Second Language Acquisition Processes in the Classroom: Learning Japanese

By Amy Snyder Ohta | Go to book overview

Preface

The purpose of this book is to provide a view of classroom second language acquisition1 (SLA) processes through a longitudinal case study of seven adult learners of Japanese. The book is designed both for researchers interested in second or foreign language (L2) development, as well as for those who work to promote L2 learning—language teachers. In particular, what I hope to accomplish here is, through data that was collected by the miking of individual learners, to amplify the voices of classroom learners loudly enough that all of us who are interested in adult SLA can hear these voices and what they have to show us. In writing this book, I have again and again been impressed by what learners do in classrooms, and how they take what is offered by teachers and curricula and work to make it their own. These voices have volumes to tell us about how social interaction builds into second language development. It is my hope that the readers of this book will hear the voices of these learners and will, as a result, take a more learner centered view in their own work.

Another goal of this book is to show readers the benefits of looking at old problems in a new way. The question of how L2 development proceeds through social interaction is not a new one, but here I work to illuminate classroom SLA processes by using a theoretical framework that may be new to many readers, and by taking a longitudinal approach to classroom

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1
In this book, I use the terms acquisition and learning to talk about the process of L2 development.

-xiii-

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