Individual learner differences: the importance of age, learner aptitude and different learning styles in SLA

Different views on the importance of age in SLA     There are many different views among language researchers on the importance of age in SLA. Some believe that age has no influence on SLA and that the environment in which learning takes place is the key factor. Others believe that there is a critical ageContinue reading “Individual learner differences: the importance of age, learner aptitude and different learning styles in SLA”

The role of input in second language development

    Krashen (1981, 1987) took a theory of first language acquisition largely developed by Chomsky and applied it to second language acquisition and development. Krashen assumes learning a second language is not like learning to, for example, ride a bicycle. Based on these beliefs, many researchers label him as a ‘mentalist’ to distinguish him fromContinue reading “The role of input in second language development”

Contrastive Analysis and error analysis in foreign language learning

By Joanna Nifli (MA TEFL/CELTA certified EFL instructor) http://joannanifli.com     The main source of evidence in studying second language learning is learner language itself and in particular learner errors. Our understanding of learner errors, i.e. why they occur and whether there are any similar patterns among speakers of the same L1 will depend to aContinue reading “Contrastive Analysis and error analysis in foreign language learning”

The role of grammar practice in foreign language learning

How can we define the aims of grammar practice activities and what are their main characteristics? What role does grammar practice play in promoting language learning? Here are some views on grammar practice and how we can adapt these tasks to foster language acquisition By Joanna Nifli (MA TEFL/CELTA certified EFL instructor) http://joannanifli.com     TheContinue reading “The role of grammar practice in foreign language learning”

Implementing Vygotsky’s socio-cultural approach in the foreign language classroom

With his work on the role of social constructivism to learning, Vygotsky (1934) and his ‘socio-cultural’ theory have become the foundation of much research not only in the field of cognitive development but also in that of language learning. A brief study of key notions that underlie his major theories, such as the Zone ofContinue reading “Implementing Vygotsky’s socio-cultural approach in the foreign language classroom”

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