Questions from the Language Classroom: Research Perspectives

Abstract

Many teachers believe that research on L2 learning has little to say to their everyday classroom needs and decisions. The following paper attempts to address questions about classroom life that can be illuminated by current research findings on L2 learning and teaching. Among the topics covered are the role and importance of learners' L1 and cultural adjustment in successful L2 learning and the relative merits of a range of classroom practices, including those which emphasize learners' comprehension over their production, provide correction of error, incorporate drill and practice, and offer instruction in grammar rules. Also addressed in light of research are the strengths and limitations of classroom management strategies for using student groups and pairs, providing teacher-directed instruction, and encouraging class participation. Problems in achieving pronunciation accuracy and in preventing and overcoming fossilization are also explored with respect to relevant research.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 202 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.