1. The document discusses behaviourist and mentalist theories of second language acquisition. Behaviourism views language learning as habit formation through stimulus-response reinforcement, while mentalism posits an innate language acquisition device.
2. The concept of "interlanguage" is introduced, referring to a learner's unique linguistic system that draws on their first language but is also influenced by the target language. An interlanguage is rule-governed but permeable and transitional as a learner's grammar develops over time.
3. A computational model is presented where input is processed into intake and stored as L2 knowledge within the "black box" of the mind to produce learner output. This conceptualizes second language acquisition as analogous
Behaviorism ,Introduction to language Learning Theories & Behaviorist TheoryNaqvisailya
Introduction to Applied Linguistics, Introduction to Language Learning Theories , Behaviorism , Behaviorist Theory , proponents and tenants of Behaviorism, stages of child language acquisition.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Behaviorism ,Introduction to language Learning Theories & Behaviorist TheoryNaqvisailya
Introduction to Applied Linguistics, Introduction to Language Learning Theories , Behaviorism , Behaviorist Theory , proponents and tenants of Behaviorism, stages of child language acquisition.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Types of Research
Classification of Research
Characteristics of Research
Problems encountered in research
Qualities of a Good researcher
Characteristics of a good researcher
The research process
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4. Behaviourist learning theory
The dominant psychological theory of 1950s and 1960s
Language learning is like any other kind of learning in
that involves habit formation.
5. Behaviourist learning theory
Habits are formed when learners respond to stimuli in
the environment and subsequently have their responses
reinforced so that they are remembered
All behaviour, including the kind of complex behaviour
found in language acquisition, could be explained in
terms of habits.
6. Behaviourist learning theory
Learning took place when learners had the opportunity
to practise making the correct response to a given
stimulus.
7. Behaviourist learning theory
Learners imitated models of correct language and
received positive reinforcement if they were correct and
negative reinforcement if they were incorrect.
8.
9. Behaviourist learning theory
It should be clear that behaviourist accounts of L2
acquisition emphasize only what can be directly
observed and ignore what goes on in the black box of
the learners’ mind
Behaviourism cannot adequately account for L2
acquisition.
Learners frequently do not produce output that simply
reproduces the input.
10. Behaviourist learning theory
The systematic nature of their errors demonstrates that
they are actively involved in constructing their own
‘rules’, rules that sometimes bear little resemblance to
the patterns of language modelled input.
12. A mentalist theory of language
learning
In 1960s and 1970s a mentalist theory of first language
(L1) acquisition emerged according to this theory
1. Only human beings are capable of learning language.
13. A mentalist theory of language
learning
2. The human mind is equipped with a faculty for learning
language, referred to as a Language Acquisition Device.
This is separate from faculties responsible for other kinds of
cognitive activity ( for example logical reasoning).
14. A mentalist theory of language
learning
3. This faculty is the primary determinant of language
acquisition.
4. Input is needed, but only to ‘trigger’
the language acquisition device.
the operation of
15. What is ‘interlanguage’?
The term ‘interlanguage’ was coined by the American
linguist, larry Selinker, in recognition of the fact that L2
Learners construct a linguistic system that draws, in
part, on the learner’s L1 but is also from the language
target a learner’s interlanguage is, therefore, a unique
linguistic system.
16. What is ‘interlanguage’?
The concept of interlanguage involves
the following premises about L2
acquistion:
1. The learner construct a system of
abstract linguistic rules which
underlies
comprehension
and
production of the L2. This system
of rule is viewed as a ‘mental
grammar’ and is referred to as an
‘interlanguage’
17. What is ‘interlanguage’?
2. The Learner’s grammar is permeable. That is, the
grammar is open to influence from outside ( i.e. through
input). It is also influence from the inside. For example, the
omission, overgeneralization, and transfer errors which we
considered in the previous chapter constitute evidence of
internal processing.
3. The learner’s grammar is transitional. Learners change
their grammar from one time to another by adding
rules, deleting rules, and restructuring the whole system.
This results in an interlanguage continuum. That
is, learners construct a series of mental grammars of
interlanguages as they gradually increase the complexity of
their L2 knowledge.
18. What is ‘interlanguage?
4. Some researchers have claimed that the system learners
construct contain variable rules. That is, they argue that
learners are likely to have competing rules at any one stage
of development. However, other researchers argue that
interlanguage systems are homogeneous and that
variability reflects the mistakes learners make when they
try to use their knowledge to communicate. These
researcher see variability as an aspect of performance
rather than competence. The premise that interlanguage
systems are themselves variable is, therefore a disputed
one.
20. What is ‘interlanguage?
5. Learners employ various learning strategies to develop
their interlanguages. The different kinds of errors learners
produce reflect different learning strategies, For
example, omission errors suggest that learners are in some
way simplifying the learning task by ignoring grammatical
features that they are not yet ready to process.
Overgeneralization and transfer errors can be seen as
evidence of learning strategies.
21.
22. What is ‘interlanguage’?
6. The learner’s grammar is likely to fossilize. Selinker
suggested that only about five per cent of learners of
learners go on to develop the same mental grammar as
native speakers. The majority stop some way short. The
prevalence of backsliding (i.e. the production of errors
representing an early stage of development) is typical of
fossilized learners, Fossilization does not occur in L1
acquisition and thus is unique to L2 grammars.
23.
24. A computational model of L2
acquisition
The concept of interlanguage can be viewed as a
metaphor of how L2 acquisition takes place. It implies
that the human mind functions like a computer,
The learner is exposed to input, which is processed in
two stages. First, part of it are attended to and taken
into short-term memory. These are referred to as intake.
Second, some of the intake is stored in long-term
memory as L2 knowledge.
The process responsible for creating intake and L2
knowledge occur within the ‘black box’ of the learner’s
mind where the learner’s interlanguage is constructed
25. A computational model of L2
acquisition
Finally, L2 knowledge is used by the learner to produce
spoken and written output.( i.e. what we have called
learner language)
Input
Intake
L2 knowledge
Output