Abstract:
The international VLLA project “Varieties of initial learners in Language Acquisition: Controlled classroom input and elementary forms of linguistic organization.”, which involved 10 two-week experimental sessions of a Polish course carried out in five European countries, was accomplished in the years 2011-2014. The main aims of this empirical second language acquisition (SLA) project, conducted in controlled conditions, are (i) to study SLA by absolute beginner learners of Polish (theoretical goal), and (ii) to use its research findings and data to propose pedagogical implications for classroom teaching (applicative goal). The project, thus, has developed at the intersection of SLA research and language pedagogy. The present article discusses the objectives and methodology of the VILLA project as well as its first research findings regarding the role of native language, age and teaching method in the processing and learning of a novel target language. We also introduce the large VILLA corpus of linguistic and extra-linguistic data and future plans for the elaboration of a mathematical model of early acquisition which will lead to the development of an interactive Polish course for absolute beginners. This exchange of experiences will contribute to a fruitful reflection and discussion between SLA researchers and practitioners in L2 education on how language learning processes may be enhanced by pedagogical intervention.
Coauthored with M. Watorek, R. Rast and M. Durand
