Alternatives to mechanical drills for the early stages of language practice in foreign language textbooks

Foreign Language Annals

Volumn 38, Issue 3, 2005, Pages 333-343

  Aski, Janice M ^a  

^a OHIO STATE UNIVERSITY   (United States)

Author keywords

Form meaning connections; Grammar drills; Input; Recognition; Textbook activities

Indexed keywords

EID: 33846362870     PISSN: 0015718X     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1944-9720.2005.tb02220.x     Document Type: Article

References (62)

1. Aski, J. M. (2003). Foreign language textbook activities: Keeping pace with second language acquisition research. Foreign Language Annals, 36(1), 57-65.
2. DeKeyser, R. M. (1998). Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 42-63). Cambridge, UK: Cambridge University Press.
3. Doughty, C., & Williams, J. (1998). Pedagogical choices in focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 197-261). Cambridge, UK: Cambridge University Press.
4. Ellis, N. C. (1993). Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge. European Journal of Cognitive Psychology, 5(3), 289-318.
5. Ellis, N. C., & Laporte, N. (1997). Contexts of acquisition: Effects of formal instruction and naturalistic exposure on second language acquisition. In A. M. B. de Groot & J. F. Kroll (Eds.), Tutorials in bilingualism: Psycholinguistic perspectives (pp. 53-83). Mahwah, NJ: Lawrence Erlbaum.
6. Ellis, R. (1993). Interpretation-based grammar teaching. System, 21, 69-78.
7. Ellis, R. (1994). A theory of instructed second language acquisition. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 79-114). New York: Harcourt Brace.
8. Ellis, R. (1995). Interpretation tasks for grammar teaching. TESOL Quarterly, 29(1), 87-105.
9. Ellis, R. (1997). SLA research and language teaching. Oxford, UK: Oxford University Press.
10. Ellis, R. (2001). Introduction: Investigating form-focused instruction. Language Learning, 51 (Supplement 1), 1-46.
11. Ellis, R. (2002). The place of grammar instruction in the second/foreign language curriculum. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 17-34). Mahwah, NJ: Lawrence Erlbaum.
12. Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford University Press.
13. Fotos, S. (1994). Integrating grammar instruction and communicative language use through grammar consciousness-raising tasks. TESOL Quarterly, 28(2), 323-351.
14. Fotos, S. (2002). Structure-based interactive tasks for the EFL grammar lesson. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 135-154). Mahwah, NJ: Lawrence Erlbaum.
15. Fotos, S., & Ellis, R. (1999). Communicating about grammar. In R. Ellis (Ed.), Learning a second language through interaction (pp. 189-208). Amsterdam: John Benjamins.
16. Han, Y., & Ellis, R. (1998). Implicit knowledge, explicit knowledge and general language proficiency. Language Teaching Research, 2(1), 1-23.
17. Hauser, E. (2000). Explicit and incidental instruction and learner awareness. In B. Swierzbin, F. Morris, M. E. Anderson, C. A. Klee, & E. Tarone (Eds.), Social and cognitive factors in second language acquisition (pp. 326-344). Somerville, MA: Cascadilla Press.
18. Hulstijn, J. H. (1989). Implicit and incidental second language learning: Experiments in the processing of natural and partly artificial input. In H. W. Dechert & M. Raupach (Eds.), Interlanguage processes (pp. 49-74). Tübingen, Germany: Gunter Narr Verlag.
19. Hulstijn, J. H., & De Graaff, R. (1994). Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal. International Association of Applied Linguistics (AILA), 11, 97-111.
20. Krashen, S. (1981). Second language acquisition and second language learning. Oxford, UK: Pergamon.
21. Krashen, S. (1982). Principles and practice in second language acquisition. Oxford, UK: Pergamon.
22. Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.
23. Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Toronto, Ontario, Canada: Thomson/Heinle.
24. Lee, J. F., & VanPatten, B. (2003). Making communicative language teaching happen, 2nd ed. New York: McGraw Hill.
25. Leow, R. P. (1999). Attention, awareness and focus on form research: A critical overview. In J. Lee & A. Valdman (Eds.), Form and meaning: Multiple perspectives (pp. 69-98). Boston: Heinle & Heinle.
26. Lightbown, P. (1985). Can language acquisition be altered by instruction? In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language acquisition (pp. 101-112). Clevedon, UK: Multilingual Matters.
27. Lightbown, P. (1998). The importance of timing in focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 177-196). Cambridge, UK: Cambridge University Press.
28. Lightbown, P. (2000). Classroom SLA research and second language teaching. Applied Linguistics, 21(4), 431-62.
