The Application of Current Second Language Acquisition Research in Instructed Language Learning. A Closer Look at two German School Books

Table of Contents

1 Introduction

1.1 Structure

1.2 Corpus Material

1.2.1 Curriculum of Schleswig-Holstein

1.2.2 Klett Green Line

1.2.3 Cornelsen English G 21

2 Second Language Research and Principles of Instructed Language Learning

2.1 Meaning and Form

2.2 The Importance of Input and Output

2.3 Order of Acquisition and Individual Differences

2.4 Summary

3 A Closer Look at the Corpus Material

3.1 Curriculum of Schleswig-Holstein

3.2 Klett Green Line

3.3 Cornelsen English G 21

4 Applying the Principles

4.1 Formulaic Expression and rule-based Competence

4.2 Focus on Meaning

4.3 Focus on Form

4.4 Explicit and Implicit Knowledge

4.5 Extensive L2 Input

4.6 Creating Opportunities for Output

4.7 Interaction

4.8 Free vs. Controlled Production

4.9 The Built-In Syllabus

4.10 Individuality of the Learner

4.11 Summary

5 Conclusion

6 Bibliography

Objectives and Topics

This bachelor thesis examines whether and how current findings from second language acquisition (SLA) research are integrated into foreign language instruction in German schools. By analyzing two widely used textbooks—Klett’s Green Line and Cornelsen’s English G 21—against the theoretical framework of Rod Ellis's principles of instructed language learning, the paper investigates the practical application of linguistic theory in school curricula and teaching materials.

• Theoretical foundation of SLA research and instructed language learning.
• Comparative analysis of German textbook structures and curriculum requirements.
• Evaluation of instructional methods such as formulaic expressions, focus on meaning, and focus on form.
• Assessment of the role of input, output, and classroom interaction.
• Insights into accommodating the individuality of learners in language education.

Excerpt from the Book

Summary of Chapters

1 Introduction: Introduces the field of SLA research, the overarching research question, and the structure of the thesis.

2 Second Language Research and Principles of Instructed Language Learning: Outlines the theoretical principles derived from SLA research, focusing on grammar, input, output, and learner differences.

3 A Closer Look at the Corpus Material: Examines the Schleswig-Holstein curriculum and provides a structural overview of the two chosen textbooks, Green Line and English G 21.

4 Applying the Principles: Analyzes how the principles discussed in chapter 2 are practically implemented within the selected textbooks using specific examples.

5 Conclusion: Summarizes the findings, confirming that while both books generally follow the principles, they differ in their specific didactic approaches.

6 Bibliography: Lists the academic sources used throughout the research.

Keywords

Second Language Acquisition, SLA Research, Instructed Language Learning, Focus on Form, Focus on Meaning, Formulaic Expressions, Rule-based Competence, Textbook Analysis, Curriculum, Input and Output, Learner Individuality, Communicative Competence, EFL Instruction in Germany, Language Acquisition Research, Teaching Methods.

Frequently Asked Questions

What is the fundamental focus of this thesis?

The work focuses on the practical application of second language acquisition (SLA) research findings within the context of English as a Foreign Language (EFL) instruction in German secondary schools.

What are the primary thematic areas covered?

Key areas include the role of grammar vs. meaningful communication, the importance of input and output, the natural order of acquisition, and how textbooks cater to individual learner differences.

What is the primary research goal?

The goal is to determine whether modern SLA principles are successfully integrated into current school textbooks and how these books align with the state curriculum of Schleswig-Holstein.

Which scientific methodology is employed?

The author uses a qualitative comparative textbook analysis, evaluating two major series (Green Line and English G 21) against established theoretical framework principles from SLA experts like Rod Ellis.

What topics are discussed in the main body of the paper?

The main body covers a wide range of pedagogical concepts, including formulaic expressions, explicit vs. implicit knowledge, extensive L2 input, interaction patterns, and free vs. controlled production tasks.

Which keywords best characterize the study?

The study is best characterized by terms like SLA research, instructed language learning, focus on form, textbook analysis, and communicative task-based instruction.

Does Green Line or English G 21 perform better in the analysis?

Both books are found to be well-suited for instruction; however, they have different strengths, with Green Line often showing more effective visual presentation of useful phrases, while English G 21 offers robust study skills support.

How does the curriculum of Schleswig-Holstein influence the findings?

The curriculum acts as the mandatory guideline; the thesis finds that while the curriculum is broad and flexible, the textbooks interpret its demands in ways that sometimes fulfill SLA principles effectively and sometimes diverge based on specific pedagogical choices.