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.
Table of Contents
1 Introduction
1.1 Structure
1.2 Corpus Material
1.2.1 Curriculum of Schleswig-Holstein
1.2.2 Klett Green Line
1.2.3 Cornelsen English G 21
2 Second Language Research and Principles of Instructed Language Learning
2.1 Meaning and Form
2.2 The Importance of Input and Output
2.3 Order of Acquisition and Individual Differences
2.4 Summary
3 A Closer Look at the Corpus Material
3.1 Curriculum of Schleswig-Holstein
3.2 Klett Green Line
3.3 Cornelsen English G 21
4 Applying the Principles
4.1 Formulaic Expression and rule-based Competence
4.2 Focus on Meaning
4.3 Focus on Form
4.4 Explicit and Implicit Knowledge
4.5 Extensive L2 Input
4.6 Creating Opportunities for Output
4.7 Interaction
4.8 Free vs. Controlled Production
4.9 The Built-In Syllabus
4.10 Individuality of the Learner
4.11 Summary
5 Conclusion
6 Bibliography
Objectives and Topics
This bachelor thesis examines whether and how current findings from second language acquisition (SLA) research are integrated into foreign language instruction in German schools. By analyzing two widely used textbooks—Klett’s Green Line and Cornelsen’s English G 21—against the theoretical framework of Rod Ellis's principles of instructed language learning, the paper investigates the practical application of linguistic theory in school curricula and teaching materials.
- Theoretical foundation of SLA research and instructed language learning.
- Comparative analysis of German textbook structures and curriculum requirements.
- Evaluation of instructional methods such as formulaic expressions, focus on meaning, and focus on form.
- Assessment of the role of input, output, and classroom interaction.
- Insights into accommodating the individuality of learners in language education.
Excerpt from the Book
2.1 Meaning and Form
Formulaic Expressions and rule-based Competence: One characteristic of traditional instructed language learning is that from a very early stage there is a focus on rule-based competence, i.e. grammatical features. Long (1991) calls this the focus-on-forms approach. While there is no doubt that such an approach can be beneficial there is a controversial debate about at what stage in a learner's development it is most advantageous. Some scholars such as Ellis, N. (1998) call the use of focus-on-forms approach at a beginner's stage into question. Instead he favors a formulaic approach. He reasons that a learner's main focus is lying on lexical issues rather than grammatical ones. Before a beginner is able to abstract grammatical rules from a given language he has to have a set of expressions first – a knowledge base of word sequences he can use for the acquisition of grammar (Myles 2004). This is as true for L1 as it is for L2. Another argument for a focus on formulas is their use in native speech. Ellis, N (1996, p.97) says that “Speaking natively is speaking idiomatically using frequent and familiar collocations, and learners thus have to acquire these familiar word sequences.” Bolinger (1975) adds that much of language is repetitive and not creative. Skehan (1998, p.33) goes even further: “It is natural to communicate by lexical means, we only relinquish this preferred mode if we have to.” Formulas are an 'island of reliability' (Dechert 1983) which reduce the delay of response – giving more time for conversational planning – while enabling communicative ability. A focus on formulaic chunks therefore accomplishes several things: 1. It fits into a beginner's learning stage. 2. It enables an early access to conversation. 3. Gives a base for future grammatical analysis (rule-based competence).
Summary of Chapters
1 Introduction: Introduces the field of SLA research, the overarching research question, and the structure of the thesis.
2 Second Language Research and Principles of Instructed Language Learning: Outlines the theoretical principles derived from SLA research, focusing on grammar, input, output, and learner differences.
3 A Closer Look at the Corpus Material: Examines the Schleswig-Holstein curriculum and provides a structural overview of the two chosen textbooks, Green Line and English G 21.
4 Applying the Principles: Analyzes how the principles discussed in chapter 2 are practically implemented within the selected textbooks using specific examples.
5 Conclusion: Summarizes the findings, confirming that while both books generally follow the principles, they differ in their specific didactic approaches.
6 Bibliography: Lists the academic sources used throughout the research.
Keywords
Second Language Acquisition, SLA Research, Instructed Language Learning, Focus on Form, Focus on Meaning, Formulaic Expressions, Rule-based Competence, Textbook Analysis, Curriculum, Input and Output, Learner Individuality, Communicative Competence, EFL Instruction in Germany, Language Acquisition Research, Teaching Methods.
Frequently Asked Questions
What is the fundamental focus of this thesis?
The work focuses on the practical application of second language acquisition (SLA) research findings within the context of English as a Foreign Language (EFL) instruction in German secondary schools.
What are the primary thematic areas covered?
Key areas include the role of grammar vs. meaningful communication, the importance of input and output, the natural order of acquisition, and how textbooks cater to individual learner differences.
What is the primary research goal?
The goal is to determine whether modern SLA principles are successfully integrated into current school textbooks and how these books align with the state curriculum of Schleswig-Holstein.
Which scientific methodology is employed?
The author uses a qualitative comparative textbook analysis, evaluating two major series (Green Line and English G 21) against established theoretical framework principles from SLA experts like Rod Ellis.
What topics are discussed in the main body of the paper?
The main body covers a wide range of pedagogical concepts, including formulaic expressions, explicit vs. implicit knowledge, extensive L2 input, interaction patterns, and free vs. controlled production tasks.
Which keywords best characterize the study?
The study is best characterized by terms like SLA research, instructed language learning, focus on form, textbook analysis, and communicative task-based instruction.
Does Green Line or English G 21 perform better in the analysis?
Both books are found to be well-suited for instruction; however, they have different strengths, with Green Line often showing more effective visual presentation of useful phrases, while English G 21 offers robust study skills support.
How does the curriculum of Schleswig-Holstein influence the findings?
The curriculum acts as the mandatory guideline; the thesis finds that while the curriculum is broad and flexible, the textbooks interpret its demands in ways that sometimes fulfill SLA principles effectively and sometimes diverge based on specific pedagogical choices.
- Arbeit zitieren
- Lutz Chrobok (Autor:in), 2013, The Application of Current Second Language Acquisition Research in Instructed Language Learning. A Closer Look at two German School Books, München, GRIN Verlag, https://www.grin.com/document/1324499
