Second language learning
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This document discusses several theories of language acquisition including behaviorism, cognitivism, and constructivism. It specifically outlines Krashen's theory of second language acquisition which has five main hypotheses: acquisition-learning hypothesis, natural order hypothesis, monitor hypothesis, input hypothesis, and affective filter hypothesis. The document also discusses the differences between learning and acquisition, the role of comprehensible input, and suggested practices for teaching English language learners.
Second language learning
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- 29. • Imitation Repetition Memorization controlled drilling Reinforcement Reinforcement can either be positive or negative
- 31. S=child asking for food R= parent gives food to her child.S=child asking for food R= parent gives food to her child.
- 38. Krashen’s Theory Basic Tenets • Adults have two ways of developing competence in the second language: acquisition (subconscious learning) and learning (conscious learning). • The natural order hypothesis: acquisition of grammatical structures follow a predicable order when is natural (Hadley 2001). • The monitor Hypothesis: Acquisition is responsible for all second language utterances and fluency. On the contrary, learning is the “editor” and “monitor” for the output (Hadley 2001). • The input hypothesis: speaking fluency emerges over time. Acquisition on language will happen when we are exposed to the language that is beyond our level. • Effective filter hypothesis: low effective filter contributes to good learning. • Error correction should be minimized and only use when the goal is learning. • Students should not be required to produce speech until they’ re ready.
- 39. The Comprehensible Input Hypothesis • Krashen: Comprehensible the only true foundation input of SLA • Comprehensible input: understanding of input language, that contains ‘a bit beyond’ the current level of competence. • Speech will ‘emerge’ once acquirer has built up enough comprehensible input
- 40. Receiving information Processing information Constructing new meanings Input (listening , reading) Decoding Relating what learners already know with the received information (Listening/reading ) comprehension output
- 45. The Monitor Hypothesis: Fluent production comes from Acquisition. This hypothesis further explains how acquisition and learning are used: The acquisition system, initiates an utterance and the learning system ‘monitors’ the utterance to inspect and correct errors. Krashen states that monitoring can make some contribution to the accuracy of an utterance but its use should be limited. He suggests that the ‘monitor’ can sometimes act as a barrier as it forces the learner to slow down and focus more on accuracy as opposed to fluency. Learned system acting as a monitor Acquired System Utterance
- 61. LEARNING Artificial and technical Priority on the written language Activities ABOUT the language Deductive teaching (rule-driven) Preset syllabus Focus on form Produces knowledge ACQUISITION Natural and personal Priority on the spoken language Activities in the language Inductive coaching (rule-discovery) Improvised activities Focus on communication Produces an ability
- 62. Suggested Practices for English Language Learners (ELL) • Environment—age appropriate literacy materials in English and the first language • Experiences—relevant and appropriate activities with expectations children can meet • Assessment—continuous observation and appropriate alternative assessment practices to document progress • Collaboration with Families—maintaining open communication and interactions with parents and families • Teacher’s knowledge—practices on second language acquisition; knowledge about the child’s culture
- 65. Theory Central idea linguist Behaviorist Children imitate adults. Their correct utterances are reinforced when they get what they want or are praised. Skinner Innate Language is an innate capacity. A child's brain contains special language-learning mechanisms at birth. Chomsky Cognitive Lang. is just one aspect of a child’s overall intellectual development Piaget Cognitive Language is a symbolic representation which allow the children to abstract the world. Lev Vygotsky
Editor's Notes
- #23: When people talk about language learning, they usually consider the two aspects, one is the psycholinguistic and cognitive processes involved in language learning, the other is the conditions that need to be met to activate the learning process. Some might put more stress on the first while others on the later one. Therefore, theories can be roughly divided into two categories: Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere. According to Richards and Rodgers(1986), the theories about how people learn their first and especially second languages can be divided into two main groups. process oriented theories: These emphasize the mental processes that a learner goes through when learning an L2. They are interested in finding out such things as: 1). Do learners go through Learner's mental processes to learn the L2 as they did when they were learning their l1, or do they need to develop a whole new set of mental habits? 2). Do people learn more easily if they are taught La grammar explicitly or is it more helpful to leave them to work out the rules of grammar on their own? 3). Is it actually easier for the brain to cope with only the spoken language first, or only the written language first, or doesn’t it matter? condition oriented theories: these lay more emphasis on the teaching techniques and classroom conditions that need to be provided, in order to activate the learners’ mental processes and so help them to learn. They are concerned with deciding on such matters as whether: 1). Leaner's’ L2 input should be carefully graded and only presented a little at a time or whether they should be exposed to a wide variety of input from the very beginning. 2). Leaner's should always be encouraged to understand every word that they read and hear or should be taught that they often do not need to understand every word, to understand the meaning. 3). Learners learn to use the language more efficiently and easily with lots of drilling and repetition, or it is more helpful if they are given plenty of opportunity to communicate freely in the l2 in the classroom. 4). Leaning takes place more efficiently when the teacher-student relationship if formal and conventional or when the relationship is relaxed and non-hierarchical.
- #29: Example : Parent shows the child an apple and says, “Apple.” The child responds, attempting to say apple. The parent praises the child and gives the child the apple.
- #33: Children often make grammatical mistakes that they couldn't possibly have heard: Cookies are gooder than bread. Bill taked the toy. We goed to the store, Don't giggle me
- #38: INPUT: aportación, contribución, entrada. Information, facts, material, figures, details, data, documents, statistics, sounds….
- #41: INPUT: data, information, sounds,