SLA research and second-language teaching : Implications for teaching Japanese as a second language

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Other Title
  • 第二言語習得研究と第二言語教授 : これからの日本語教育のための一考察

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Abstract

This article examines a frequently discussed issue among second-language professionals: should second-language acquisition (SLA) research deal with problems related to secord-language teaching? We review two different views on this issue: those of researchers who mainly pursue technical knowledge in SLA in a narrow sense, and those of second-language teachers who seek practical knowledge to improve their teaching. As examples of the divergence between these two perspectives, we discuss debates on Krashen's SLA model and ACTFL's Proficiency Guidelines (PG). In order to bridge this gap, we put forward some suggestions for second-language teachers, including encouraging them to actively give feedback to researchers concerning predictions made in SLA studies and get involved in the process of hypothesis testing. Action research is also mentioned as a way to provide second-language teachers with opportunities for professional development and re-evaluating the relationship between research and teaching. Finally, implications of this issue are discussed in the context of teaching Japanese as a second language. Two of these are that: (1) we must be careful when we try to apply results of Japanese SLA research to language teaching as well as when we use measures designed for language pedagogy such as PG for the purpose of pursuing technical knowledge through academic research; and (2) it is necessary to provide future Japanese-language teaching professionals with basic training in L2 research methodology in order to enable them to keep up with developments in SLA research which is becoming an increasingly specialized academic field.

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Details 詳細情報について

  • CRID
    1050001339008274432
  • NII Article ID
    120003043375
  • NII Book ID
    AA11172014
  • HANDLE
    2115/45562
  • Text Lang
    ja
  • Article Type
    departmental bulletin paper
  • Data Source
    • IRDB
    • CiNii Articles

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