DOCUMENT RESUME ED 367 161 FL 021 883 AUTHOR Sadtono, Eugenius, Ed. TITLE Language Acquisition and the Second/Foreign Language Classroom. Anthology Series 28. INSTITUTION Southeast Asian Ministers of Education Organization (Singapore). Regional Language Centre. REPORT NO RELC-P-393-91 PUB DATE 91 NOTE 225p.; Selected papers from the Southeast Asian Ministers of Education Organization (SEAMEO) Regional Language Centre (Singapore, 1991). For individual papers, see FL 021 884-889, FL 021 891, ED 337 047, and ED 338 037. PUB TYPE Collected Works General (020' Collected Works Serials (022) EDRS PRICE MF01/PC09 Plus Postage. DESCRI?TORS *Attitude Measures; Classroom Techniques; Foreign Countries; Higher Education; High Schools; Interaction; Journal Writing; Language Attitudes; *Language Research; *Learning Theories; Oral Language; *Personality Traits; Research Methodology; Research Needs; *Second Language Instruction; Second Language Learning; Student Characteristics; Student Motivation; Student Role; Teacher Education; Theory Practice Relationship ABSTRACT A selection of papers on second language learning includes: "Second Language Acquisition Research in the Language Classroom" (David Nunan); "A Place for Second Language Acquisition in Teacher Development and in Teacher Education Programmes" (Rod Bolitho); "Dimensions in the Acquisition of Oral Language" (Martin Bygate, Don Porter); "The Learner's Effort in the Language Classroom" (N. S. Prabhu); "Diary Studies of Classroom Language Learning: The Doubting Game and the Believing Game" (Kathleen M. Bailey); "Personality and Second-Language Learning: Theory, Research and Practice" (Roger Griffiths); "The Contribution of SLA Theories and Research to Teaching Language" (Andrew S. Cohen, Diane Larsen-Freeman, Elaine Tarone); "The Matched-Guise Technique for Measuring Attitudes and Their Implications for Language Education: A Critical Assessment" (Stephen J. Gaies, Jacqueline D. Beebe); and "The Interaction Hypothesis: A Critical Evaluation" (Rod Ellis). 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LANGUAGE ACQUISITIONAND THE SECOND/FORE1GN LANGUAGE CLASSROOM LANGUAGE ACQUISITION AND THE SECOND/FOREIGN LANGUAGE CLASSROOM Edited by Eugenius Sadtono Anthology Series 28 Published by SEAMEO Regional Language Centre RELC R393-91 4 Copyright C 1991 by SEAMEO Regional Language Centre 30 Orange Grove Road Singapore 1025 ISBN 9971-74-040-0 ISSN 0129-8895 CONTENTS Page Foreword iii Introduction iv Second Language Acquisition Research in the Language Classroom 1 David Nunan A Place for Second Language Acquisition in Teacher Development and in Teacher Education Programmes 25 Rod Bo litho Dimensions in the Acquisition of Oral Language 38 Martin Bygate and Don Porter The Learner's Effort in the Language Classroom 49 N S Prabhu Diary Studies of Classroom Language Learning: The Doubting Game and the Believing Game 60 Kathleen M Bailey G Page Personality and Second-Language Learning: Theory, Research and Practice 103 Roger Griffiths The Contribution of SLA Theories and Research to Teaching Language 136 Andrew S Cohen, Diane Larsen-Freeman, and Elaine Tat-one The Matched-Guise Technique for Measuring Attitudes and Their Implications for Language Education: A Critical Assessment 156 Stephen J Gaies and Jacqueline D Beebe The Interaction Hypothesis: A Critical Evaluation 179 Rod Ellis 7 II FOREWORD One of the functions of SEAMEO RELC is tocollect and disseminate information related to the teaching, learning and useof languages within the region, and iniormation related to research prioritiesin these areas. The annual RELC Regional Seminar is held to fulfill this function.The theme of the 1991 Regional Seminar is "Language Acquisition and theSecond/Foreign Language Classroom" and the papers presented deal with a varietyof topics related to the theme which would be useful for teaching, learning and research.It is hoped therefore that the reader would benefit considerably fromreading the papers selected for this anthology. As language acquisition covers a verybroad area, for practical purposes we narrow it down tosecond/foreign language acquisition in the classroom.After all most of us are teachers of second/foreignlanguage in the classroom. Even within the classroom the problems of languageacquisition