This document discusses different approaches to teaching second languages: 1) Second language acquisition theory, which proposes hypotheses but needs experimental evidence. 2) Applied linguistic research, which tries to establish comparisons between approaches to determine the most adequate for students. 3) Intuitions from experience of language teachers and students, which does not require empirical support. There is little interaction between these approaches and language teaching practice. Behavioristic and transformational grammar theories failed because they focused on products rather than the acquisition process. Modern methodology prioritizes comprehensible input, communication, and lowering student anxiety over grammatical correctness. The goal is an approach that considers both theory and intuition/experience.

1. Máster en formación del profesorado de Secundaria
Aprendizaje y enseñanza de la materia
(Carmen Camus)
Autor: Angélica Albuerne Gayo
Principles and
Practice in
Second
Language
Acquisition

2. Introduction: theory and
practice
•What is the relationship between second
language teaching and second language
acquisition?
•Theory is not the only way to focus on
methodology
•Language teaching solutions are not
innovations or sophistication but use of the
tools we have such as language for real
communication

3. Three Approaches to method
1. Second
1. Second 2. Applied
2. Applied
Language
Language Linguistic
Linguistic
Acquisition
Acquisition Research
Research
Approah
Approah •This reaseach
•This reaseach
•Series of
•Series of tries to establish
tries to establish
hypotheses
hypotheses comparisons
comparisons
proved with
proved with between different
between different
experimental data
experimental data approaches and
approaches and
•Part of
•Part of see which one is
see which one is
theoretical
theoretical the most
the most
Linguistics
Linguistics adecuate for the
adecuate for the
• This theory
• This theory students to learn
students to learn
needs supporting
needs supporting a second
a second
evidence
evidence language
language

4. 3. Ideas and intuitions from experience
•This third method relies on the insights of
•This third method relies on the insights of
experienced language teachers as well as
experienced language teachers as well as
on introspections by language students.
on introspections by language students.
•Empirical support is not required since
•Empirical support is not required since
the word of the teacher is sufficient
the word of the teacher is sufficient
evidence.
evidence.

5. Interactions among the three approaches
to practice
Fig.1.1 Ideal relationship between theory, applied linguistics research, ideas and intuitions and language
teaching practice.
Applied
linguistics
Research
Second
Language Ideas and
Acquisition inntuitions
theory
Language
teaching
practice

6. Actual relationship between theory, applied linguistics
research, ideas and intuitions and language teaching
practice
Applied
Applied
linguistics
linguistics
research
research
Second
Second Ideas
Ideas
language
language and
and
acquisition
acquisition intuitions
intuitions
theory
theory
Language
Language
teaching
teaching
practice
practice

7. 4.Theoreticians thought that the best
4.Theoreticians thought that the best
way to learn a language was through
way to learn a language was through
drill pattern and dialogue
CONSIDERATIONS drill pattern and dialogue
1. There should be more
1. There should be more 6. Applied
6. Applied 5. Another way to apply
5. Another way to apply
interaction between
interaction between transformation
transformation linguistic theory into
linguistic theory into
reseachers and teachers
reseachers and teachers al grammar
al grammar practice was through the
practice was through the
work was
work was applied transformational
applied transformational
based on
based on
theoretical grammar
grammar
theoretical
syntax and
syntax and
phonology
phonology
2. Little interaction between
2. Little interaction between
theory and applied reseach
theory and applied reseach
is present
an extremely
an extremely
is present
important
important
contribution which
contribution which
7.
7.
Transformatio easily outdid
easily outdid
Transformatio
3. An example of
3. An example of nal grammar
nal grammar previous theories
previous theories
behavioristic method was
behavioristic method was should be
should be based on linguistic
the audio-lingual method
based on linguistic
the audio-lingual method considered as
considered as structure
structure

8. Both theories failed
•Behaviouristic theory failed because it was not
considered a language acquisition theory
•Transformational grammar theory failed
because it was a theory of product and result
instead of being a theory of process
•There is a break from theory, now
methodology is more based on what seems to
work in class and not in theory.

9. What the three approaches have to say about METHOD
• The best methods for language acquisition are those which
have sufficient comprehensible input in stressless situation.
• These methods are called input methods supplying
comprehensible input and free pressure-situations.
• A decade ago teaching language was oriented to grammatical
description nowadays, there an intereset in promoting real
communication, exposing students to real input and
participating in conversations.
• The ideas that work are those based on role-playing, socio-
drama, and above all we want a methodology that lowers
student’s anxiety

10. Goals of this book!
A. Present the theory as ititis seen today as
A. Present the theory as is seen today as
well as its implications.
well as its implications.
B. Connect teachers to theory and give
B. Connect teachers to theory and give
them the confidence they need.
them the confidence they need.
C. Theory is not the ultimate goal in second
C. Theory is not the ultimate goal in second
language acquisition
language acquisition
D. Our ideas should be considered as a
D. Our ideas should be considered as a
source for future methods and materials
source for future methods and materials
together with the experiences of teachers
together with the experiences of teachers
and on the other hand as acquirers of
and on the other hand as acquirers of
language.
language.

11. Conclusion
• What is better to focus on • Methodology is not only
correctness or rather on the theory but also practice
use of the language? based on experience and
• What if we take into knowledge
account both at the same • The audiolingual method
level? and the TG were not
• Not to trust to much on appropriate to acquire a
theory but also trust language : they were more
intuition and experience focus on product than in
• This is the beginning of the process itself.
humanistics approaches • The Natural Approach
that take into account the states a new way of
feelings of students acquiring a language more
student-centered

12. THE END