1. Group 1
• Phạm Thị Lan Anh
• Trần Ngọc Yến Nhi
• Trần Thị Mai Thi
• Trần Châu Thy
• Nguyễn Văn Toàn
• Trần Như Quỳnh
2. Agenda Which linguistic/psychological perspective
do we use?
01
The application in teaching
02 The acquisition process
03 How does the learner process information?
04
3. 1. Which linguistic/psychological perspective do we use?
Developmental psychology
Jean Piaget - Developmental Psychology, the
study of age-related changes in behavior,
examines the psychological processes of
development, which means it describes the
sequence of biological, cognitive, and socio-
emotional changes that humans undergo as
they grow older. It describes the growth of
humans, which consists of physical,
emotional, intellectual, social, perceptual, and
personality development, from birth to death.
Also, it investigates the processes that lead to
age-related changes and transitions between
successive developmental states.
Generative linguistic
Generative linguistics, fathered
by Chomsky, 1957, is construed as an
internal state of the brain as opposed to a
socio-cultural object. The key explanatory
aim of the generative project is thus to
understand the human language faculty:
the uniquely human capacity to acquire
language, and thereby generate a
(potentially) infinite number of linguistic
objects. Generative linguistics offers plenty
of philosophically interesting leads for
inquiry, and yet continues.
4. 2. The
acquisition
process
Acquisition takes place naturally and outside of
awareness; it emerges spontaneously when learners
engage in normal interaction in the L2, where the focus
is on meaning. Neither instruction nor the intention to
learn is necessary. The theory claims that learners draw
on acquired unconscious knowledge in spontaneous
language use, and in this regard, Krashen would argue,
SLA is much like first language acquisition. Typically,
learners are not able to articulate this knowledge and
are said to operate “by feel” rather than “by rule.”
5. Stephen Krashen
(1941 - now)
Monitor Theory
John Robert Anderson
(1947 - now )
Skill Acquisition Theory
Manfred Pienemann
(1951 - now)
Processability Theory
Gurus
6. Monitor Theory
Consists of five interrelated hypotheses
1
2
3
4
5
The Acquisition-Learning Hypothesis
The Monitor Hypothesis
The Natural Order Hypothesis
The Input Hypothesis
The Affective Filter Hypothesis
7. The Acquisition-Learning Hypothesis
• Acquisition and learning, constructs within the theory, are two
separate ways of gaining knowledge
• The acquisition-learning distinction is the central hypothesis in
Monitor Theory
8. The Monitor Hypothesis
• Learners can draw on learned knowledge when they have
sufficient time to consult their rule knowledge, for instance, in an
untimed writing assignment
9. The Natural Order Hypothesis
• Learners follow sequences in their acquisition of specific forms,
such as the grammatical morphemes -ing, -ed, -s, and others.
• They appear to pass through predictable stages in their
acquisition of grammatical structures, such as questions,
negation, and relative clauses.
10. The Input Hypothesis
• Humans acquire language in only one way - by understanding
messages in the L2 or, as Krashen says, by receiving
comprehensible input, another central construct in the theory
11. The Affective Filter Hypothesis
• It is also important for learners to be comfortable and receptive to the input in
their learning environment
• Learners who are comfortable and have a positive attitude toward language
learning have their filters set low, allowing unfettered access to comprehensible
input. In contrast, a stressful environment, such as one in which learners are
forced to produce before they feel ready, raises the affective filter, blocking the
learner’s processing of input.
• The affective filter can help explain the variable outcome of SLA across L2
learners, including differences in the learner’s age and in classroom conditions.
12. • The learning of a wide variety of skills shows a remarkable similarity in development from the
initial representation of knowledge through initial changes in behavior to eventual fluent,
spontaneous, largely effortless, and highly skilled behavior, and this set of phenomena can be
accounted for by a set of basic principles common to the acquisition of all skills.
