Second Language Acquisition
Lecture #9: Balancing form and meaning in instruction 1
Summary & Conclusions
DON PECKHAM
UNIVERSITY OF SZEGED – DEPARTMENT OF ENGLISH L ANGUAGE TEACHER EDUCATION AND APPLIED LINGUISTICS
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Balancing form and meaning
•Research into “the best method”
Using a more fine-grained focus
•"Get it right from the beginning” – following the traditional approach
Problems with demanding accuracy
•“Just listen and read” — seeing the effect of comprehensible input
Vital, but enough?
•“Let’s talk” — the power of conversational interaction
Learning together
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Balancing form and meaning
•Research into “the best method”
Using a more fine-grained focus
•"Get it right from the beginning” – following the traditional approach
Problems with demanding accuracy
•“Just listen and read” — seeing the effect of comprehensible input
Vital, but enough?
•“Let’s talk” — the power of conversational interaction
Learning together
3
Balancing form and meaning
•Research into “the best method”
Using a more fine-grained focus
•"Get it right from the beginning” – following the traditional approach
Problems with demanding accuracy
•“Just listen and read” — seeing the effect of comprehensible input
Vital, but enough?
•“Let’s talk” — the power of conversational interaction
Learning together
4
Balancing form and meaning
•Research into “the best method”
Using a more fine-grained focus
•"Get it right from the beginning” – following the traditional approach
Problems with demanding accuracy
•“Just listen and read” — seeing the effect of comprehensible input
Vital, but enough?
•“Let’s talk” — the power of conversational interaction
Learning together
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This teaching material has been made at the University of Szeged, and supported by the
European Union.
Project identity number: EFOP-3.4.3-16-2016-00014
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