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6 - Learning outcomes

Published online by Cambridge University Press:  05 October 2012

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Summary

The previous chapters have discussed research on teacher speech – its functions and qualitative or quantitative modifications, learner behaviors in response to instructional activities or interaction with other learners, and classroom interaction phenomena such as questioning and corrective feedback. In several cases, the behaviors described have been linked to L2 learning, so the present chapter will review research on L2 classroom processes that have a potentially positive effect on learners' perception and incorporation of the forms and functions of the target language.

Teacher input and learner comprehension/production

An initial consideration in Chapter 3 was the quantity of teacher talk. Although the typical dominance of teacher speech in classrooms was considered to be undesirable, several classroom studies suggest a relationship between the frequency of certain structures in teacher input and learners' target language development. These will be discussed in a section on frequency of input. A second issue, the principal focus of Chapter 3, dealt with modifications of teacher classroom speech. To what extent might teachers' modifications influence learners' comprehension, and consequently learning? Among the modifications of classroom target language input that were described, two have been investigated with regard to comprehensibility: rate of speech and syntactic complexity. These studies will be considered first.

Rate of speech

Hatch (1983:183) has suggested several benefits of slower speech to L2 learners, among which are especially that it should allow more processing time and clearer segmentation of the structures in the input.

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Second Language Classrooms
Research on Teaching and Learning
, pp. 154 - 179
Publisher: Cambridge University Press
Print publication year: 1988

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  • Learning outcomes
  • Craig Chaudron
  • Book: Second Language Classrooms
  • Online publication: 05 October 2012
  • Chapter DOI: https://doi.org/10.1017/CBO9781139524469.008
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  • Learning outcomes
  • Craig Chaudron
  • Book: Second Language Classrooms
  • Online publication: 05 October 2012
  • Chapter DOI: https://doi.org/10.1017/CBO9781139524469.008
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Learning outcomes
  • Craig Chaudron
  • Book: Second Language Classrooms
  • Online publication: 05 October 2012
  • Chapter DOI: https://doi.org/10.1017/CBO9781139524469.008
Available formats
×