Revisiting the Issues in Learner Language Research in Indian Mixed Ability Classrooms

The present chapter focuses on the issues in learner language research in mixed ability classes, revisiting the questions raised in Chap. 1. It consolidates the findings of the two empirical studies (SST and WTPT) within the input-intake-output framework; the discourse structure of the speech gives insights into the strategies of the participants. The cognitive processes identified in the SST are those related to cognitive and linguistic preparation, chunking and retrieval/recall, and strategies of task management. The analysis of the spoken output is based on a study of errors and self-correction, self-monitoring, fluency strategies, organization of discourse in classroom task performance. WTPT gives insights into the learner preparation and performance strategies in a written test task. Some of the major insights discussed here include categorization of the participants into four types—on the bases of proficiency (high, medium, and low); written test scores (high, medium, and low scorers); information processing (extensive, optimal, and intensive); and finally, input processing (maximal, optimal and minimal). It further examines three specific areas for pedagogical practices of language teaching theorists: tasks, skills, and strategies. The chapter concludes with implications of the two studies and future projections for bridging the gap between learning theories and pedagogical practices in the Indian, mixed ability ESL classrooms.