Eng505 Final Term Past Papers 2025

Goal of Language Learning Research

Determining the objective of language learning research has long intrigued and challenged scholars. Long (2005) argues against studying language without a clear goal, instead championing the idea of language tailored for particular purposes. According to him, generic courses often end up teaching irrelevant vocabulary, styles, or registers that students may never need, while neglecting essential lexis and genres. He contends that it’s more sensible to design each course around specific needs rather than rely on a one-size-fits-all approach.


Other experts, including Robinson (1991), have raised concerns about fragmenting language into individual items and presenting them based solely on their coverage or frequency of use. They suggest that this piecemeal approach can make language instruction mechanical and detached from real-world usage. In contrast, Widdowson (1990) maintains that language should be taught as cohesive chunks, with an emphasis on communication instead of drilling isolated forms.

SLA Research and Moving Beyond Traditional Teaching Methods

Second Language Acquisition (SLA) research is a rich and expansive field, addressing both broad and specific issues. Initially, SLA was expected to revolutionize language teaching by offering concrete, research-driven methods (Corder, 1973; Stern, 1983). However, more recent voices, like Markee (1993), have shifted the focus. Rather than directly shaping teaching techniques, SLA is seen as a valuable tool to expand teachers’ understanding of language learning itself (Cook, 1999). Cook (1992) points out that while teaching involves broad goals and targeted techniques, SLA’s role is to inform rather than prescribe.

Research in Applied Linguistics

In the context of applied linguistics, research is about tackling real-world challenges where language plays a role. Davies and Elder (2007) describe applied linguistics as an interdisciplinary field that explores social problems related to language, such as language teaching, interpreter training, speech pathology diagnosis, bilingual program evaluation, language testing, textual analysis, literacy assessment, and cross-linguistic acquisition.

Grant (2010) frames research in applied linguistics as a process of seeking answers to questions in a way that is both systematic and reflective of current knowledge. Alami (2015) identified five characteristics of this research: it is empirical, logical, reductive, planned, and imaginative. McDonough and McDonough (2005) similarly highlight that research should spark interest, be original, address precise questions, and share its findings. Nunan (2005) further refines the understanding of applied linguistics research as encompassing both the process and the final product of inquiry.

Input, Output, and Frequency

Corder highlighted the significance of distinguishing between what a learner encounters and what they actually absorb. Specifically, he drew a line between input the language material available to the learner and intake the part of that material which the learner understands and uses in their learning journey. Factors like the availability and accessibility of input greatly influence whether it can be processed and understood. For learners to produce meaningful output language that conveys their intended message the input must be comprehensible. Swain and Lapkin (1995) noted that, under certain circumstances, producing language output can itself foster language learning in ways that go beyond simply receiving input. Processing input and output correctly is essential for achieving communication goals and developing a solid grasp of the language.

McLaughlin’s Concepts of Automaticity and Restructuring

McLaughlin (1990) introduced the idea of distinguishing between controlled and automatic processing in second language learning. He argued that existing SLA theories did not adequately explain whether these processes were conscious or unconscious. He suggested moving away from the conscious/unconscious dichotomy and instead focusing on the difference between controlled (attention-demanding) and automatic (effortless) processing.

Controlled processing relies on focused attention and is limited by the brain’s capacity, while automatic processing operates independently of conscious attention and uses minimal mental resources. McLaughlin proposed that these twin processes automaticity and restructuring underlie the cognitive development of second language learners.

Processability Theory

Manfred Pienemann’s Processability Theory provides insight into how learners develop grammar in their interlanguage the transitional form of language produced while learning. The theory is grounded in cognitive principles and has been widely tested across languages. It does not only cover morphology and syntax but also explores how grammar interacts with vocabulary and discourse elements. This comprehensive approach has paved the way for broader inquiries within SLA.

Memory and Transfer in Language Learning

Memory also has a crucial role in this process, as it underpins how learners store, recall, and apply language in communication. Long-term memory is responsible for storing and retrieving information over extended periods, while working memory holds information temporarily for immediate use or eventual storage. Transfer refers to how learners apply knowledge from their first language to the new one they’re learning. This process can both aid and challenge second language development.

Conclusion

In conclusion, language learning research has evolved considerably, moving from a static view of language teaching to a dynamic, nuanced understanding. From questioning the role of language input and output to exploring cognitive mechanisms like automaticity, researchers have consistently refined their approaches to meet the practical and communicative needs of learners. Applied linguistics serves as a bridge, connecting theory with real-world problems, ensuring that language learning remains purposeful, adaptable, and responsive to the demands of diverse learners and contexts. This holistic perspective underlines that language learning is not merely about acquiring structures or memorizing words it is a rich, ever-evolving process that reflects how humans interact, think, and grow.