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A volume on second-language acquisition theory and pedagogy is, at
the same time, a mark of progress and a bit of an anomaly. The
progress is shown by the fact that the two disciplines have
established themselves as areas of study not only distinct from
each other, but also different from linguistic theory. This was not
always the case, at least not in the United States. The anomaly
results from the fact that this book deals with the relationship
between L2 theory and pedagogy despite the conclusion that there is
currently no widely-accepted theory of SLA. Grouped into five
sections, the papers in this volume: * consider questions about L2
theory and pedagogy at the macro-level, from the standpoint of the
L2 setting; * consider input in terms of factors which are internal
to the learner; * examine the question of external factors
affecting the input, such as the issue of whether points of grammar
can be explicitly taught; * deal with questions of certain complex,
linguistic behaviors and the various external and social variables
that influence learners; and * discuss issues surrounding the
teaching of pronunciation factors that affect a non-native accent.
A volume on second-language acquisition theory and pedagogy is, at
the same time, a mark of progress and a bit of an anomaly. The
progress is shown by the fact that the two disciplines have
established themselves as areas of study not only distinct from
each other, but also different from linguistic theory. This was not
always the case, at least not in the United States. The anomaly
results from the fact that this book deals with the relationship
between L2 theory and pedagogy despite the conclusion that there is
currently no widely-accepted theory of SLA.
Grouped into five sections, the papers in this volume:
* consider questions about L2 theory and pedagogy at the
macro-level, from the standpoint of the L2 setting;
* consider input in terms of factors which are internal to the
learner;
* examine the question of external factors affecting the input,
such as the issue of whether points of grammar can be explicitly
taught;
* deal with questions of certain complex, linguistic behaviors and
the various external and social variables that influence learners;
and
* discuss issues surrounding the teaching of pronunciation factors
that affect a non-native accent.
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