Language Learning" by Ellis Rod (2005).
Following the introduction, the textbooks "Green Line" and "English G 21" are briefly introduced, and their selection is explained. In both cases, the fifth grade editions are analyzed due to these grades being at the beginning of their learning and because many of the principles established contain a special focus on this phase of learning. Furthermore, the curriculum itself is also considered, as it has a significant influence on the content of the textbooks. The second chapter then deals with the establishment of the principles. Based on Ellis' text, current research findings that are directly related to language teaching are summarized and with its help, implementation possibilities are suggested. These implementation possibilities, in turn, form the basis of the analysis of the textbooks.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Structure
- Corpus Material
- Curriculum of Schleswig-Holstein
- Klett Green Line
- Cornelsen English G 21
- Second Language Research and Principles of Instructed Language Learning
- Meaning and Form
- The Importance of Input and Output
- Order of Acquisition and Individual Differences
- Summary
- A Closer Look at the Corpus Material
- Curriculum of Schleswig-Holstein
- Klett Green Line
- Cornelsen English G 21
- Applying the Principles
- Formulaic Expression and rule-based Competence
- Focus on Meaning
- Focus on Form
- Explicit and Implicit Knowledge
- Extensive L2 Input
- Creating Opportunities for Output
- Interaction
- Free vs. Controlled Production
- The Built-In Syllabus
- Individuality of the Learner
- Summary
- Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to explore the application of second language acquisition (SLA) research in instructed language learning by examining the alignment of established principles with the design and content of two German school books. It seeks to bridge the gap between SLA research and classroom practice, providing insights for teachers seeking to optimize their instruction.
- Principles of instructed language learning derived from SLA research
- The role of formulaic expressions and rule-based competence in second language acquisition
- The impact of input and output on language acquisition
- The alignment of textbook content with SLA principles
- The potential for improving EFL instruction through informed application of SLA research
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter introduces the topic of second language acquisition (SLA) research and its relevance for foreign language teaching. It outlines the structure of the paper and the materials to be analyzed: the curriculum of Schleswig-Holstein, Klett's Green Line, and Cornelsen's English G 21.
- Second Language Research and Principles of Instructed Language Learning: This chapter presents a set of principles for instructed language learning derived from SLA research, focusing on the importance of meaning and form, input and output, order of acquisition, and individual differences. It examines the role of formulaic expressions and rule-based competence in language learning.
- A Closer Look at the Corpus Material: This chapter provides an overview of the curriculum of Schleswig-Holstein, Klett's Green Line, and Cornelsen's English G 21, analyzing their content and structure in relation to the principles outlined in Chapter 2. It examines how these materials incorporate aspects of meaning and form, input and output, and other key principles.
- Applying the Principles: This chapter explores the application of SLA principles to the classroom, examining how textbook materials can be used to facilitate language acquisition. It discusses the role of formulaic expressions, focus on meaning and form, explicit and implicit knowledge, extensive L2 input, opportunities for output, interaction, and free vs. controlled production.
Schlüsselwörter (Keywords)
The key terms and concepts explored in this paper include second language acquisition (SLA), instructed language learning, formulaic expressions, rule-based competence, meaning and form, input and output, order of acquisition, individual differences, curriculum analysis, textbook evaluation, and EFL instruction.
- Quote paper
- Lutz Chrobok (Author), 2013, The Application of Current Second Language Acquisition Research in Instructed Language Learning. A Closer Look at two German School Books, Munich, GRIN Verlag, https://www.grin.com/document/1324499
