Pedagogical Appreciation from a Theoretical Perspective

Abstract

Norris and Ortega (2000) assert that "in general, focused L2 instruction results in large gains over the course of an intervention ... [and t]he effects of L2 instruction seem durable" (p. 500). This quote encompasses what pedagogical practitioners have always wanted to hear from a researcher's perspective—that what is being taught in the classroom does indeed have a definite effect on the acquisition of a language. The Norris and Ortega article emphasizes three focal points that speak to the work of second language teachers: (1) the effectiveness of some instructional methodologies with respect to L2 acquisition, (2) methodological shortcomings of a number of SLA studies, and (3) the importance of bridging the gap between research and practice.