Questions for Pedagogy and Research

Questions for Pedagogy and Research

Norris and Ortega’s (2000) article provides both a useful perspective on SLA-informed investigations of L2 instruction and reflection on the gaps in this body of literature. Regarding the field’s contribution to our current understanding of the effectiveness of L2 instruction, Norris and Ortega’s su...

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Main Author: Shaoyan Qi
Format: Article
Language:English
Published: Columbia University Libraries 2007-05-01
Series:Studies in Applied Linguistics & TESOL
Online Access:https://journals.library.columbia.edu/index.php/SALT/article/view/1533
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spelling doaj-b52f16a8285e454aacb6b20f9db7d2122020-11-25T02:40:31ZengColumbia University LibrariesStudies in Applied Linguistics & TESOL2689-193X2007-05-017110.7916/salt.v7i1.1533Questions for Pedagogy and ResearchShaoyan QiNorris and Ortega’s (2000) article provides both a useful perspective on SLA-informed investigations of L2 instruction and reflection on the gaps in this body of literature. Regarding the field’s contribution to our current understanding of the effectiveness of L2 instruction, Norris and Ortega’s summary highlights four main points: (1) L2 instruction is more effective than mere exposure to the L2; (2) Focus on FormS and Focus on Form instruction are equally effective; (3) explicit instruction is more effective than implicit instruction; and (4) L2 instructional effectiveness is durable. https://journals.library.columbia.edu/index.php/SALT/article/view/1533
collection DOAJ
language English
format Article
sources DOAJ
author Shaoyan Qi
spellingShingle Shaoyan Qi
Questions for Pedagogy and Research
Studies in Applied Linguistics & TESOL
author_facet Shaoyan Qi
author_sort Shaoyan Qi
title Questions for Pedagogy and Research
title_short Questions for Pedagogy and Research
title_full Questions for Pedagogy and Research
title_fullStr Questions for Pedagogy and Research
title_full_unstemmed Questions for Pedagogy and Research
title_sort questions for pedagogy and research
publisher Columbia University Libraries
series Studies in Applied Linguistics & TESOL
issn 2689-193X
publishDate 2007-05-01
description Norris and Ortega’s (2000) article provides both a useful perspective on SLA-informed investigations of L2 instruction and reflection on the gaps in this body of literature. Regarding the field’s contribution to our current understanding of the effectiveness of L2 instruction, Norris and Ortega’s summary highlights four main points: (1) L2 instruction is more effective than mere exposure to the L2; (2) Focus on FormS and Focus on Form instruction are equally effective; (3) explicit instruction is more effective than implicit instruction; and (4) L2 instructional effectiveness is durable.
url https://journals.library.columbia.edu/index.php/SALT/article/view/1533
work_keys_str_mv AT shaoyanqi questionsforpedagogyandresearch
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