The Application of Current Second Language Acquisition Research in Instructed Language Learning. A Closer Look at two German School Books
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Bachelor Thesis from the year 2013 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,7, Christian-Albrechts-University of Kiel (Englisch), language: English, abstract: This bachelor thesis deals with the implementation of results from the field of second language acquisition research. In the introduction, the main idea and approach of the work is presented. The guiding question is: Are current research results used in schools and if so, how? For this purpose, the two leading textbooks in Germany are examined against previously established principles of s...
Bachelor Thesis from the year 2013 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,7, Christian-Albrechts-University of Kiel (Englisch), language: English, abstract: This bachelor thesis deals with the implementation of results from the field of second language acquisition research. In the introduction, the main idea and approach of the work is presented. The guiding question is: Are current research results used in schools and if so, how? For this purpose, the two leading textbooks in Germany are examined against previously established principles of second language acquisition. The base text for establishing these principles is "Principles of Instructed Language Learning" by Ellis Rod (2005). Following the introduction, the textbooks "Green Line" and "English G 21" are briefly introduced, and their selection is explained. In both cases, the fifth grade editions are analyzed due to these grades being at the beginning of their learning and because many of the principles established contain a special focus on this phase of learning. Furthermore, the curriculum itself is also considered, as it has a significant influence on the content of the textbooks. The second chapter then deals with the establishment of the principles. Based on Ellis' text, current research findings that are directly related to language teaching are summarized and with its help, implementation possibilities are suggested. These implementation possibilities, in turn, form the basis of the analysis of the textbooks.
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