Lambert’S Socio Psychological Model
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Lambert's Socio-Psychological Model from 1972 focused on the social and psychological aspects of second language acquisition. According to the model, as an individual acquires a second language, they gradually adopt behaviors of the new linguistic and cultural group. Their attitudes towards that group and motivation to learn regulate their success in mastering the new language. Factors like motivation, aptitude, and the effect on self-identity determine whether second language learning is additive or subtractive.
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Lambert's socio-psychological model from 1972 focuses on the social and psychological aspects of second language acquisition. The model identifies key factors that influence learning a second language: attitudes and orientations towards the language, aptitude for language learning, motivation to learn, level of proficiency gained, and impact on self-identity. Outcomes can be additive bilingualism, which enriches experience without harming the native language, or subtractive bilingualism, which can weaken development of the second language.
Lambert’s Socio Psychological Model
Lambert's Socio-Psychological Model from 1972 focused on the social and psychological aspects of second language acquisition. According to the model, as an individual acquires a second language, they gradually adopt behaviors of the new linguistic and cultural group. Their attitudes towards that group and motivation to learn regulate their success in mastering the new language. Factors like motivation, aptitude, and the effect on self-identity determine whether second language learning is additive or subtractive.
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This document summarizes John Schumann's 1978 Acculturation Model of second language acquisition. The model proposes that the degree to which a language learner acculturates into the target language group controls how much of the second language they acquire. It identifies social and psychological factors that influence acculturation and language learning, such as social dominance, intended length of residence, motivation, and language or culture shock. While influential, critics note that the model cannot be generalized to all types of second language learning.
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Lambert’s Socio Psychological Model
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Acculturation Model 1978
This document summarizes John Schumann's 1978 Acculturation Model of second language acquisition. The model proposes that the degree to which a language learner acculturates into the target language group controls how much of the second language they acquire. It identifies social and psychological factors that influence acculturation and language learning, such as social dominance, intended length of residence, motivation, and language or culture shock. While influential, critics note that the model cannot be generalized to all types of second language learning.
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Styles and strategies in second language learning
Field independence refers to the ability to perceive a relevant item in a distracting field, while field dependence refers to perceiving the total field as a unified whole rather than individual parts. Common compensatory strategies used by language learners include prefabricated patterns like memorized phrases without understanding components, code-switching between languages, and directly appealing for help when stuck for a word. Research on applying learning and communication strategies to classrooms has come to be known as communicative language teaching.
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Social factors have a major influence on second language acquisition. Learners' attitudes towards the target language, culture, and speakers can shape their language learning outcomes. The learning context, including factors like age, gender, social class, ethnicity, and educational setting also impact second language proficiency. Natural settings that involve interaction may lead to greater functional ability compared to educational contexts alone. Overall, social factors indirectly influence second language acquisition through their effects on learners' attitudes, motivation, and amount of contact with the target language.
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Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
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There are two main models of second language learning proposed by Naiman in 1978: models with independent learner variables and models with dependent learner variables. The good language learner model identifies factors such as age, intelligence, aptitude, and motivation that influence the learner. Monitor theory proposes that factors like affective filter, input, and output impact language learning. Situational variables also affect language choice and use according to Brown and Fraser's framework. Later models by scholars like Skehan and Spolsky further explored how individual differences, social and environmental factors influence second language acquisition.
Styles and strategies in second language learning
Field independence refers to the ability to perceive a relevant item in a distracting field, while field dependence refers to perceiving the total field as a unified whole rather than individual parts. Common compensatory strategies used by language learners include prefabricated patterns like memorized phrases without understanding components, code-switching between languages, and directly appealing for help when stuck for a word. Research on applying learning and communication strategies to classrooms has come to be known as communicative language teaching.
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This chapter discusses how social context affects second language acquisition. It examines the roles of input and interaction, which are seen as necessary for language learning. Microsocial factors like variation theory, accommodation theory, and sociocultural theory are explored. Macrosocial factors like ethnography of communication and acculturation theory are also discussed. The chapter covers concepts like foreigner talk, input modifications, interactional modifications, and feedback, which are important for understanding the social aspects of second language learning.
Language acquisition slide share. bassante m
This chapter discusses key concepts in language learning and teaching including:
1) The definition of mastery learning and how teaching involves showing prepared knowledge to assist in assessment and understanding.
