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

Inhaltsverzeichnis (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

• 2.1 Meaning and Form
• 2.2 The Importance of Input and Output
• 2.3 Order of Acquisition and Individual Differences
• 2.4 Summary

• 3.1 Curriculum of Schleswig-Holstein
• 3.2 Klett Green Line
• 3.3 Cornelsen English G 21

• 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

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This paper aims to examine the application of current Second Language Acquisition (SLA) research in instructed language learning, specifically within the context of German EFL classrooms. It uses Rod Ellis' ten principles of instructed language learning as a framework to analyze two widely used German school textbooks: Klett Green Line and Cornelsen English G 21. The study also considers the Schleswig-Holstein curriculum to assess alignment with SLA principles.

• The application of SLA research in EFL instruction.
• Analysis of the effectiveness of two popular German EFL textbooks.
• Comparison of textbook approaches with the principles outlined by Ellis (2005).
• The role of formulaic language versus rule-based grammar instruction.
• The importance of meaning-focused and form-focused instruction.

Zusammenfassung der Kapitel (Chapter Summaries)

1 Introduction: This chapter introduces the field of Second Language Acquisition (SLA) and its relevance to foreign language teaching. It highlights the lack of uniform application of SLA research in classrooms and proposes a three-part structure for the paper: providing an overview of SLA research in instructed language learning; offering a set of guiding principles; and suggesting ways to implement these principles. The chapter then outlines the methodology, focusing on an analysis of the Schleswig-Holstein curriculum and two commonly used EFL textbooks (Klett Green Line and Cornelsen English G 21) to determine the extent to which SLA research influences classroom practice.

2 Second Language Research and Principles of Instructed Language Learning: This chapter lays the theoretical groundwork by outlining Rod Ellis' principles of instructed language learning. It delves into the debate surrounding meaning and form, focusing on the role of formulaic language acquisition alongside rule-based competence. The chapter argues for prioritizing formulaic expressions in the early stages of language learning, emphasizing their role in developing conversational fluency and providing a foundation for later grammatical analysis. It supports this argument by citing the research of various scholars, including Long, Ellis, Myles, and Skehan, showcasing their perspectives on the benefits of a formulaic approach and its integration into a learner's overall development.

3 A Closer Look at the Corpus Material: This chapter presents a detailed analysis of the corpus material used in the study—the Schleswig-Holstein curriculum and the two EFL textbooks, Klett Green Line and Cornelsen English G21. Each resource is individually examined, outlining its structure, content, and pedagogical approach. The chapter sets the stage for the comparative analysis presented in the subsequent chapter by providing a comprehensive overview of the features of each material, laying the groundwork for evaluating their alignment with the SLA principles discussed earlier. It serves as a pivotal bridge between theory and practical application.

Schlüsselwörter (Keywords)

Second Language Acquisition (SLA), instructed language learning, EFL (English as a Foreign Language), formulaic language, rule-based competence, meaning-focused instruction, form-focused instruction, textbook analysis, curriculum analysis, Klett Green Line, Cornelsen English G 21, Schleswig-Holstein curriculum, Ellis' principles of instructed language learning.

Frequently Asked Questions: Analysis of German EFL Textbooks and SLA Principles

What is the main focus of this document?

This document provides a comprehensive preview of a paper analyzing the application of Second Language Acquisition (SLA) research principles, specifically those outlined by Rod Ellis, in German English as a Foreign Language (EFL) classrooms. It examines two widely used German school textbooks, Klett Green Line and Cornelsen English G 21, and the Schleswig-Holstein curriculum to assess their alignment with these principles.

What are the key themes explored in the paper?

The key themes include the application of SLA research in EFL instruction; analysis of the effectiveness of the two German EFL textbooks; comparison of textbook approaches with Ellis' principles; the role of formulaic language versus rule-based grammar instruction; and the importance of meaning-focused and form-focused instruction.

Which textbooks and curriculum are analyzed?

The analysis focuses on two popular German EFL textbooks: Klett Green Line and Cornelsen English G 21. It also incorporates an examination of the Schleswig-Holstein curriculum to provide a broader context for evaluating the textbooks' alignment with SLA principles.

What is the structure of the paper?

The paper is structured into four chapters: an introduction outlining the methodology and research focus; a chapter detailing Rod Ellis' principles of instructed language learning; a chapter providing a detailed analysis of the Schleswig-Holstein curriculum and the two textbooks; and a final chapter applying the principles to the analyzed materials.

What are Rod Ellis' principles of instructed language learning and how are they applied?

The paper utilizes Rod Ellis' ten principles of instructed language learning as a framework. These principles guide the analysis of the textbooks and curriculum, evaluating how well the materials incorporate elements such as meaning and form, input and output, formulaic language, and explicit versus implicit knowledge.

What is the significance of formulaic language in the analysis?

The analysis gives significant attention to the role of formulaic language (pre-fabricated chunks of language) in language acquisition. It explores the debate surrounding the balance between formulaic language acquisition and rule-based grammar instruction, highlighting the potential benefits of emphasizing formulaic expressions, particularly in the early stages of learning.

What are the key findings (as previewed in this document)?

While the full findings are not presented here, this preview indicates that the paper will provide a detailed comparison of the textbooks and curriculum with the SLA principles. It will likely highlight areas of alignment and misalignment, offering insights into the effectiveness of the chosen materials in light of current SLA research.

What are the keywords associated with this research?

Key words include: Second Language Acquisition (SLA), instructed language learning, EFL (English as a Foreign Language), formulaic language, rule-based competence, meaning-focused instruction, form-focused instruction, textbook analysis, curriculum analysis, Klett Green Line, Cornelsen English G 21, Schleswig-Holstein curriculum, and Ellis' principles of instructed language learning.