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Conceptions of language input in second language acquisition: A case of Vietnamese EFL teachers

Abstract
The importance of incorporating second language acquisition (SLA) research into second language teacher education and classroom practice has been recognised (Ellis, 2005; Tarone & Allwright, 2005). However, this is a challenge as exemplified in task-based language teaching (TBLT), which closely draws on SLA research. The present study focuses specifically on one area of SLA, language input. By using a multimethod case study approach, it documents six Vietnamese EFL teachers’ conceptions of input. The study generally showed that the teachers had a synthetic conception of input. Some contextual factors also constrained their provision of rich comprehensible input. The study provides insights into how teacher cognition is mediated by professional development, prior teaching experiences, and many other aspects of both present and past contexts (Borg, 2006). Specifically, the study justifies why integrating key SLA concepts into practice is challenging, and why teachers’ conceptions must be considered in implementing innovations.
Type
Journal Article
Type of thesis
Series
Citation
Loi, N. & Franken, M. (2010). Conceptions of language input in second language acquisition: A case of Vietnamese EFL teachers. Language Education in Asia, 1, 62-76.
Date
2010
Publisher
CamTESOL
Degree
Supervisors
Rights