Contending theories are typical of disciplines
that endeavor to explain multifaceted phenomena. Similarly, research
on second language (L2) acquisition reflects the complexity of
learning a language other than one’s native tongue. Is there one
unified theory of L2 acquisition? What are the theoretical bases
of various approaches to L2 acquisition? What are the practical
implications for L2 teaching and material development? This article
examines several theoretical approaches which have evolved in the field in the past three decades and their
practical implications for L2 teaching.
|