Conclusion
This case study examined the relevance of SLA knowledge through (1) investigating the process of learning and understanding SLA knowledge, (2) comparing and contrasting the theoretical orientations between the instructor and a teacher-learner, and (3) documenting the impact of the knowledge in a given context. The results show that one’s theoretical orientations have profound influence both on designing and delivering an SLA course and on learning and understanding SLA knowledge. These orientations, in turn, determine, to a great extent, the degree of impact SLA has in a given context. More case studies need to be conducted to understand the relevance of SLA knowledge through (1) investigating different processes of learning and understanding, (2) comparing and contrasting teacher-learners and instructors with diverse theoretical orientations, and the various combinations of (mis)matches, and (3) documenting different impacts of different processes and theoretical orientations in different contexts.
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Gloria Lo, YH. (2005). Relevance of Knowledge of Second Language Acquisition. In: Bartels, N. (eds) Applied Linguistics and Language Teacher Education. Educational Linguistics, vol 4. Springer, Boston, MA. https://doi.org/10.1007/1-4020-2954-3_9
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