Principles of language learning and teaching

2.  Learning a second language is a complex process.
 We need to determine who does the learning and
teaching, what is it that the learner should learn,
how does the learning takes place when does the
second language learning takes plance, where
are the learners attempting to acquire second
language and whay, what is the purpose.
 Language, learning and teaching are not isolated
processes.
 There are some schools of thought like the
structuralism, behaviourism, rationalism, cosgnitive
psychology and cosntructivism.

3.  Theorist of first language adquisition are
behavioristic approaches, the nativist
approach, functional approaches,
cognition and language development,
social interaction and language
development,
 Language adquisition involves
competence and performance, and
other features.

4.  The Critical Period Hypothesis affirms
thata fter the puberty, an individual
struggles to learn a second languade.
 Some experts affirm that our brains is
constraint by a biological element that
doesn’t allow to utter and produce a
second language.
 Some factor affects language learning
according to the age.

5.  Pavlov’s classical behaviourism begins
when Pavlov tried to teach a dog to
salivate to the tone of a tunning fork
through a priocedure called classic
conditioning.
 This method was applied to second
language learning
 Skinner’s operant conditioning, which is
called neobehaviourism added a
unique dimension to behaviourism.

6.  Operant conditioning is a behavior in
which one operates on the enviroment,
within the importance the stimuli.
 There are other approaches, too. There
are developed to help to undertsand
the porcess of second language
adquisition and help teacher and also
learners to find a better way to learn.
 The most common and studied are
Behaviourism and Constructivism

7.  Porcess is called when human beings
universally engage and make stimulus-
response connections. It a characteristic
of every human.
 Style refers to consistent abnd rather
enduring tendencies or preferences
withinan individual and Strategies are
specific methos of approaching a
problem or task.

8.  Learning styles are: field independence,
left-and right-brain functioning,
ambiguity tolerance reflectivity and
impulsivity.
 Communication strategies are
avoidance strategies, and
conmpensatory strategies.
 Motivation is also another clue in
language adquisition.

9.  Learning a second language impluies
some degree of learning a second
cultuyre, that is why is important to
understand a second culture.
 Social distance emerged as an effective
construct too give explanatory power to
the place of culture learning in second
language learning.

10.  Social distance refers to de cognitive
and affective proximity of two cultures.
 Culture may influence in the classroom
according to every students
background.

11.  Contrastive analysis hypothesis claimed
that the princuipal barrier to second
language acquisition is the interference
of the first language system with the
second language system.
 The CAH stressed then interfering effects
of the frist language on second
language laerning and claims that a SLL
is priarily a process of acquiring items
form the FL.

12.  Dell Hymes founded this concept and he
referred to communicative competence
as the aspect of our competence that
enables us to convey and interpret
messages and to negociate meanings
interpersionally within specific context.
 Language competence is divided into
organizational competence and
pragmatic competence.

13.  Organizational competence is divided
into grammatical competence and
textual competence while pragmatic
competence is divided into illocutionary
competence and sociolinguistic
competence.

14.  Krasehn’s input hypothesis inclñusdes the
adquistion-learning hypothesisthe
monitor hypothesis, the natural order
hypothesis, the input hypothesis, the
affective filter hypothesis.
 Cognitive models are: McLaughlin’s
Attention-Processing model,
 Long’s interaction hypothesis is part of a
social constructivist model.