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분야
docxⅡ. Review the literature from the textbook
1. Vygotsky’s Theory and verbal scaffolding
2. Optimal conditions for SLA
3. Form focused instruction & meaning focused instruction
Ⅲ. Classroom analysis (1)
Ⅲ. Classroom analysis (2)
Ⅳ. Implication
Ⅴ. Conclusion
A lot of scholars proposed the optimal conditions for SLA. The commonalities among these descriptions of optimal conditions for second language acquisition are clear. They stress the importance of creating opportunities for students to have reason to attend to the language, of giving them ample opportunity to use the language for both meaning-focused communication and form-focused instruction, of their receiving enough instructional support from teacher to be able to participate successfully in language-related activities that are beyond their current proficiency levels, and of creating a range of authentic contexts that allow full performance of the language.
3. Form focused instruction & meaning focused instruction
In form focused instruction, the teacher is attempting to teach a specific grammatical rule using a substitution drill; therefore, the teacher’s language controlled not only the content being communicated, but also the structure of that communication. However, in meaning focused instruction, the teacher is providing opportunities for his/her students to talk as a way for them to use language in a meaningful context. Therefore, the teacher’s language allowed the students to participate in meaning-focused interaction, and consequently there is more variability in the structure of that communication. In second language classrooms, meaning-focused instruction will create more opportunities for students to use language for learning and to perform a range
