From Grammar-Translation to Content-Based : Changes from the Perspective of the Socio-Educational Model of Second Language Acquisition

Abstract

The socio-educational model of second language acquisition developed by Robert C. Gardner illustrates a "dynamic causal interplay of individual difference variables interacting with environmental and acquisition context resulting in both linguistic and non-linguistic outcomes. "(Gardner, 1985) The model has influenced numerous studies in the field of SLA and TESOL to this day This article attempts to contrast grammar-translation English education in Japan's high schools with content-based English education in colleges and universities based on the socio-educational model (Gardner, 1985). The high school model and college model show many distinctive differences. The present article also explores some practical implications.