The contribution of inquiry to second language learning

Gordon Wells, Mari Haneda

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

In this article the authors raise their concern about the way in which students with different levels of competence in the language of instruction (English in this case) acquire a second language. They also address the issue of the types of conditions which are necessary in order for dialogic interaction to be effective in the classroom when these students are acquiring a second language In the first section, a review of the different theories on language learning is carried out, which helps to provide a response to the questions which have been raised. In the second section, the need to create opportunities to use the second language in real and meaningful situations is also raised, based on the results of three case studies. Learning through dialogue is presented as being a much more effective approach to teaching and learning a second language than traditional approaches, which were based on the teacher merely providing instruction and subsequently developing the information.

Original languageEnglish (US)
Pages (from-to)141-156
Number of pages16
JournalCultura y Educacion
Volume21
Issue number2
DOIs
StatePublished - Jan 1 2009

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language
learning
language of instruction
student
dialogue
instruction
classroom
Teaching
teacher
interaction

All Science Journal Classification (ASJC) codes

  • Cultural Studies
  • Education

Cite this

Wells, Gordon ; Haneda, Mari. / The contribution of inquiry to second language learning. In: Cultura y Educacion. 2009 ; Vol. 21, No. 2. pp. 141-156.
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The contribution of inquiry to second language learning. / Wells, Gordon; Haneda, Mari.

In: Cultura y Educacion, Vol. 21, No. 2, 01.01.2009, p. 141-156.

Research output: Contribution to journalArticle

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