Myths and Misconceptions about Second
Language Learning: What Every Teacher Needs to Unlearn.
Mclaughlin, Barry. National Clearinghouse for English
Language Acquisition & Language Instruction Educational Programs.
This article discusses commonly held myths and
misconceptions about second language learning and attempts to
clarify a number of important issues in the area of SLA.
This article presents some of the most influential
theories of SLA. It first outlines some general distinctions and
categorizations concerning the different theories as well as
criteria for the evaluation of the various theories. A critical
overview follows the description of each theory and its contribution
to SLA research. In this article, the monitor model, Interlanguage
theory, Uinversal Grammar theory and some cognitive theories are
This article discusses the importance of contextual
factors (i.e. individual, social and societal factors) and how these
factors affect second language learning.
This article first discusses the definitions of
motivation transfer and how these two factors affect the language
This article explores Gardner's socio-educational
model and the significance of motivation as a contributing factor in
second language acquisition.
This article outlines effectiveness and orchestration of L2 learning
strategies, factors influencing the choice of L2 learning
strategies, and L2 learning strategy training.
This article provides an overview of language learning strategies (LLS)
for second and foreign language teachers. It outlines the background
of LLS and LLS training, discusses a three step approach teachers
may follow in using LLS in their classes, and summarizes key
reflections and questions for future research on this aspect of
This digest discusses the goals and frameworks of strategy training,
highlights approaches to such training, and lists steps for
designing strategy training programs.
This article presents a model of metacognition consisting of five
metacognitive skills: (1) preparing and planning for learning, (2)
selecting and using learning strategies, (3) monitoring strategy
use, (4) orchestrating various strategies, and (5) evaluating
strategy use and learning. The author suggests that second language
teachers should help students learn to think about what happens
during the language learning process, which will lead them to
develop stronger learning skills.
This digest provides an overview of the methodological foundations
underlying the lexical approach and the pedagogical implications.
The lexical approach concentrates on developing learners'
proficiency with lexis, or words and word combinations. It is based
on the idea that an important part of language acquisition is the
ability to comprehend and produce lexical phrases as unanalyzed
wholes, or "chunks," and that these chunks become the raw data by
which learners perceive patterns of language traditionally thought
of as grammar.
This digest focuses on insights from the author's long-term research
on the writing experiences of a group of second language (L2)
university students. These insights suggest possible ways of making
writing classes more useful to L2 students.
This article gives a brief description of each
learning style and how language teacher can teach these styles to