LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 13 : 2 February 2013
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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M. S. Thirumalai
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SLA and Classroom Research

T. Karunakaran, Ph.D.
Y. Nirmala, Ph.D. (ELE) Research Scholar

Abstract

This paper makes an attempt to discuss some concepts of second language acquisition and classroom research. When a teacher is aware of the basics of second language acquisition and classroom research, second language teaching and learning becomes better. In this paper, some fundamentals of second language acquisition and classroom research are elaborated and analyzed critically.

Key words: SLA , School of thought, Classroom Research.

Introduction

According to Long (1998) cited in Block (2003:5-8) ‘SLA as a modern field of study is generally accepted as dating from the late 1960’s, meaning that the field as we know is still relatively young by the standards of the social sciences’. From the above definition, it is understood that SLA is a recent new and complex term dating back to 50 years. SLA is a process through which someone acquires one or more second or foreign languages. In general, it is believed that SLA emerged from comparative studies between L1 and L2 (similarities and differences). The definitions below sum up ‘what is SLA’?

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

T. Karunakaran, Ph.D.
Senior Lecturer in ELT
University of Jaffna
Sri Lanka
karuenglish@yahoo.com

Y Nirmala
Research Scholar in PhD (ELE)
English and Foreign Languages University
Hyderabad – 500605
Andhra Pradesh
India
nimmi.ciefl@gmail.com
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