Second Language Learning and Language Teaching

1
Background to second 
language acquisition research
and language teaching
Language is at the centre of human life. We use it to express our love or our
hatred, to achieve our goals and further our careers, to gain artistic satisfaction or
simple pleasure, to pray or to blaspheme. Through language we plan our lives and
remember our past; we exchange ideas and experiences; we form our social and
individual identities. Language is the most unique thing about human beings. As
Cicero said in 55 
BC
, ‘The one thing in which we are especially superior to beasts
is that we speak to each other.’
Some people are able to do some or all of this in more than one language.
Knowing another language may mean: getting a job; a chance to get educated; the
ability to take a fuller part in the life of one’s own country or the opportunity to
emigrate to another; an expansion of one’s literary and cultural horizons; the
expression of one’s political opinions or religious beliefs; the chance to talk to peo-
ple on a foreign holiday. A second language affects people’s careers and possible
futures, their lives and their very identities. In a world where probably more peo-
ple speak two languages than one, the acquisition and use of second languages are
vital to the everyday lives of millions; monolinguals are becoming almost an
endangered species. Helping people acquire second languages more effectively is
an important task for the twenty-first century.
1.1 The scope of this book
The main aim of this book is to communicate to those concerned with language
teaching some of the ideas about how people acquire second languages that emerge
from second language acquisition (SLA) research, and to make suggestions of how
these might benefit language teaching. It is not a guide to SLA research methodol-
ogy itself, or to the merits and failings of particular SLA research techniques, which
are covered in other books, such as 
Second Language Learning Theories
(Myles and
Mitchell, 2004). Nor is it an overall guide to the methods and techniques of lan-
guage teaching; only to those which are related to an SLA research perspective. It is
intended for language teachers and trainee teachers. Most of the time it tries not to
take sides in reporting the various issues; inevitably my own interest in the multi-
competence approach is hard to conceal.
Much of the discussion concerns the L2 learning and teaching of English, mainly
because this is the chief language that has been investigated in SLA research. English
is used here, however, as a source of examples rather than forming the subject mat-
ter itself. The teaching and learning of other modern languages are discussed when
appropriate. It should be remembered that the English language is often in a unique
situation, being the only language that can be used almost anywhere on the globe

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Background
2
between people who are non-native speakers. Most sections of each chapter start
with focusing questions and a display of defining keywords, and end with discus-
sion topics and further reading.
Contact with the language teaching classroom is maintained in this book chiefly
through the discussion of published coursebooks and syllabuses, usually for teach-
ing English. Even if good teachers use books only as a jumping-off point, they can
provide a window into many classrooms. The books and syllabuses cited are taken
from countries ranging from Germany to Japan to Cuba, though inevitably the bias
is towards coursebooks published in England for reasons of accessibility. Since many
modern language teaching coursebooks are depressingly similar in orientation, the
examples of less familiar approaches have often been taken from older coursebooks.
This book talks about only a fraction of the SLA research on a given topic, often
presenting only one or two of the possible approaches. It concentrates on those
based on ideas about language, that is, applied linguistics, rather than those com-
ing from psychology or education. Nevertheless it covers more areas of SLA
research than most books that link SLA research to language teaching, for exam-
ple, taking in pronunciation, vocabulary and writing, among other areas. It uses
ideas from the wealth of research produced in the past twenty years or so, rather
than just the most recent. Sometimes it has to go beyond the strict borders of SLA
research itself to include topics such as the position of English in the world and
the power of native speakers over their language.
The book is linked to an extensive website: 
www.hoddereducation.com/viviancook
.
This contains pages for this book, such as questionnaires, displays, language data,
summaries, lists of links, and so on, as well as a great deal of other SLA informa-
tion not specific to the book. The pages can be downloaded and printed. The main
entry point is the index. The mouse symbol in the book indicates that there is a