Tense-aspect SLA research and Spanish Language Teaching: Is there an influence of research on teaching?

Comajoan-Colomé, Llorenç

doi:10.1016/j.system.2022.102747

Cited by 5 publications

(2 citation statements)

References 25 publications

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“…Documenting classroom instruction is another area of inquiry, which is beyond the scope of this review. (See, e.g., Comajoan-Colomé, 2022, for a survey of teachers on the teaching of tense and aspect in L2 Spanish).…”

Section: Discussionmentioning

confidence: 99%

“…The advantage of consulting the literature for both pre- and in-service teachers as well as for researchers working in teaching environments is to identify instructional targets, tasks, and materials and build collaborative instructional units on the teaching of tense-aspect developed by teachers or teacher-research partnerships. This includes promoting the idea in language teacher training courses that there is continued benefit in the relation between research, practice, and evidence-based teaching and that there already exists a body of literature that discusses the connection of SLA research and language teaching (see, for instance, Comajoan-Colomé, 2021, 2022). Finally, regarding research dissemination, provide instructional materials as part of a research report or pedagogical proposal.…”

Section: Discussionmentioning

confidence: 99%

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The relation of second language acquisition, instructed second language acquisition, and language teaching from the lens of second language tense-aspect

Bardovi‐Harlig

Comajoan-Colomé

2022

Lang. Teach.

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This article examines the relationships between second language acquisition (SLA), instructed second language acquisition (ISLA), and language teaching by examining them from the lens of the research on the acquisition and teaching of second language (L2) tense-aspect in the last 20 years (2000–2021). Review 1 examines 56 instructional effect studies on the acquisition of L2 tense-aspect, and Review 2 examines 38 pedagogical proposals for the teaching of L2 tense-aspect. The reviews investigate to what extent instructional effect studies and pedagogical proposals with tense-aspect as the target of investigation and instruction (a) provide a linguistic description of the instructional target, (b) engage with previous research, (c) implement results from previous research to design assessment or instruction, and (d) include elaborate descriptions of teaching interventions and teaching materials. The results show that there are clear attempts to establish connections between research and practice. However, neither instructional effect studies nor pedagogical proposals always engage with the SLA literature on the acquisition of tense-aspect; nor do they engage fully with language teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%