29. McLaughlin, B. (1987). Theories of second language learning. Baltimore: Edward Arnold.
30. McLaughlin, B., Rossman, T., & McLeod, B. (1983). Second language learning: An information perspective. Language-Learning, 33, 135-158.
31. Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
32. Paulston, C. B. (1972). Structural pattern drills: A classificiation. In H. Allen & R. Campbell (Eds.), Teaching English as a second language (pp. 129-138). New York: McGraw Hill.
33. Pienemann, M. (1984). Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 6, 186-214.
34. Pienemann, M. (1985). Learnability and syllabus construction. In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language acquisition (pp. 23-75). Clevedon, UK: Multilingual Matters.
35. Robinson, P. (1996). Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions. Studies in Second Language Acquisition, 18, 27-67.
36. Rutherford, W. E. (1987). Second language grammar Learning and teaching. New York: Longman.
37. Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
38. Schmidt, R. W. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206-26.
39. Schmidt, R. W. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 1-64). Manoa, HI: Second Language Teaching and Curriculum Center.
40. Sharwood Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition, 15, 165-179.
41. Shook, J. D. (1994). FL/L2 reading, grammatical information, and the input to intake phenomenon. Applied Language Learning, 5, 57-93.
42. Skehan, P. (1998). A cognitive approach to language learning. Oxford, UK: Oxford University Press.
43. Spada, N. (1997). Form-focused instruction and second language acquisition: A review of classroom and laboratory research. Language Teaching, 30, 73-87.
44. Swain, M. (1985). Communicative competence: Some roles of comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 235-256). Cambridge, MA: Newbury House.
45. Swain, M. (1993). The output hypothesis: Just speaking and writing aren't enough. Canadian Modern Language Review, 50(1), 158-164.
46. Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64-82). Cambridge, UK: Cambridge University Press.
47. Tanaka, T. (2001). Comprehension and production practice in grammar instruction: Does their combined use facilitate second language acquisition? JALT, 23(1), 6-30.
48. Terrell, T. D. (1991). The role of grammar instruction in a communicative approach. Modern Language Journal, 75, 52-63.
49. Truscott, J. (1998). Noticing in second language acquisition: A critical review. Second Language Research, 14, 103-135.
50. VanPatten, B. (1984). Processing strategies and morpheme acquisition. In F. R. Eckman, L. H. Bell, & D. Nelson (Eds.), Universals of second language acquisition (pp. 88-100). Rowley, MA: Newbury House.
51. VanPatten, B. (1989). Can learners attend to form and content while processing input? Hispania, 72, 409-417.
52. VanPatten, B. (1994). Evaluating the role of consciousness in second language acquisition: Terms, linguistic features & research methodology. International Association of Applied Linguistics (AILA), 11, 27-36.
53. VanPatten, B. (1995). Cognitive aspects of input processing in second-language acquisition. In P. Hashemipour, R. Maldonado, & M. van Naerssen (Eds.), Studies in language learning and Spanish linguistics in honor of Tracy D. Terrell (pp. 170-182). New York: McGraw Hill.
54. VanPatten, B. (1996). Input processing and grammar instruction. Norwood, NJ: Ablex.
55. VanPatten, B. (2000a). Processing instruction as form-meaning connections: Issues in theory and research. In J. Lee & A. Valdman (Eds.), Form and meaning: Multiple perspectives (pp. 43-68). Boston: Heinle & Heinle.
56. VanPatten, B. (2000b). Thirty years of input (or intake, the neglected sibling). In B. Swierzbin, F. Morris, M. E. Anderson, C. A. Klee, & E. Tarone (Eds.), Social and cognitive factors in second language acquisition (pp. 287-311). Somerville, MA: Cascadilla Press.
57. VanPatten, B. (2002). Communicative classrooms, processing instruction, and pedagogical norms. In S. Gass et. al. (Eds.), Pedagogical norms for second and foreign language learning and teaching: Studies in honor of Albert Valdman (pp. 105-118). Amsterdam: John Benjamins.
58. VanPatten, B., & Cadierno, T. (1993). Input processing and second language acquisition: A role for instruction. Modern Language Journal, 77, 45-57.
59. Wajnryb, R. (1990). Grammar dictation. Oxford, UK: Oxford University Press.
60. Williams, J. (2001). Learner-generated attention to form. Language Learning (Supplement), 51(1), 303-346.
61. Wong, W. (2005). Input enhancement: From theory and research to the classroom. New York: McGraw Hill.
62. Wong, W., & VanPatten, B. (2003). The evidence is in: Drills are out. Foreign Language Annals, 36, 403-423.