By B. Freed
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Additional resources for Foreign Language Acquisition Research and the Classroom (Series on Foreign Language Acquisition Research and Instruct)
Example text
C vie. A dans. sur. en. (laughs) de? [in. on. in. ] C de to/] A de cette pays, [of this country,] C de tous les jours. [ of every day. ] A oh. aaah. (laughs) C de tous les jours, la vie de tous les jours. [ of every day. everyday life. ] A so: à quoi ressemblerait? la vie? wait! de tous les jours dans . . de cette pays, [so: to what would resemble? life? wait! of every day in ... ] \ 51 Foreign Language Acquisition Research and the Classroom A aagh! ] C oui. [yes] A hoo. boy. . comprends? ] B no!
No theorist to my knowledge has made the assertion that doses of concentrated "exposure" to a particular structure constitute "implicit teaching" and are likely to promote grammatical competence. Rather, a careful distinction has been made between input and intake, which involves learners in the negotiation of meaning. (Krashen, 1985; Long, 1981). Nor does the embedding of twenty-five relative pronouns or fifteen subjunctive verbs in a short passage result in a "natural" text. Such distortion deprives learners of the opportunity to interpret authentic discourse, to exploit its natural redundancy in the negotiation of meaning.
Long's chapter presents an overview of three major phases in foreign language learning research within the last thirty years. Long first identifies these three categories: product-oriented methods comparisons of the 1960s and 1970s, process-oriented microstudies of the 1970s and 1980s (and others that continue today), and process-process and process-product experiments, which began to appear in the late 1980s. He then illustrates each research approach, citing major research studies in each and offering valuable critical analysis along the way.