A Review of Language Pedagogy and SLA: An internal Internal Perspective(Rod Ellis & Natsuko Shintani)

When we consider internal perspectives on language teaching, we need a very different set of terms from those used to talk about external perspectives. We will no longer use standard educational terms like “method,” “program,” or “PPP.” Instead, we need to talk about “speech acts”, “turn taking”, “questioning acts”, “negotiation”, “exchange structure”, “topic control”, of “ scaffolding” and “linguistic mediation” (Swain, ۲۰۰۰). ). Such terms help us describe how interactive events are constructed as teachers teachteachers teach and how learning opportunities are shaped. They provide the language to talk about teaching as a communicative process in the classroom orclassroom or what Douglas Barnes (۱۹۷۶) called the “hidden curriculum.” . However, this is not a language that teachers are usually familiar with. The reality is that ideas about teaching that appear different from the outside can actually turn out to be similar yet very different in terms of classroom procedures. When we use external constructs (such as "task"), we are making assumptions about the type of operations they will generate (e.g., using message-oriented language) but In fact, the actual activity arising from a task may or may not be what was intended. In other words, concepts that provide an external view of teaching may lack value when viewed from an internal perspective. Teaching instructors rarely talk about “teaching as interaction.” However, they identify perspectives on the type of input learners should be exposed to, and they also discuss key aspects of pedagogy related to “interaction” – speaking instruction, learner participation, small group work, and classroom management. There is also an ongoing debate about the role of the L۱ in the L۲ classroom. One aspect of interaction has received considerable attention. Rod Ellis and Tsuko Shintani consider educational perspectives on these issues in this section and review relevant SLA research.

کلیدواژه ها:

Language Pedagogy ، Internal Perspective ، Pedagogical Positions