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Learner-Learner Interaction: Theory

Video from NFLRChawaii YouTube Channel

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Theoretical history of second language acquisition in a nutshell. How SLA theory translates into classroom practice through task design and learners’ negotiation of meaning, supported as necessary by explicit instruction.This lesson is part of the NFLRC Online Language Pedagogy Series, designed for in-service teachers of world languages online.

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Additional Resources for you to Explore
The framing of second language acquisition (SLA) has varied between a focus on learner-internal factors (such as a putative universal grammar) and social or interactionist factors (negotiation of meaning). Review the presentation slides above for an overview of some theoretical milestones, and continue your reading with the following:

MacWhinney, B. (1997). Implicit and explicit processes. Studies in Second Language Acquisition 19(2), 277-81.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf (Ed.), Sociocultural theory and second language learning, 97-114. Oxford: Oxford University Press.

Now apply these ideas to designing communicative tasks that will stimulate learner-learner interactions.

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