common issue

traditional issue

innovation

in the methodology 

not the issue itself

methodological innovations

Eye-tracking, brain imaging, measures imported from L1 psychology and psycholinguistsics, and new L2 measures, e.g., of language aptitude, that take into account the last 40 years of research findings in SLA and cognitive science. 

eye-tracking and negative feedback

whether it is ok to use implicit feedback instead of explict feedback 

if implicit is ok, it mean the lesson can foucus on the content and task , u do have not have to works on lingusitc forms all the time .which is a big interuption

for example.

communicative language teaching 

task based language teaching

emerging education

bilingual education

u want to show implicit education is ok, then u do not need to stop the class to do the correction all the time.

the point 

methodological innovation starts in US

60

adult form 

sensentive to implicit teaching.

could not it be looking at language data , underestimate the impact of corrective feedback..

2000 discussing

eyetrack

recast 

traditional

marry come to school

no

marry came to school

implicit

steal 

stolen

eyetrack

 by the use of eye tracking

notice that learners noticed the recast.

the research issue is the same.

the innovation the methodology used to investigate the issue get us new results.

the way they are investigating...

second  examole

new 

language aptitude

(age) 30 percent ....

the most powerful predictor varibale in SLA

Second : ;anguage aptitude ;natural ability+part of environment 

popular area

the problem is 

the traditional test we use to measure  are ... (40 years ago)

instrument  

more powerful

better instrument

which people are better predictor to learner a proferssional level

who releveant people to train?

new measure reflect last ...

the initial results...........

functional 

which people have better chance of to reach profession