are not necessarily contained or minimised, in fact new problemsarise. The papers in this anthology reveal some newproblems, and we hope that we would be able to handle themusing some of the suggestions the writersmade. In addition, the reader would be able tolearn the current state of the art of SLA research from David Nunan and AndrewCohen et. al, the latest developments and techniques on SLA research from Stephen Gaiesand Jacqueline Beebe, as well as from Kathleen Bailey. Rod Ellis' criticalevaluation of the Interaction Hypothesis is challenging indeed. Prabhu's introduction ofthe typology of learner effort is a seminal contribution to SLA. Roger Griffith'sinsistence on personality as a strong variable in language acquisition will certainlyrevive our interest in personality theory. Martin Bygates' and Don Porter'sresearch findings on the relationship between task and language development willdefinitely stimulate further research on the topic, and Rod Bolitho's appeal to SLAresearchers to assist teacher trainers to become principled practitioners is worthy of ourattention. To conclude, let me avail myself of thisopportunity to express my deepest gratitude to all the paper presenters for theircontribution and all members of the organising conimittee for thcir hard work whichaccounted for the success of the seminar and the publication of this anthology. Edwin Goh Director INTRODUCTION Second Language Acquisition covers a widerange of topics. In the 1991 RELC Regional Seminar on Language Acquisitionand the Second/Foreign Language Classroom, the topics varied from theoreticaltreatment of SLA, quantitative and qualitative researchon SLA, to practical teaching-learning strategies in SLA. Due to financial constraints and muchto our regret, we cannot publish all of the selected papers we thought would beinteresting and thought provoking. The topics of the articles in this book alsovary. David Nunan's paper on Second Language Acquisition Research in the Classroom takesa critical assessment of the current state of SLA research, particularly researchintended to provide directions for classroom instruction. To improve research,be suggests five key points to be incorporated into future research design,they are (1) the implementation of more contextualised research, i.e.more classroom-based; (2) an extension of the theoretical bases of research agenda; (3)an extension of the range of research tools, techniques and methods; (4)a re-evaluation of the distinction between process-oriented and product-oriented research; and (5)a more active role for classroom practitioners in applied research. Rod Bolitho's paper on A Place for Second LanguageAcquisition in Teacher Development and in Teacher Education Programmesis for all intents and purposes an appeal to SLA researchers to assist pre-service and in-service teacher trainers to become 'principled practitioners'so they would be able to ask the right questions and to arrive at a better understanding of thereasons and explanations of successful language learning, to resist the temptations ofpanacea and recipe-type solutions, to lay the groundwork for continuing professionaldevelopment. He goes on to say that trainers need principled support, not confusingmessages from the world of research. In their paper en "Dimensions in the Acquisition of OralLanguage", Martin Bygate and Don Porter show the relationshipsbetween task and language development. Their paper is based on the result ofa small pilot study to answer the following questions: what is the effect of task familiarityon language production; and more generally, in what ways does oral productionon a given task improve? The result of the study suggests that there could beat least three different patterns of oral language development: in fluency, in linguisticcomplexity or in both. iv 9 Classroom", In his paper entitled "TheLearner's Effort in the Language in the classroom. In Prabhu identifies different formsof effort by language learners of learner effort, by firstintroducing the concepts addition, he suggests a typology by which the of imitation and cerebration.By cerebration he means the process other words, if by imitationthe learner copies the learner thinks things out. In cerebration s/he attempts to language knower's (theteacher's)