Ortega (2006)

Ortega’s article focuses on three principles regarding L2 practice in the classroom:

1. L2 practice should be interactive – students should “negotiate for meaning” and interact with other students rather than the instructor

2. L2 practice should be meaningful – active engagement in a task that relates to the students on an individual level

3. . . . → Read More: Ortega (2006)

Ortega (2006)

In this article, professor Ortega introduced three principles for L2 practice design in cognitive-interactionist SLA studies. She also stated some challenges and potentials that FLE teachers may face with when applying the three principles in foreign language classrooms.

The three principle were : L2 practices should be interactive, meaningful, and a focus on task-essentail forms. . . . → Read More: Ortega (2006)

Meaningful L2 practice in FL classrooms

Ortega’s article was on the different interactionist and cognitive-interactionist theories that are used to base L2 learning. She states that based on researches and studies done, meaning-making and much of the languaging appears when students interact more with their fellow students than with the teachers, and focusing on form can be as helpful as focusing . . . → Read More: Meaningful L2 practice in FL classrooms

TBLT – the Ultimate Teaching Method of Cognitive-Interactionists??

In fact, this week of four articles deal with all cognitive approach to SLA.

Dr. Ortega’s chapter was very informative but also easy to read. I got an impression that TBLT is the ultimate teaching method from this article. The article contends three principles for the optimal L2 practice, which can be provided by TBLT; . . . → Read More: TBLT – the Ultimate Teaching Method of Cognitive-Interactionists??