Intructiom and second language Acquisition

1. Instruction and
L2 Acquisition
Group 10:
Syafni Nur Rakhman (1903046046)
Arina Sri Pertiwi (1903046052)
Dita Retnoningrum (1903046078)

2. Introduction
One of the goal of SLA
is to improve language
teaching. To this end
some researchers have
studied what impact
teaching has on L2
learning.

3. Table of Contents
• The first concerns whether teaching learners grammar has any effect on
their language development. Do learners learn the structures they are
taught?
• The second draws on the research into individual learners differences. Do
learners learn better if the kind of instruction they receive matches their
preferred ways of learning an L2?
• The third branch looks at strategy training. Does it help to teach learners
how to use the learning strategies employed by ‘good language learners’

4. Form Focused
Intruction

5. What does form-focused
instruction?
Language pedagogy has emphasized the need to
provide learners with real communicative
experiences. And it is all about
Communicative Language Teaching

6. Does form-focused instruction
work?
One way to investigate whether formal
instruction has any effect on interlanguage
is to compare the development of untutored
and tutored learners.

7. How significant are actually the effects of the
instruction?
• Another way of testing the effectiveness of using form-based
instruction is by designing instructional experiments to see if
teaching a particular structure results in its acquisition
• The experiment done by Manfred Pinemann reports in detail
on only two children and the results are highly suggestive .
The first learner acquired the inversion rule, and the other
learner failed to acquire inversion.

8. Teachability Hypothesis
Teachability hypothesis predicts that instruction can only promote
language acquisition if the interlanguage is close to the point when the
structure to be taught is acquired in natural development, so that
sufficient processing requirements are developed.
Teachability hypothesis suggest that instruction does not subvert the
natural sequence, but rather to speed up learner’s passage through it.

9. How Durable are the Effects of Form-focused
Instruction?
• The early research showed that form-focused instruction
caused learners to increase their use of some grammatical
rules in their communicative speech, often incorrectly, but
the effect was short-lived.
• Another research showed that instruction can have effects
that are both beneficial and long-lasting when the set of
materials for teaching are designed carefully. There is a lot of
evidence that the acquisition can permanently influenced by
instruction

10. Why Some Structures Seem to be
Permanently and the Others are not
The nature of the target structure
The nature of the instruction
The learners’ subsequent opportunities
to hear and use the target structure in
communication
There are some possibilities related to this issue:

11. What, Though, If Teaching Learners One Grammatical
Structure Triggers Acquisition of One or More Other
Structures?
• This is a distinct possibility given that some grammatical structure
seem to be implicated to each other. For example, according to the
accessibility hierarchy, the existence of a marked relative pronoun
function in a language implicates the existence of other less marked
function.
• An intriguing possibility, therefore, is that if learners can discover
that the target language permits a marked function they will able to
generalize the knowledge into the unmarked function

12. The Effect of Instruction
Instruction have an effect on
learner’s ability to
manipulate structures
consciously and quite
another for it to affect their
ability to use structures with
ease and accuracy in fluent
communication.

13. Form-focused instruction that works best
The issues:
➢ A question of pedagogical
efficiency
➢ A considerable theoretical
significance for SLA

14. Concerns the distinction between:
a. Input-based
b. Production based
A number of options in for-
focused instruction

15. Input Intake L2 knowledge Output
(A) (B)
Input-based Production-based
instruction instruction

16. Concerns
Consciousness-Raising
The existence of specific
linguistic features in the
target language

17. THANK YOU