Annual Review of Applied Linguistics - Teaching Speaking

Annual Review of Applied Linguistics - Teaching Speaking

Anne Burns

Much recent work on optimal
conditions for the teaching of speaking in second and foreign language
classrooms has been grounded in educational psycholinguistics or in
cognitive and social psychology. Theoretical constructs for language
pedagogy have been drawn extensively from empirical studies, underpinned
by the central notions of second language acquisition: communicative
competence (Canale and Swain 1980); comprehensible input (Krashen 1985),
negotiated interaction (Ellis 1990, Gass and Varonis 1994, Long 1983,
Pica, et al. 1989), input processing (VanPatten and Cadierno
1993), developmental sequences and routes of acquisition (Meisel,
Clahsen and Pienemann 1981), and communication strategies (Faerch and
Kasper 1983). Such constructs are widely taught in teacher preparation
programs in second and foreign language teaching and clearly have
relevance to oral language instructional practice.