Innovation in Researching the Effects of Frame – Focused Instruction on Second Language Acquisition

Elena SOKOLOVA

Abstract


Résumé : Dans le contexte de la mondialisation la recherche des méthodes et des techniques pédagogiques innovantes devient pertinente. L'approche pédagogique traditionnelle où la formation est précédée par des règles de présentation (explication + pratique mécanique sous forme orientée) ne satisfait pas aux exigences de l'évolution constante du processus du langage. Cet article décrit les perspectives cognitives actuelles portant sur l'acquisition de la langue secondaire. L'apprentissage des langues vise l'acquisition des instructions-cadre ou des instructions d'entrée (explication + activités structurées d’entrée). Ce système se révèle être rationnel car il conduit à une réflexion optimale de l'utilisation des langues et donne aux apprenants les moyens de penser consciemment selon une sorte de règle afin de travailler sur le sens. L'instruction basée sur des cadres comprend des activités qui demandent aux apprenants de répondre en choisissant la forme de langue de communication appropriée.

Mots-clés : innovation, apprentissage, cadre, cognitif

 

Abstract: In the context of globalization the research of innovative teaching methods and techniques becomes relevant. The traditional teaching approach where the training of practice material is preceded by rule-presentation (explanation + mechanical formoriented practice) doesn’t meet the requirements of constantly developing rational language processing. Contemporary studies are considering the ways how to allow second language learners to be rational in the sense that their mental models of language functioning are the most optimal. This paper outlines current cognitive perspectives on second language acquisition. Language learning involves the acquisition of frame instructions or input-processing instructions (explanation + structured-input activities). Competence and performance both emerge from the dynamic system of frequently used memorized constructions. Frames are dynamic contextualized activation of stereotyped situations. This system proves to be rational since it aims at optimal reflection of prior first language usage and induces learners to think consciously about some sort of rule in order to work out the meaning. The frame–based instruction consists of activities which present learners with a stimulus and require them to respond choosing the appropriate language form for communication. The targeted feature of such communicative tasks has two aims: 1). to stimulate communicative language use and 2). to target the use of a particular predetermined linguistic feature. The empirical research shows that frame-focused tasks direct learners attention to the meaning realized by the target form. Methodological basis includes some theoretical propositions from recent Relevance theory and cognitive linguistics.

Keywords: innovation, instruction, frame, cognitive

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On line ISSN 1775-352X
Paper ISSN 2066-5083

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