An Integrated Approach to ELT: Applying SLA Research into Classrooms

When it comes to second language teaching (SLT), there are numerous findings from second language acquisition (SLA) research that can be adopted for designing effective instruction models. If they are not taken up for application and corroboration in the real classroom settings, they may be just left as isolated research data. This paper brings together a number of observations and findings from SLA research into an integrated model of teaching, which takes into consideration stages of learning, learning styles, and learner motivation in the planning and implementation of classroom instruction. As this approach of integration shows a way of embracing new insights from research into existing pedagogic framework, it helps classroom practitioners go through continuous professional development by incorporating constant recursive feedback from observation of their learners and learning processes in terms of changing motivation and development. It is hoped teachers will apply this model in their own classroom settings with awareness that students come to classrooms at different stages in acquisition, with different learning styles, and in differing degree of motivation, hence merit constant attention in devising instructional scaffolds for their English learning and development.