Issues in Second Language Teaching; Alessandro Benati

Alessandro Benati [+–]

University College Dublin

Professor Alessandro Benati (School of Education, University College Dublin) has held academic positions in several British and overseas institutions. He is known for his work in second language acquisition, and he published ground-breaking research on the pedagogical framework called processing instruction. His research on processing instruction has been recently driven by the use of new online measurements (e.g., eye tracking, and self-paced reading). Alessandro has coordinated national and international high-impact research projects which have been influential in determining educational policy and had an impact in providing effective language teacher training programs. He is the author and co-author of several research monographs, peer-reviewed articles in high-ranked journals, and editor and co-editor of book series and scientific journals such as Cambridge Elements in SLA and Instructed Second Language Acquisition. He was a member of the sub-panel for Modern Languages and Linguistics for the Research Excellence Framework for England (REF 2021), AHRC Panel, and he is an Honorary Professor at Your SJ University (UK), University of Hong Kong (China), Adjunct Professor at Macquarie University (Australia), and Visiting Professor at Anaheim University (USA)

Issues in Second Language Teaching is a textbook written to help both novice and more experienced teachers reflect on topics related to second language learning and language teaching. It provides readers with a better understanding of the interface between second language learning theory and research and language teaching practices.

The main objective of this book is to develop and enhance theoretical and practical understanding of how teachers should approach the way they teach languages in the classroom. Readers are asked to reflect on the implications of second language learning research and theory on language teaching by providing an analysis of how the principles derived from research can be applied in the language classroom when it comes to issues such as teaching grammar, correcting errors, providing ‘good’ input, developing output activities and encouraging interaction between learners. This book does not support a particular methodology for language teaching, focusing instead on specific themes in relation to language teaching.

Prelims

Acknowledgments [+–] vii – viii

Issues in Second Language Teaching is a textbook written to help both novice and more experienced teachers reflect on topics related to second language learning and language teaching. It provides readers with a better understanding of the interface between second language learning theory and research and language teaching practices. The main objective of this book is to develop and enhance theoretical and practical understanding of how teachers should approach the way they teach languages in the classroom. Readers are asked to reflect on the implications of second language learning research and theory on language teaching by providing an analysis of how the principles derived from research can be applied in the language classroom when it comes to issues such as teaching grammar, correcting errors, providing ‘good’ input, developing output activities and encouraging interaction between learners. This book does not support a particular methodology for language teaching, focusing instead on specific themes in relation to language teaching.

Preface [+–] ix – xii

Introduction

Introduction [+–] 1 – 10

Key Developments in Second Language Teaching [+–] 11 – 28

In this chapter a brief review of some of the key teaching methodologies/ approaches in second language teaching is provided, from the Grammar Translation Method, to the Communicative Language Teaching and Task-based Instruction approach. Guidelines for adopting a principled evidence-based approach to second language teaching will be offered at the end of this chapter.

Key Issues in Grammar Teaching [+–] 29 – 52

In this chapter, several approaches/techniques to grammar instruction will be examined. An analysis of input-based options to grammar instruction will be provided (e.g. processing instruction practice; input enhancement techniques). A review of one popular structured-based option to grammar instruction, namely consciousness raising, will be presented. Finally, output based options to grammar instruction such as collaborative output tasks will be examined. The chapter concludes with a reflection on research and practices on the teaching of grammar and provides some overall guidelines and suggestions for language instructors.

Key Issues in Interactional and Corrective Feedback [+–] 53 – 60

In this chapter, different corrective feedback techniques to provide L2 learners with a focus on form through interactional feedback will be proposed. Key approaches to interaction and corrective feedback are based on the assumption that negotiated interaction is a key element in second language learning and teaching.

Key Issues in the Teaching of Speaking [+–] 61 – 76

In this chapter, some of the key issues around the role of speaking in second language acquisition will be examined. Guidelines and principles that language instructors might follow to produce effective tasks that would help L2 learners improve their oral skills in second language learning will be offered. An outline of the basic principles derived from theory, focusing on the notion of a ‘task’ as central to the teaching of speaking, will be provided.

Key Issues in the Teaching of Listening [+–] 77 – 92

In this chapter, general guidelines as to how to construct effective listening tasks in the language classroom will be presented. An outline of the basic principles derived from theory focusing on the notion of a ‘task’ as central to the teaching of listening will be provided.

Key Issues in the Teaching of Reading [+–] 93 – 104

In this chapter, the role of reading comprehension in second language learning and teaching will be discussed. An interactive and communicative approach to teaching reading skills will be proposed. At the end of the chapter, general guidelines as to how to develop effective tasks that help L2 learners improve their reading and comprehension skills will be offered.

Key Issues in the Teaching of Writing [+–] 105 – 112

In this chapter, a process-oriented approach to writing will be examined. This approach engages the writer in the creation of a text rather than just focusing on the final product. A theory of writing which is at the basis of a process-oriented approach to developing writing skills in the language classroom will be presented. Finally, general guidelines as to how to develop effective written tasks that will help learners improve their written skills in a second language will be offered.

Key Questions in Second Language Teaching: Implementing Principles of Learning [+–] 113 – 122

This chapter provides possible answers to some of the key questions learners and language instructors continually raise about second language learning and teaching. The questions and answers provided in this chapter deal with many aspects of second language teaching: from the teaching of grammar and correction of errors to the use of effective tasks to develop language skills.

Concluding Remarks

Concluding Remarks [+–] 123 – 124

Bibliography

Bibliography [+–] 125 – 130

Key Terms

Key Terms [+–] 131 – 136

Index

Index [+–] 137 – 140

Reviews

A comprehensive overview of second language instruction, this volume delivers an introduction to SLA fundamentals from an instructional perspective, skillfully summarizing current language theories and methods. This textbook concisely outlines the principles of predominant language-teaching approaches, both past and present, and evaluates their effectiveness. …Highly
appropriate for preservice teachers and language instructors alike… .
Studies in Second Language Acquisition 36.3

The book is helpful to researchers and teachers working on teaching of second language as a reference guide to ESL Teaching concepts. It serves as a good supplement to theories in ESL. A comparison of the traditional methods and the modern teaching technique, without subscribing to any particular method is impressive.
LinguistList

It is a very nice contribution to the field because of its theoretical/conceptual and innovative presentation of the topics. A valuable resource for researchers, graduate students and anyone interested in language teaching and language acquisition with a particular reference to input and processing.
Pedro Guijarro-Fuentes, Associate Professor in Spanish, University of Plymouth

This textbook provides a clear introduction to key issues in the teaching of second languages. Each of its chapters contains useful information for trainee and more experienced teachers, as both groups will find ideas based on research findings on how languages are learned.
Professor María del Pilar García Mayo, University of the Basque Country (UPV/EHU)

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Issues in Second Language Teaching

Alessandro Benati [+–]

University College Dublin

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