Addressing the L2 learning needs of adults with limited education

Abstract

Abstract Despite the growing number of second language adult learners with limited education, few classroom-based studies have investigated how teaching can be better adapted to the characteristics of this population, many of whom have emerging literacy skills (Penning de Vries et al., 2020). This study aims to fill this gap by implementing input-based tasks in an intact French L2 language and literacy classroom (N = 13). The input-based tasks, targeting household items and number marking, were variations of ‘listen-and-do’ tasks that minimize reliance on print or school-based strategies to achieve task outcomes (Shintani, 2012). To assess whether the tasks provided opportunities for form-meaning connections, we examined learners’ self- and other-directed speech during task performance. Results showed multiple opportunities for form-meaning connections suggesting that input-based instruction could be a useful technique for this context.