• The oldest form of evidence in this area is behavioral in nature: reaction times, error rates, and
differences in performance from one condition to another such as interference from a
secondary task
SKILL ACQUISITION THEORY
13. Processability Theory
• At any stage of development the learner can produce and
comprehend only those second language (L2) linguistic forms
which the current state of the language processor can handle
14. Processability Theory
• L2 learning follows nearly the same route to L1 acquisition. According
to this theory, L2 learners go through six stages or inter-languages to
learn an L2. These stages are the following: (1) One-word formulaic
expression stage, (2) L2 basic word order stage, (3) Beginning and
end of sentence element movement stage, (4) Detaching adverb
particles stage, (5) Moving elements within the sentence stage, and (6)
Complex sentence or the order of subordinate clause stage
15. Processability Theory
• PT is a universal framework that has the capacity to predict
developmental trajectories for any L2. The notion developmental
trajectory implies a developmental dimension known as staged
development as well as a variational dimension accounting for
individual differences between developmental trajectories.
16. 3. How does the learner process information?
STRENGTHS
THREATS
WEAKNESS
OPPORTUNITIES
Attention-processing
Skill learning
Restructuring
Transfer appropriate processing
(TAP)
• Information processing (IP) is a
theoretical framework that
focuses on cognitive process
involved in second language
acquisition (SLA).
• Includes 4 components:
17. Attention-processing
• Learners have to pay attention at first to the target language they
want to acquire or produce. There is a limit to how much
information a learner can pay attention to or engage in at one
time. At the earlier stages the learner will pay attention to the
main words (meaning) rather than grammatical morphemes.
18. Skill learning
Most learning, including language learning, starts with declarative knowledge (knowledge that).
Through practice, declarative knowledge may become procedural knowledge (knowledge how).
• Declarative knowledge enables a student to describe a rule and perhaps apply it in a drill or
a gap-fill.
• Procedural knowledge, on the other hand, enables the student to apply that rule in real
language use.
Note: procedural knowledge does NOT translate automatically into declarative knowledge. Ex:
Native speakers say: "I've been there" (procedural knowledge) rather than "I went there"
(declarative knowledge).
19. Restructuring
Sometimes changes in language behavior do not seem to be
explainable in terms of a gradual build-up of fluency through
practice.
Can be :
• sudden bursts of progress and apparent backsliding.
• interaction of knowledge we already have and the acquisition of
new knowledge (without extensive practice).
20. Transfer appropriate processing (TAP)
• Information is best retrieved in situations that are similar to those
in which it was acquired. This is because when we learn
something our memories also record something about the
context and the way in which it was learned.
=> knowledge is easier to retrieve if we are returned to or can
recreate those processes and thinking processes.
21. 4a. The application in teaching by Piaget’s theory
Teachers should encourage the following within the classroom:
• Educational programs should be designed to correspond to Piaget’s stages of
development. Children in the concrete operational stage should be given concrete
means to learn new concepts e.g., tokens for counting.
• Focus on the process of learning, rather than the product of it. The teacher should focus
on the student’s understanding and the processes they used to get to the answer.
• Child-centered approach. Learning must be active (discovery learning).
• Accepting that children develop at different rates so arrange activities for individual
children or small groups
• Do not assume that all the children can cope with a particular activity.
• Using active methods that require rediscovering or reconstructing “truths”.
• Using collaborative, and individual activities (so children can learn from each other).
22. 4b. The application in teaching by Chomsky’s theory
• Teachers must cultivate growth
Teachers must keep the students engaged: Since learners come with an
interest to learn, teachers must try their best to retain their interest and
keep them engaged.
• Focus On Student Learning
The main emphasis must be laid on students’ learning rather than teacher
training.
• Imbibe Natural Curiosity
The teachers must apply a method of teaching that can develop curiosity
and interest among learners for learning naturally.
23. References
Blake, B., & Pope, T. (2008, May). Developmental Psychology: Incorporating Piaget’s and Vygotsky’s
Educational Implications of Chomsky’s Theory of Language Development (n.d.). lesson. Retrieved from
educationsummary: https://educationsummary.com/lesson/educational-implications-of-chomskys-theory-of-language-
development
Theories in Classrooms. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 59-67.
Hickcox, G. (2015). Slide. Retrieved from SlidePlayer: https://slideplayer.com/slide/2353847/
Mcleod, S. (2023, May 21). Theories. Retrieved from SimplyPsychology: simplypsychology.org/piaget.html
Smith, D. (2016). Slide. Retrieved from SlidePlayer: https://slideplayer.com/slide/10280542/
Terzian, G. (2021, June). Chomsky in the playground: Idealization in generative linguistics. Studies in History and
Philosophy of Science, 87, 1-12.
VanPatten, B., & Williams, J. (2015). Theories in Second Language Acquisition. New York: Routledge.
