ERIC Number: ED314957
Record Type: RIE
Publication Date: 1989
Reference Count: 0
Adaptive Instruction and Second Language Learning: The Dilemma.
Teachers continue to address the question of how to adapt instruction to recognize the existence of different learning styles yet provide quality education for all students. Traditionally, instructional models available to teachers and curriculum planners ranged along a continuum from lockstep to individualization. This definition has led to unsuccessful classroom procedures. A redefinition of instructional options views these options as two categories of adaptation: 1) instruction-based adaptation and 2) learner-based adaptation. Individualization, developing in second language instruction in the early 1970s, and Aptitude Treatment Interaction (ATI), a methodological paradigm pioneered in 1977 but with few studies in language teaching, were the forerunners of adaptation. Both can be classified as forms of instruction-based adaptation, which stresses the importance of making instruction responsive to the learner rather than making the learner responsive to the instruction. In contrast, learner-based adaptation aims at bridging the aptitude-task gap by expanding and enhancing a learner's capacities to make him more flexible in the face of varying task requirements and therefore more autonomous and system-independent. Both types of adaptation, individualization and ATI, are applicable to the language classroom, depending on the learning strategies needed and the tasks required. (MSE)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: In: Realizing the Dream. Selected Conference Proceedings; see FL 018 303.