Second Language Learning and Language Teaching

Note to teachers
This book provides an introduction to the application of second language acqui-
sition (SLA) research to language teaching suitable for language teachers, student
teachers and students on MA courses in applied linguistics, TESOL, methodology
of modern language teaching, and so on. It presupposes no previous background
and provides explanations and glossaries of important terms. Most sections of
each chapter start with focusing questions and keywords and end with summaries
of the area and of its application, as well as presenting discussion topics and fur-
ther reading.
The scope of the book ranges from particular aspects of language and language
teaching to broader contexts of second language acquisition and general ideas of
language teaching. After the general background in Chapter 1, the next four chap-
ters look at how people learn particular aspects of the second language: grammar
in Chapter 2, vocabulary in Chapter 3, pronunciation in Chapter 4, and the writ-
ing system in Chapter 5. The next three chapters treat learners as individuals,
dealing with learners’ strategies in Chapter 6, listening and reading processes in
Chapter 7, and individual differences in Chapter 8. Chapter 9 examines the char-
acteristics of language teaching in classrooms. The remaining chapters adopt a
wider perspective. Chapter 10 looks at the nature of the L2 user and the native
speaker, Chapter 11 at goals of language teaching, and Chapter 12 at models of
second language acquisition. The final Chapter 13 discusses different styles of lan-
guage teaching and looks for their foundations in SLA research.
From my own teaching of this material I have found that the teaching sequence
needs to vary to suit the interests and experience of the particular students on a
course. For some it is better to start with the factual language materials in
Chapters 2–5; those with more theoretical interests may start with the general
models of second language acquisition in Chapter 12; students with less experi-
ence of teaching may need to start with sections of Chapter 13, which provide a
quick background in teaching methods of the twentieth century; others may want
to concentrate on the more controversial society-related issues of Chapters 10 and
11. Apart from the introductory Chapter 1, the chapters can stand alone and do
not depend on previous chapters, though cross-references are made when neces-
sary and a glossary of all key terms is given online.
The writing of the fourth edition has been guided largely by feedback from stu-
dents, teachers and colleagues at Newcastle University. The broad framework and
approach of the third edition have been maintained. An additional feature has
been added, namely links to the website. For some time my website 
SLA Topics
(http://homepage.ntlworld.com/vivian.c/SLA/index.htm) has offered a wide range
of materials for SLA research. Recently, a portal has been created for users of this
book which can be found at 
www.hodderplus.com/linguistics
. This site contains sup-
port materials, notes, questionnaires, a glossary of keywords, samples of research
techniques, further reading and lists of other related sites. The various question-
naires, summaries, data, and so on provided in the chapters are available online
and can be downloaded and printed, usually as Microsoft
®
Word files. Links to a
specific page on the website are indicated in the book by the mouse symbol. The
links to other people’s sites mentioned in the text are included on a single page of
useful links on the website.

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