Spoken Interaction in Second Language Acquisition with Particular Reference to the Teaching of French at Primary School.
Spoken Interaction in Second Language Acquisition with particular reference to the teaching of French at Primary School.
Student: Eileen Lacey
Course: M.A. in Second Language Learning and Teaching
Module: Common European Framework of Reference for Languages
Lecturer: Dr. Fionnuala Kennedy
Submission Date: 06/12/07
Table of Contents
Introduction:
The theoretical background to second language interaction:
Analysis of how theories relate to young learners’ activities:
Research findings on interaction involving young learners:
Overview of how the Draft Curriculum Guidelines relate to
the C.E.F.R.’s definition of spoken interaction in the Primary
School language class:
Pupils’ reactions to the European Language Portfolio: its usefulness as a guide for self-assessment of spoken interaction:
Conclusion:
Bibliography:
In considering the role of spoken interaction in second language acquisition, the first point to consider is what is meant by the term ‘spoken interaction’. Rod Ellis (1999) defines it as ‘the interpersonal activity that arises during face-to-face communication’. Thus, if young language learners are to communicate effectively in a foreign language, they need to be provided with meaningful, enjoyable activities which promote face-to-face conversation. Such activities help learners to realise that interaction involves not only listening and taking turns to speak, but also making themselves understood and paying attention to the meaning of what the other person is saying. By providing carefully planned learner-centred communicative opportunities, teachers help to dispel any self-consciousness or inhibitions learners might have about speaking a foreign language. These opportunities need to be provided at a very early stage in the learning process. When a young learner has acquired ‘Salut’, ‘Bonjour’, and ‘Au revoir’, they are in a
Student: Eileen Lacey
Course: M.A. in Second Language Learning and Teaching
Module: Common European Framework of Reference for Languages
Lecturer: Dr. Fionnuala Kennedy
Submission Date: 06/12/07
Table of Contents
Introduction:
The theoretical background to second language interaction:
Analysis of how theories relate to young learners’ activities:
Research findings on interaction involving young learners:
Overview of how the Draft Curriculum Guidelines relate to
the C.E.F.R.’s definition of spoken interaction in the Primary
School language class:
Pupils’ reactions to the European Language Portfolio: its usefulness as a guide for self-assessment of spoken interaction:
Conclusion:
Bibliography:
In considering the role of spoken interaction in second language acquisition, the first point to consider is what is meant by the term ‘spoken interaction’. Rod Ellis (1999) defines it as ‘the interpersonal activity that arises during face-to-face communication’. Thus, if young language learners are to communicate effectively in a foreign language, they need to be provided with meaningful, enjoyable activities which promote face-to-face conversation. Such activities help learners to realise that interaction involves not only listening and taking turns to speak, but also making themselves understood and paying attention to the meaning of what the other person is saying. By providing carefully planned learner-centred communicative opportunities, teachers help to dispel any self-consciousness or inhibitions learners might have about speaking a foreign language. These opportunities need to be provided at a very early stage in the learning process. When a young learner has acquired ‘Salut’, ‘Bonjour’, and ‘Au revoir’, they are in a
Bibliography: Council of Europe, (2001) Common European Framework of Reference for Languages, Cambridge: CUP Ellis, R., (1999); Learning a second language through interaction, Philadelphia: John Benjamins Lynch, T., (1996): Communication in the Language Classroom, Oxford: Oxford University Press Mackey, A., and Oliver, R., (2002) ‘Interactional Feedback and Childrens’ L2 Development System 30, pp Mitchell, R., and Myles, F. (2004) : Second Language Learning Theories, Second Edition, London: Hodder Arnold MLPSI, (2005) My European Language Portfolio: Kildare Education Centre NCCA, (1999) Draft Curriculum Guidelines for Modern Languages in Primary Schools Neu, H Nunan, D., (1999): Second Language Teaching and Learning, Boston: Heinle and Heinle Oliver, R