THE EXPECTATIONS OF ENGLISH AS FOREIGN LANGUAGE LEARNERS IN SLA THEORIES COURSES

Abstract

This study investigated the expectations of English as foreign language students in second language acquisition (SLA) theories courses. Foreign language learners expected that all second language acquisition courses would assist them in their foreign language learning or acquisition process. This research attempts to reveal the application of these SLA theories in real-life situations when learning and acquiring English as a foreign language. This qualitative and quantitative study included 40 participants studying Languages and translation at the University of Tabuk in Saudi Arabia. This study used Brown’s (2000) framework and principles of language learning. The researcher used three research instruments; questionnaires, an observation checklist, and a semi-structured interview. The findings of the study showed that Many learners were interested and concerned with the relevance of the SLA theories course to their foreign language learning process within the classroom setting and in real-life situations (natural and unnatural settings). In addition, they expected these theories to be supportive and helpful in assisting them to learn the English language as a foreign or second language, which is almost not possible in reality and is not merely practical but rather theoretical. The study recommends that educationists and decision-makers be concerned with developing and designing materials relevant to the application of SLA theories in teaching and learning English as a foreign language.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0279/a.php" alt="Hit counter" /></p>