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
