SLA

1. Elizabeth Ruiz OrtegaElizabeth Ruiz Ortega
PRINCIPLES OF LANGUAGE
LEARNING AND TEACHING
by H. Douglas Brown.

2. 
Language, Learning and Teaching
Learners and
teachers
Childhood or
Adulthood
Strategies of
learning and
teaching
The
purposes
Discipline
System and
Function
Cultural and
linguistics
contexts

3. 
SLA Schools of Thought
S-R-R: stimuli from the
environment (such as
linguistic input),
responses to those stimuli,
and reinforcement if the
responses resulted in
some desired outcome.
Human language can
not be scrutinized
simply in terms of
observable stimuli and
response or the
volumes of raw data
gathered by field
linguistics.
Human beings construct their own
version of reality and therefore
multiple contrasting ways of knowing
and describing are equally legitimate

4. KEY CONCEPTS:
Semantically:Learners discover phonological, lexical, semantic system
of language
Variability: Stages that learners learn unconsciously and after time they
can difference them example ( verb tenses)
Nature: Biological behaviors
Nurture: Environmental exposure
Performance: is the overtly observable and concrete ,manifestation or
realization of competence
Competence: One’s underlying knowledge of a system, event or fact.
*Comprehension and productions can be aspect of both performance
and competence.
Comprehension ( listening and reading)
Performance ( speaking and writing

5. 
The critical period hypothesis
Neurological
considerations
Child is
neurological
assigning functions
little by little to one
side of the brain or
the other , of course
language
The significance of accent
The acquisition of authentic control of
phonology of foreign language supports
the notion of a critical period
Most of the evidence
indicate that people
beyond the age of
puberty do not
acquire what has
come to be called
authentic
pronunciation of the
second language

6. 
The accent
Cognitive considerations
Human cognition develops rapidly
throughout the first sixteen years of
life and less rapidly thereafter
Sensorimotor stage ( birth to two )
Preoperational stage
( ages two to seven)
Operational stage
(ages seven to sixteen)
Concrete operational stage
( ages seven to eleven)
Formal formal operational stage
( ages eleven to sixteen)
Affective considerations
The affective domain includes many
factors:
Empathy, self-steem, extroversion,
inhibition, imitation, anxiety, attitudes.
Linguistic considerations
Bilingualism
Interference between first and second
language
Order in acquisition

7. 
Human Learning:
Gagne’s Types of Learning

8. 
Transfer
•Describing the carryover of previous performance or knowledge to
subsequent learning.
•Positive transfer occurs when the prior knowledge benefits the
learning task
•Negative transfer occurs when the previous performance disrupts
the performance of a second task
Interference
Is when a previous item is incorrectly transferred or incorrectly
associated with a item to be learned
A person will use whatever previous experience he or she has had
with language to facilitate the second language learning process.
Overgeneralization
Occurs when the second language learners acts within the target
language, generalizing a particular rule or ítem in the second
language-irrespective of the native language-beyond legitimate
bounds.

9. 
Process.- characteristic of every
human being because we look for
actions such as eat, breath, etc. in
order to survival
Style.- general intellectual
functioning that pertain to you
as an individual and that
differentiate you from someone
else.
Strategy.- are specific
methods of approaching
a problem or a task
modes of operation for
achieving a particular
end, planned design for
controlling and
manipulating certain
information

10. 
The Affective domain.- refers to emotion
side of human behavior
Self-esteem.- attitudes that individuals
hold towards themselves
Inhibition.- a mental state or condition in
which the varieties of expression and
behavior of an individual become
restricted
Risk-Taking.-
students impulse
to try or guess
something that
they are not sure
Empathy.- putting yourself into someone
else’s shoes
Extroversion-introversion .-
extroversion is the extent to which
a persons has a deep-seated need
to receive ego enhancement,
Self-steem ,etc. Introversion is the extent to
which a person derives a sense of
wholeness and fulfillment apart from a
reflection of this self from other people.
Anxiety.- a state of
uneasiness or
tension caused by
apprehension of
possible future
misfortune, danger,
etc.

11. 
Sociocultural
Factors:
Language, thought
and culture
Stereotypes.- assigns group characteristics
to individuals purely on the basis of their
cultural membership
Attitudes.- form a part of one’s
perception of self, of others,
and of the culture in which
one is living
Second culture acquisition.-
involve the acquisition of
second identity
Social distance.- refers to the
cognitive and affective
proximity of two cultures
that come into contact within
an individual and consist of
some parameters
(dominance, integration,
cohesiveness, congruence,
permanence)
Culture in the classroom .-
culture learning in the
classroom can help students
turn such an experience into
one of the increased cultural
and self-awareness.

12. 
Cross-Linguistic Influence and
Learner Language
Contrastive analysis hypotheses (CAH): the principal barrier to second
language acquisition is the interference of the first language system
with the second language system.
From the CAH to CLI ( cross-linguistic influence). – The weak version of
CAH remands the cross-linguistics influence which suggest that we all
recognize the significant role that prior experience plays in any learning
act, and that the native language as prior must not be overlooked.
Intralingua errors : within one language, is a factor in second language
Interlingual errors: across two or more languages

13. Markedness theory try to explain why
there seems to be a certain order of
acquisition of morpheme in English.
Marked structures are acquired in later tan
unmarked structures
Marked items are more difficult to acquire
tan unmarked. Example: an- marked
a- unmarked
Rules acquired by
children learning their
firs language are
presumed to be
universal.
Markednees theory and UG perspectives
provide a more sophisticated
understanding of difficulty in learning
second language

14. 
STAGES OF LEARNEER
LANGUAGE DEVELOPMENT
In recent years
researchers and teachers
have come more and
more to understand that
second language
learning is a process of
the creative construction
of a system
Random errors:
systematic -
stabilization
Variability in learning language
Knowledge of the
native language,
limited knowledge of
the target language
itself, knowledge of
the communicative
functions of language,
knowledge about
language in general,
and knowledge about
life, human beings and
the universe.

15. 
Aspect of our competence that
enables us to convey and
interpret messages and to
negotiate meaning
interpersonally within specific
context.
Aspects of
communication:
Grammatical,
discourse,
sociolinguistics,
strategic,
Language functions :
Instrumental, regulatory,
representational,
interactional, heuristic,
imaginative,
Communicative Competence

16. 
 McLaughlin’s Attention-Processing Model: juxtaposes
processing mechanisms (controlled and automatic) and
categories of attention to form four cell
 Implicit and explicit model: Implicit knowledge is
information that is automatically and spontaneously used
in language tasks.
 A social constructivist model: is associated with more
currents approaches to both first and second language
acquisition emphasize that dynamic nature of the
interplay between learners and their peers and their
teachers and other whom they interact.
Cognitive models

17. 
SLA is as much a dynamic,
complex, nonlinear system
To conclude:
Thanks!