Background issues in language learning
- 1. IN ES SU NG 13 IS NI 0 II-2 ND AR ESTER U LE M O SE GR AGE CK U BA NG CTICS I LA H DIDA L NG E IS
- 2. THE MIRACLE OF LENGUAJE Are we born with an innate capability to learn languages? Watch
- 3. LANGUAGE ACQUISITION VS LANGUAGE LEARNING THEORY Language acquisition: Subconscious process Without formal instruction Massive exposure Age limit: 6 years comprised until puberty (Pinker, 1994) No or very low level of abstraction Spontaneous capabilities (Palmer) Language learning: Conscious process Formal instruction Limited exposure to the language Age limit: puberty and on Higher level of abstraction Studial capabilities (Palmer)
- 4. BEHAVIORISM THEORY Behaviorism… Conditioning is the result of: Stimulus Response reinforcement Skinner, 1957
- 5. LANGUAGE LEARNING WILL TAKE CARE OF ITSELF THEORY “In fact, learning is the human activity which least needs manipulation by others. Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting.” Illich, 1972 …If the language teacher ‘s management activities are directed exclusively at involving the learners in solving communication problems in the target language then language learning will take care of itself… Allwright, 1979
- 6. FOCUS ON FORM OR FOCUS ON FORMS THEORY Focus on form: Task-based language teaching Incidental and opportunistic Noticing (language intake) (Richard Schmidt, 1990) Focus on Forms: Course books (Open Mind, New American Framework, and the like) Language syllabus
- 7. THE IMPORTANCE OF REPETITION Repetition drills Repetition of encounters with language with lapses in between (noticing)
- 8. THINKING ABOUT LANGUAGE Implicit teaching (Inductive approach) Learner centered Students take agency Explicit teaching (Deductive approach) Teacher centered
- 9. AROUSAL, AFFECT AND HUMANISTIC TEACHING Affect: Anxiety, fear, stress, anger or depression compromise learning. (alienations) Student’s Affective filter (low/high) affects language acquisition Humanistic: Personal identity Self-knowledge Feelings emotions Stephen Krashen
- 10. WHEN YOU’RE READY • Teaching can promote acquisition: teaching one step close to the next form to be acquired (Teachability Hypothesis) – Pienemann,1998 • All learning is mediated by social interaction • Learning is assisted performance (scaffolding) • Successful scaffolding can occur when learners are in the Zone of Proximal Development (ZPD) --Lev Vygotsky, 1920-1930
- 11. LANGUAGE PLAY Can you mention some language games? Songs Jokes Rhymes Tongue twisters and the like …Language play, when properly designed, may well be extremely useful for student language development… Cook, 2000
Editor's Notes
- #2: {"3":"Subconscious Acquisition and Conscious Learning (Stephen Krashen; 1984)\nInput hypothesis: Comprehensible input (i + 1) \nRoughly - tuned input\nFinely – tuned input\n"}