SLA, New Technologies and EAP (5)

What are the ideal cognitive and socio-affective conditions for instructed SLA?

What are the optimal learning environments for successful SLA?

Cognitive factors influencing SLA.
These are, clearly difficult, questions to answer! We shall, firstly, look at Skehan’s ‘A Cognitive Approach to Learning Language’, (OUP, 1998) claims regarding the cognitive conditions for instructed SLA. Cognitive factors in a task-based approach leading to successful second language acquisition (Skehan 1998: 132):


Condition 1
Choose a range of target structures

Rationale
Learners acquire structures when they are ready to do so. Teaching can help quicken the process but cannot alter it. Therefore a lockstep approach to teaching structures will not be effective. The range of structures must be within their abilities for acquisition to take place.

Condition 2
Choose tasks which meet the utility condition.

Rationale
Meeting the utility requirement means creating the conditions in which the probability that target structures will be used during a task is high.

Condition 3
Select and sequence tasks to achieve balanced goal development.

Rationale
Balanced goal development refers to L2 task performance in terms of;
accuracy
fluency
complexity (taking risks, trying out new language…)
Acquisition involves progression in all 3 areas – tasks should aim to develop all 3.

Condition 4
Maximise the chances of focus on form through attentional manipulation.

Rationale
Learners need to notice and attend to linguistic form for acquisition to take place. Whilst carrying out meaningful tasks learners needs to focus on form.

Condition 5
Use cycles of accountability

Rationale
It is the learners’ responsibility to keep track of their learning but tutors need to draw attention to learners to what is salient. What they need to focus on.

This is a highly simplfied representation of Skehan’s ideas. You are recommended to read A Cognitive Approach to Learning Language (1998:OUP)

How can attention be directed to linguistic form in L2 tasks?
This is an important question: It is raised in Skehan’s model above and requires some further comments.

Attention can be directed to linguistic form by:

Modified interaction
Modified output (self-correction)
Time pressure (lack of pressure enables a focus on form)
Modality (spoken/written)
Support (clues/information available to help construct meaning. Therefore more attention free to focus on form)
Surprise
Control
Stakes (high stake tasks lead students to focus on form)