U-Shaped Learning and Restructuring in the Foreign Language Classroom
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Abstract
Even though the need of uniting findings of linguistic research in second language acquisition (SLA) and language pedagogy has been expressed by recent studies, both fields are still largely separated and do not sufficiently acknowledge what they could teach each other. EFL textbooks reduce the role of grammar to a minimum and concentrate on communication in the classroom. On the one hand, this makes sense as the ultimate goal of foreign language learning is communicative competence; on the other hand, textbooks tend to ignore the crucial role of grammar as the instrument of mastering a language. Grammar practice activities lack the insight into what learners find difficult. The knowledge of processes in L2 acquisition and interlanguage development contributes not only to identifying potential error sources, but also to promoting foreign language learning and teaching.
As IL systems are dynamic, non-linear systems which are constantly being restructured, the learners’ errors and their development become analysable. Learner responses show variability, indicating their attempts to figure out the target-like rule. This dissertation focusses on the acquisition of (a) the copula be; (b) negative statements and (c) past tense formation. For each area, several questionnaires were developed, the responses were analysed both quantitatively and qualitatively, the IL development for the structure in question was determined and potential error sources were identified. The knowledge of what learners struggle with in the course of acquisition can improve current teaching materials, enable adequate interventions and provide the learners with appropriate tasks for practicing their language skills. The results of the study show that incorporating linguistic findings into the compilation process of textbooks proves constructive for second language teaching.