English word order, error analysis and pedagogical solutions

612913311Studia Anglica Posnaniensi

A commentary on processing instruction

AbstractThe commentary takes the form of reflections occasioned by the debate carried out in the various contributions to this volume as also the related presentations and discussions that took place at the Symposium on Processing Instruction at the University of Greenwich in September, 2013. Rather than review each contribution the debate is be placed within a historical perspective and focus is on the changing relationship between two types of professional: a) those who seek to extend our understanding of second language acquisition and b) those whose main aim is to assist language instructors by applying insights from theoretical research and, by so doing, provide their profession with a modern scientific foundation. It is about the relationship between the ‘understanders’, on the one hand, and the ‘helpers’ on the other. The interaction between Input Processing Theory (IP)– the theory – and Processing Instruction (PI) – the application – provides an ideal background for such a discussion.</jats:p

English verbs of future reference in a pedagogical grammar

452605Studia Anglica Posnaniensi

More on the meta mode: in search of deeper explanations for the role of consciousness in second language learning

Thirty years of research has not produced hard evidence that making people aware of formal features of the L2 has any significant effect on their gramma­tical development. Even though people still have a persistent feeling that con­scious learning and conscious use of language must in some way help, the ways in which these do so are not immediately apparent. Is it, for example, only in the area of 'vocabulary'? Is it really only in the way Krashen has described in his Monitor Model? We still say and know little about the mechanisms involved. The model discussed in this paper suggests that learners can develop a separate metagrammar which provides them with a serious alternative or complementary language facility for handling the L2 use. This complementary facility is not possessed by the very young LI acquirer but is possessed by the older, and espe­cially the literate LI user so that, if we can now talk coherently about 'linguistic' and 'metalinguistic fluency', we can elaborate further on the possible conflicts that may occur in given areas between the two systems and how one comple­ments or replaces the other