Speaking instruction in second language acquisition (SLA) requires evaluation models capable of capturing the interaction between linguistic development, cognitive demands, learner engagement, and instructional conditions. However, existing approaches to evaluating communicative and inductive pedagogies often employ diverse research designs and measurement criteria, limiting comparability across studies. This article presents a methodological framework development study that proposes an integrated model for evaluating the Functional Inductive Approach (FIA) in second language speaking instruction. Rather than reporting empirical findings, the study develops a theoretically grounded framework consisting of task-design parameters, speaking performance measures, learner perception instruments, and reflective evaluation procedures.
Table of Contents
| A Methodological Framework for Evaluating the Functional Inductive Approach in Second Language Speaking Instruction | A Methodological Framework for E |
| Paul A. Silva | 1129-1164 |
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ISSN: 2146-3328