Bridging Second Language Acquisition Theory and Pedagogy in English Education for TVET Learners

Abstract

This paper will analyze how Second language acquisition theories can be used in vocational English teaching, focusing on the input hypothesis by Krashen, the output hypothesis by Swain, as well as the sociocultural theory by Vygotsky. Since contextual learning is important to vocational learners, SLA-based methodologies such as task-based language teaching (TBLT) and communicative language teaching (CLT) are believed to enhance vocational learning of the English language. This study aims to analyze Second Language Acquisition (SLA) theories and their relevance to vocational English education, identify effective pedagogical strategies that enhance language acquisition for technical learners, and evaluate challenges and best practices in implementing SLA methodologies in vocational learning environments. A Systematic Literature Review (SLR) was conducted following the PRISMA framework. Literature was retrieved from JSTOR, Web of Science, and Google Scholar, with inclusion criteria focusing on peer-reviewed studies, SLA pedagogy, and vocational ESL contexts. Findings reveal that most of the strategies for SLA, such as peer learning, ESL, training and development for specific sectors, and multimodal tools and approaches, were found effective. The existing challenges include a lack of well-trained teachers, curricula incompatibility, and restrictions on exposure to learners. The research supports the need for teacher training, policy-based intervention, and curriculum implementation of SLA theories and ESL to improve the English language skills and workplace communication of vocational learners.