Elaboration as a Tool for Second/Foreign Language Learning

다국어 초록 (Multilingual Abstract)

This paper explores the advantages of using elaboration, which entails relating new information to prior knowledge, as a learning/teaching tool for second language acquisition, the skills necessary to take advantage of the elaboration technique as a learning strategy, and finally some potential educational applications for utilization of the skills for the elaboration-based strategies in ESL/EFL classroom. Thus prior knowledge and experience can play a role in processing new information when learning strategies are used that are appropriate to the particular learning situation. The elaborative process, and the elaborations chosen should be meaningful and compatible with the students' prior knowledge. The importance of "why" questions, rather than those eliciting "yes/no" answers, is considered as a means of improving cognitive skills. In vocabulary development, the use of noun pairs, synonyms, and derivatives is examined as a systematic techniques in the process of elaboration. The "bottom-up" approach is contrasted with a teaching strategy that emphasizes meaning over spelling and pronunciation. Thus, it is suggested that students be made aware that understanding context, intent, and relationship is more productive than a literal translation of a message be it oral or written. Elaboration as a technique offers inclusive teaching methods, that may be superior to past, exclusive practices.