1. In the Name of God 1

2. 2

3. 3 Refers to informal process of gaining a language from exposure and use. Acquisition Refers to conscious study of language in order to be able to use it. Learning

4. Subsequent stage of gaining the ability to use the language successfully in a wide range of media and genres for a wide variety of purposes. Development The initial stage of gaining basic communicative competence in a language. Acquisition 4

5. 5 A Rich and Meaningful Exposure to Language Is Used Input should

6. 6 EP NP1 VP NP2 P1+NP3 Mehd accuse Hasan of murder. PP NP1 NP2 P2+NP3 VP /Mehdi hasan_ra be qatl mottaham kard./ Mehdi hasan_obj_maker with murder accused did Subcategory 5 P1 P2 Stimulate deep processing an facilitate language acquisition. Are much more facilitative than no emotional responses at all. Positive emotions Negative Emotions Activities and Cognitive Engagement

7. 7 In L1 we make full use of resources of our brain when we use language We use visual image and inner speech to develop mental representation of our intended message L2 learners rarely make use of these mental resources Making Use of Mental Resources Typically Used in Communication in the L1

8. Salient features of language Linguistic features in input 8 Psychological readiness Form-focused approach Noticing How L2 Is Used

9. 9 Being given opportunities for contextualized and purposeful communication in the L2 Comprehensible input (Pushed) output

10. Comprehensible input Meaningful feedbackModify their output 10 Being encouraged to interact

11. 11 Increase their motivation Improve the ability to communicate Being encouraged to interact

12. 12 Learner’s natural syllabus is meaning-focused. In advanced levels, more attention to form is needed. Being allowed to focus on meaning

13. Being helped Being motivated Being relaxed 13 Other accepted factors of language acquisition and development

14. 14 In English prepositional objects preceded by to/for can come before direct objectwith to/for deleted. Evaluate equivalent 6 intermediate level course books in relation to accepted theories of SLA. Match between SLA theory and ELT materials

15. 15

16. 16 Some of the findings of SLA research seem difficult to apply to materials development. e.g., visual imaging and inner voice. Why is there a weak match between SLA And Global course books?

17. Implicit acquisition enable learners to communicate in L2, and explicit learning is for monitoring output. Explicit knowledge can be converted into implicit knowledge through practice. Explicit knowledge and conscious practice can only facilitate the acquisition of implicit knowledge. 17 Is SLA primarily implicit or explicit?

18. 18 With some of the verbs (such as name and wish) the Persian rendering does not followPP24a. E1. Her parents named her Parvin. P1. /pedar va madar_esh ?u_ra parvin nam gozashtand/ Father + mother_her her_obj_maker Parvin name put Eg. Is there natural sequence in language acquisition? Sequence is not exactly the same and there are individual differences as well as differences between learners with different L1s. Sequence in instruction did not determine sequence of acquisition.

19. Are the factors which determine the effectiveness of language acquisition variable? Learners of L2 vary in accuracy and effectiveness from one interaction to another. 19

20. 20 Was not effective at all Led to noticing, but not acquisition Led to both noticing and acquisition Does text enhancement facilitate language acquisition?

21. 21 Match between SLA theory and ELT materials There is closer match between published materials and theories which are in dispute than between published materials and those theories which have been substantiated by evidence.

22. Task-based materials: provide learner with purpose and outcome which can be achieved through interaction in L2. Problem-based approach: learners communicate with each other in order to solve problem. 22 Suggestions for applying SLA theory to ELT materials development

23. 23 Conclusion