What do we know about learning and teaching second languages: implications for teaching

Abstract

In the last twenty-five years a number of insights have been achieved through research on the processes of second language acquisition/learning. This article discusses some of these insights, drawing implications for teachers for their classroom practice. In addition, there is a brief discussion on some of the insights that have been achieved about teachers' practical theories or teacher knowledge in the general education field. It is argued that in order for some of the insights to be translated into classroom practice, teachers and teacher educators have to understand the ways in which teachers' practical theories develop and consequently the types of behaviours teachers would wish to exhibit if they are to continue to develop professionally as teachers