Relevance of Knowledge of Second Language Acquisition:
FINDINGS
What about Acquisition Order or UG?
Knowledge of acquisition order or Universal Grammar (UG) was strongly emphasized in Peiling’s SLA course. Many of the articles in the course packet were assigned for teacher-learners to learn about the arguments in support of the UG theory and against UG theory from biological (Lightfoot, 1982), linguistic (Bley-Vroman, 1989) and acquisitional (White, 1989) perspectives. The instructor devoted much of the class time to demonstrating the “predictable stages” of L2 learners that led to the so-called “pace and path” of acquisition (Classroom observation, 09-13-01). This was also why much of our weekly interview time was also allocated to allow Peiling to express what the concept of “biological destiny,” as defined by the instructor, meant to her as a former EFL learner and EFL teacher. Peiling was, furthermore, expected to address this theory from a pedagogical perspective in her final examination.
Peiling did not feel that the knowledge of UG could make any difference or have any kind of impact on her EFL teaching given the fact that she was required to teach from textbooks. Peiling did not feel there was much she could do or she would like to do in terms of the knowledge she gained from her SLA course since the textbook had already prescribed the order in which Peiling had to present language points to her students.
Actually if there is [a] so-called UG, would there be any difference [in] my teaching? I have to teach anyway. I think even though there is [a] so-called UG, it won’t influence how I teach in any way. If there is no UG, it does not make any difference. So, what? [She doesn’t care.] We always say, [that] order? So what? 1 have to teach according to the textbook even though they learn according to some order. So what? I have to teach anyway even [if] they have [that] order. (Interview, 03-15-02)
