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Social Interaction 7c Vilvilivyne Yusak  Low Chiao Yie Feysa Kaya  Nermin Tunci University of Malaya KL Chapter   10
<ul><li>Constructivist </li></ul>Interaction  hypothesis Comprehensble input is the result of  Modified interaction Michea...
<ul><li>Native speakers often  slow down speech  to second learners. </li></ul>Comprehension Check : “ Go down to the subw...
Long’s view interaction Input Process of  acquisition   SL classroom   Contexts for “practicing grammatical structures & O...
<ul><li>The Ecology of  </li></ul><ul><li>Second Language Acquisition </li></ul>PBET 2113  Group 7c (TESL) Semester 2 AY 2...
INPUT -Textbooks -Teacher Talk  -Materials -Other students -Nonverbal -Outside of class -Self Seeds of Predisposition Soil...
Dialect, style, Formality, Relationship Climate of Context Germination Strategies Strategies : Direct, memory, affective, ...
Dialect, style Formality, Relationship Leaves of Comprehension  & Production Strategies Branches of Affective Variables Cl...
Fruit of Performance Reading Writing comprehension speaking listening Trunk of Feedback Oh man! I love Durian!!   PBET 211...
Theory :  the general principles of an art or science( contrasted with the practice) Practice :   performance, the doing o...
* Today teachers create theories according to the situation in the class. Teachers practitioners theorist A RECIPROCAL REL...
THEORY BUILDING   -  Peter Elbow (1973),  DOUBTING GAME   is truth-seeking: trying to find something wrong with someone’s ...
The Role of Intuition Analytical Approach Ewing(1977) notes that analytical thinkers are  more successful in solving probl...
- It’s n on-verbalizability . -  The implications are clear for teaching are clear -  Intuition involves a certain kind of...
<ul><li>Source: Brown, H. Douglas. 2007. Principles of  </li></ul><ul><li>Language Learning and Teaching, 5 th  Edition.  ...
<ul><li>The End </li></ul><ul><li>that’s all folks.. </li></ul>PBET 2113  Group 7c (TESL) Semester 2 AY 2009-2010,  Depart...
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Social Interaction

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A presentation on social intraction theory, social constructivism, Brown's horticultural theory of SLA and theory building. Primary source is Chapter 10 of H. Douglas Brown, 2007.

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Social Interaction

  1. 1. Social Interaction 7c Vilvilivyne Yusak Low Chiao Yie Feysa Kaya Nermin Tunci University of Malaya KL Chapter 10
  2. 2. <ul><li>Constructivist </li></ul>Interaction hypothesis Comprehensble input is the result of Modified interaction Micheal Long PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  3. 3. <ul><li>Native speakers often slow down speech to second learners. </li></ul>Comprehension Check : “ Go down to the subway – do you know the word ‘subway’?” Clarification : “ Did you say ‘to the left’? Modified Interaction PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  4. 4. Long’s view interaction Input Process of acquisition SL classroom Contexts for “practicing grammatical structures & Other languages forms Old paradigm Basis for development of lingustic rules PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  5. 5. <ul><li>The Ecology of </li></ul><ul><li>Second Language Acquisition </li></ul>PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  6. 6. INPUT -Textbooks -Teacher Talk -Materials -Other students -Nonverbal -Outside of class -Self Seeds of Predisposition Soil of style PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  7. 7. Dialect, style, Formality, Relationship Climate of Context Germination Strategies Strategies : Direct, memory, affective, social, metacognitive PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  8. 8. Dialect, style Formality, Relationship Leaves of Comprehension & Production Strategies Branches of Affective Variables Climate of Context Root of Competence PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  9. 9. Fruit of Performance Reading Writing comprehension speaking listening Trunk of Feedback Oh man! I love Durian!! PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  10. 10. Theory : the general principles of an art or science( contrasted with the practice) Practice : performance, the doing of sth/ frequent or regular repetition of sth in order to become skillful. FROM THEORY TO PRACTICE PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  11. 11. * Today teachers create theories according to the situation in the class. Teachers practitioners theorist A RECIPROCAL RELATIONSHIP, NOT A DICHOTOM Y PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  12. 12. THEORY BUILDING - Peter Elbow (1973), DOUBTING GAME is truth-seeking: trying to find something wrong with someone’s claim or hypothesis BELIEVING GAME is to find truths not errors; you make acts of self-insertion and self- involvement, not self-extrication. PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  13. 13. The Role of Intuition Analytical Approach Ewing(1977) notes that analytical thinkers are more successful in solving problems. Intuitive A pproach intuitive thinkers are successful in solving problem if it is difficult to define because they keep coming up with different possibilities, follow their hunches . Teachers tend to be born doubters but the believing game provides them with a constrasting principle,intuition. PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  14. 14. - It’s n on-verbalizability . - The implications are clear for teaching are clear - Intuition involves a certain kind of risk taking - Good language teachers have developed good intuition. Intuition Instinct perceptions feelings Sixth sense PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  15. 15. <ul><li>Source: Brown, H. Douglas. 2007. Principles of </li></ul><ul><li>Language Learning and Teaching, 5 th Edition. </li></ul><ul><li>White Plains, NY: Pearson Education. Chapter 10. </li></ul><ul><li>Created for: PBET 2113 Participants (TESL) </li></ul><ul><li>Semester 2, AY 2009-2010 </li></ul><ul><li>Department of Language & Literacy </li></ul><ul><li>Faculty of Education </li></ul><ul><li>University of Malaya KL </li></ul><ul><li>Created by: Vilvilivyne Yusak, Low Chiao Yie, </li></ul><ul><li>Feysa Kaya and Nermin Tunci </li></ul><ul><li>Facilitator: Jessie Grace U. Rubrico, PhD </li></ul>PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
  16. 16. <ul><li>The End </li></ul><ul><li>that’s all folks.. </li></ul>PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

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