Effects of SLA-Based Modifications on Language Teaching Practice
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Abstract
The Second Language Acquisition (SLA) hypothesis has had profound implications for language education and language learners. A notable shift in language education has occurred, marked by a transition away from communicative pedagogical approaches toward a resurgence in grammar-translation methodologies. Additionally, there has been a discernible shift in focus from learner-centered paradigms to a greater emphasis on the role of the teacher. This study aims to investigate the direct impacts of SLA research on language instruction. These impacts encompass technological integration, the cultivation of cooperative learning environments, a heightened emphasis on comprehensible input, and a departure from immediate error correction. In light of these developments, this research seeks to discern the effects of these changes on language learners and identify the benefits they may derive from them. Understanding these effects is crucial for educators in their endeavor to develop language learning programs that align with the requisites of SLA theory.
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