INTRODUCTION TO SECOND LANGUAGE

ACQUISITION

•CLASSROOM INSTRUCTIONAL ISSUES•

by Helmalia Azzahra
 2.1 FOCUS ON FORM

Within a communicative approach, the phrase “focus on

form” or form-focused instruction (FFI) has been used to
refer to drawing attention to formal features of language,
such as grammatical features, that play a role in the
meanings that are negotiated.
2.1.1 INPUT ENHANCEMENT AND INPUT FLOODING
One way to attract the learner’s attention in a meaning-oriented task
has been termed “input enhancement.” The term “input
enhancement” is generally attributed to applied linguist Michael
Sharwood Smith (1991; 1993), who used the term to refer to various
means of drawing attention to aspects of the target language so that
students will notice and learn them. Input can be “enhanced” in a
variety of ways, such as underlining or using bold type.
 2.1.2 PROCESSING INSTRUCTION
VanPatten proposed three main features of Processing Instruction:
1) provide explicit information about the target structure;
2) provide explicit information about processing strategies; and
3) provide structured input activities so that learners must rely on the
form and structures to get the meaning.
 2.2 CORRECTIVE FEEDBACK OR “HOW
SHOULD ERRORS BE CORRECTED?"
Corrective feedback can be either explicit, as in overtly pointing
out an error to students, or implicit, such as by repeating the
student’s error but with an intonation that suggests
misunderstanding. One might even consider a communication
breakdown, as when a learner’s utterance is not understood, as a
type of implicit corrective feedback.
 2.3 L1 USE IN THE CLASSROOM
Another issue related to classroom instruction, but which has
received relatively little research attention, is whether there is a
role for the learner’s L1 in the classroom.
A study by Moore (2002) suggests specific benefits associated
with the use of students’ L1 in the language classroom including
drawing attention to areas of contrast between languages and
developing students’ metalinguistic awareness
2.4 TECHNOLOGY AND LANGUAGE LEARNING
Computer-assisted language learning (CALL), which
refers to the using of the computer and computerized
resources in L2 learning, has become a flourishing source
of innovation for second language learning and teaching
over the past several decades.
computer-mediated communication (CMC) has become
omnipresent in our daily lives, and similarly has permeated
language learning;
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