Interactions between theory and practice in the ESL classroom: An examination of factors affecting second language acquisition

The purpose of this study was to investigate factors that enhance second language acquisition. The investigator reviewed Krashen's language acquisition theory and its implications to second language classrooms. She also reviewed input methods, based on the comprehension approach, as well as traditional methods, based on production-oriented approaches. She focused on two variables in second language acquisition, comprehensible input and the affective filter.; The investigator observed an elementary ESL classroom daily for one semester. The purpose of the observational study was to find out how comprehensible input would be provided in the ESL classroom and what activities would lower the affective filter.; To collect and analyze her data, the investigator combined the conventional and naturalistic methodologies. The approach was conventional in that is was guided by a specific proposition formulated in advance. To maintain trustworthiness, the investigator adopted the naturalistic techniques proposed by Lincoln and Guba.; The observational study indicated that comprehensible input was provided via the teacher's talk, which was meaningful to the students, and via pictures and flash cards. Informal activities such as games tended to lower the filter. The observational study provided evidence that lent further support to comprehensible input and the affective filter hypotheses.