Instructed Interlanguage Development

dc.contributor.author Long, Michael en_US
dc.contributor.department University of Hawaii at Manoa. Department of English as a Second Language. en_US
dc.date.accessioned 2015-12-15T00:50:12Z
dc.date.available 2015-12-15T00:50:12Z
dc.date.issued 1987 en_US
dc.description.abstract Several theorists have claimed that interlanguage (IL) development in instructed (classroom) learners does not differ significantly from that in learners acquiring a second language (SL) naturalistically. The processses and/or sequences in SL development are held to be the same in both acquisitional contexts. Accordingly, some writers on language teaching have advocated provision of "natural" language learning experiences for classroom learners, and the elimination of structural grading, a focus on form and error correction, even for adults. This paper examines the evidence offered in support of the claims concerning instructed IL development. Some recent studies are summarized which illustrate the potential of formal instruction in four areas: (1) acquisition processes, (2) acquisition sequences, (3) rate of acquisition, and (4) level of ultimate SLA attainment. The conclusion is that the claimed similarities between instructed and naturalistic SL acquisition are based on insufficient and weak evidence, that instruction affects learning positively in three of the above four areas, and that the prescriptions for language teaching, therefore, are certainly premature and probably wrong. en_US
dc.format.digitalorigin reformatted digital en_US
dc.format.extent 47 pages en_US
dc.identifier.uri http://hdl.handle.net/10125/38595
dc.language eng en_US
dc.relation.ispartof University of Hawai'i Working Papers in English as a Second Language 6(2)
dc.subject.fast Interlanguage (Language learning)--Research en_US
dc.subject.fast Classroom learning centers en_US
dc.subject.fast Classroom learning centers en_US
dc.title Instructed Interlanguage Development en_US
dc.type Working Paper en_US
dc.type.dcmi Text en_US
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