FEATURES AND INSTRUCTIONAL ISSUES OF LANGUAGE ACQUISITION AT LINGUISTIC UNIVERSITIES
Abstract
Language acquisition, especially within the context of linguistic universities, presents a unique set of features and instructional challenges. This article explores these features, delving into the nuances of language learning methodologies, instructional strategies, and the role of linguistic universities in facilitating effective language acquisition. Drawing upon existing literature and research methodologies, the article examines the current landscape, discusses key findings, and offers insights for enhancing language acquisition practices in linguistic university settings.
References
Bachman, L. F., & Palmer, A. S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford
University Press.
Brown, H. D. (2007). Principles of Language Learning and Teaching. Pearson Education.
Chapelle, C. A. (2001). Computer Applications in Second Language Acquisition: Foundations for Teaching, Testing, and
Research. Cambridge University Press.
Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Longman.
Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition,
(2), 269-300.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge University Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press
Copyright (c) 2024 News of the NUUz
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
.jpg)
1.png)
This work is licensed under a 