The chapter on second language acquisition in the classroom is the longest chapter in the book. Two classroom excerpts are included to represent a teacher using an audiolingual approach and one using a communicative approach. The characteristics of each class and how these characteristics fit the specified approach are then discussed. This discussion helps to make clear what the authors mean by "a communicative approach" and "an audiolingual approach" within a classroom teaching situation. Following this, five "proposals" for classroom teaching are presented. Each proposal is related to a particular language learning theory; however, Lightbown and Spada do not claim that the classroom [-2-] teaching actually represents a particular theory. In this way, they are able to look at the thorny issue of how language learning theories apply to classroom teaching situations. Each proposal is introduced with reference to the theory to which it most closely relates, an excerpt from a class lesson is given, and a discussion of research findings relevant to the proposal is presented; finally, the authors provide an interpretation of the research findings. For example, one of the proposals is labeled "Say what you mean and mean what you say." This proposal is related to an interactionist view of language learning. Following several examples from classroom data, three research studies are presented: one on group work, one on interaction and comprehensibility, and one on learner language and proficiency level. In the section "Interpreting the research," Lightbown and Spada discuss both the strengths and weaknesses of this line of research. This type of presentation makes the theory more relevant to classroom language teachers.
The chapter on second language acquisition in the classroom is the longest chapter in the book. Two classroom excerpts are included to represent a teacher using an audiolingual approach and one using a communicative approach. The characteristics of each class and how these characteristics fit the specified approach are then discussed. This discussion helps to make clear what the authors mean by "a communicative approach" and "an audiolingual approach" within a classroom teaching situation. Following this, five "proposals" for classroom teaching are presented. Each proposal is related to a particular language learning theory; however, Lightbown and Spada do not claim that the classroom [-2-] teaching actually represents a particular theory. In this way, they are able to look at the thorny issue of how language learning theories apply to classroom teaching situations. Each proposal is introduced with reference to the theory to which it most closely relates, an excerpt from a class lesson is given, and a discussion of research findings relevant to the proposal is presented; finally, the authors provide an interpretation of the research findings. For example, one of the proposals is labeled "Say what you mean and mean what you say." This proposal is related to an interactionist view of language learning. Following several examples from classroom data, three research studies are presented: one on group work, one on interaction and comprehensibility, and one on learner language and proficiency level. In the section "Interpreting the research," Lightbown and Spada discuss both the strengths and weaknesses of this line of research. This type of presentation makes the theory more relevant to classroom language teachers.
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