Development of a Psychological Perspective in Language Teaching: A Selective ReviewPowerpoint chapter 15 foundation
Download as PPTX, PDF1 like1,016 views
This document discusses the development of psychological perspectives in language teaching from early associationism to modern psycholinguistics. It reviews how educational psychology began influencing language teaching in the 1930s-1940s, focusing on optimal ages and habits. In the 1960s, theorists like Carroll and Rivers developed two-stage models of second language acquisition and questioned psychological assumptions. The 1970s saw fresh debates and empirical research on these issues to advance the field, though answers remained unclear. Overall, the document examines how psychology has shaped and continues to inform theories of language learning over time.
Development of a Psychological Perspective in Language Teaching: A Selective ReviewPowerpoint chapter 15 foundation
- 1. CONCEPT OF LANGUAGE LEARNING 15. Development of a Psychological Perspective in Language Teaching: A Selective Review Stern, H.H. 1983. Foundation Concepts of Language Teaching. London: Oxford University Press. Presented by: Rizky Amelia (140221807915)
- 2. Outline: Chronological Review Sociology Anthropology Early associationism History Educational psychology enters the scene Linguistics The post-war years Psychology The sixties Psycholinguistics The seventies
- 3. a. Early Associationism Sweet interprets language learning in terms of associationism He derived six principles of associative learning. Sweet and Palmer did not ignore the psychology of the learner and language learning.
- 4. b. Educational psychology enters the scene Several studies during the interwar years: Huse (1931) Critical work Findlay (1932) Modest beginning Brachfeld (1936) Learning language and psychology Stengel (1939) Emotional resistences in adults learners
- 5. c. The post-war years: turning to psychology for answers Scott (1946): psychology is supportive Carroll (1953): Language is a system of well-learned habitual responses. Psychological issues: 1950s: optimal age for second language learner 1960s: second language learning Did not develop, said to be oversimplified
- 6. d. The sixties: questioning psychological assumptions Carroll: critical point and re-thinking (1964) Rivers: Questioned and analyzed. (1968) Rivers published a two-stage process of SLL: 1. Lower 2. More cognitive These gave a more psychological basis
- 7. The attack on the psychology of ALM: Carroll Rivers Anisfeld (1966) Specific habit Chomsky general rules Jacobovits: habit formation and automatization was a secondary factor Redress the balance by pointing out exaggerations of audiolingual method
- 8. e. The seventies: fresh theorizing and empirical reserach Inconclusive arguments and debates Research on what was needed Annual meeting Outstanding enquiry Serious attempts to study through the debate to advance
- 9. Conclusion: 1. Teaching theory has been in contact with psychology, and more recently with psycholinguistics. 2. Psychology clearly directs our attention to the individual person as a language user and language learner. 3. The answers to the debates may be undefinitive, but they have given us a more differentiated understanding of the issues.
- 10. Conclusion: 4. All chronological events which brought intelectual conflict and disorientation somehow give improvement concepts to psychology in language teaching theory. 5. The theoretical review on this chapter makes us realize that it is right the once a task is done, it does not mean that it is already complete.
- 11. Reference: Stern, H.H. 1983. Foundation Concepts of Language Teaching. London: Oxford University Press.