2) Theories of first language acquisition including behaviorist theories that language is acquired through habit learning and nativist theories that humans have an innate language acquisition device.
3) Factors that influence second language acquisition including age, cognitive style, learning strategies, personality, social/cultural influences, and language policies.
4) Components of communicative competence and how discourse analysis and contrastive analysis relate to language learning.
Second Language Learning 1232663919745890 1
There are several theories of second language learning:
- Behaviorism views it as habit formation through reinforcement, but ignores mental processes.
- Innatism posits an innate language acquisition device and universal grammar, focusing on competence over performance.
- Interactionism holds that acquisition occurs through conversational interaction, with modified input promoting development.
Principles of language learning and teaching
This document outlines the chapters of a book on principles of language learning and teaching. It covers topics such as first and second language acquisition, the influence of age on acquisition, learning styles and strategies, sociocultural factors, theories of second language acquisition, and developing communicative competence. Each chapter describes key concepts and theories in its subject area and discusses implications for language teaching methodology.
Linguistic inequality ppt
Linguistic inequality can take three forms: subjective inequality regarding beliefs and prejudices about languages, strictly linguistic inequality concerning differences in linguistic knowledge and skills, and communicative inequality involving differences in ability to communicate effectively. Subjective inequality involves prejudices and stereotypes associated with particular ways of speaking. Linguistic features may be linked to stereotypes about characteristics like intelligence. Prestige of languages or dialects is also influenced by subjective views. Linguists study these issues to better understand social attitudes and their effects.
CH 5 Social Contexts of Second Language Acquisition.pptx
This chapter discusses how social context affects second language acquisition. It examines the roles of input and interaction, which are necessary for language learning. Microsocial factors like the immediate social environment and macrosocial factors like broader cultural and educational settings also influence language learning. Variation in learner language occurs due to social contexts, and native speakers often modify their language, called foreigner talk, when interacting with second language learners. Feedback through correction and recasts from native speakers also aids language development.
Principles of language learning and teaching
The document discusses several theories of language acquisition and second language learning. It addresses the behaviorist view that language is acquired through conditioning as well as the nativist view that humans are born with an innate language acquisition device. It also discusses factors that affect second language acquisition like age, motivation, and quality of instruction. Finally, it mentions different components of communicative competence involved in language learning like grammatical, discourse, and sociolinguistic competence.
Academic forum
This document discusses several sociocultural and linguistic factors that influence communicative competence when learning a second language. It addresses how attitudes developed in early childhood from parents can shape one's perceptions of others and culture. When acquiring a second culture, learners may experience culture shock as their systems of thinking and communicating are disrupted. Social distance factors like dominance of cultural groups also impact language learning. Cross-linguistic influence looks at how an existing second language can interfere with acquiring a third language, even if the second language is not fully acquired. The hierarchy of difficulty model outlines different levels of transfer that can occur between languages. Errors made by language learners provide insight into how a language is learned and what strategies learners employ.
The recent history of SLL research
The document summarizes Stephen Krashen's five hypotheses about second language acquisition: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. It then discusses criticisms of Krashen's Input Hypothesis and the relationship between comprehensible input and language acquisition. Finally, it covers Swain's Output Hypothesis and the role of output production in developing language skills.
Similar to Lambert’S Socio Psychological Model (20)
Differences of learners in second language acquisition
Differences of learners in second language acquisition
CH 5 Social Contexts of Second Language Acquisition-1.pdf
CH 5 Social Contexts of Second Language Acquisition-1.pdf
CH 5 Social Contexts of Second Language Acquisition.pptx
CH 5 Social Contexts of Second Language Acquisition.pptx
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Science and approaches of science
This document discusses key concepts related to research, including:
1. Research is defined as a systematic process involving a question, collection of data, and analysis/interpretation of that data to increase understanding.
2. The main steps in conducting research are identifying a problem, reviewing literature, specifying a research purpose, collecting and analyzing data, and reporting/evaluating findings.
3. A research question guides the research process by focusing efforts on collecting and analyzing information from multiple sources to present an original argument. Characteristics of a good research question include being specific, clear, and referring to the problem or phenomenon under study.
Content Analysis vs secondary analysis
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Basic elements of scientific concepts
The document outlines the scientific research method and provides guidance on developing mathematical models and completing a thesis. It describes the four main steps of the scientific method as observation, hypothesis, experimental testing, and predictions. Observation involves recognizing facts or occurrences, which are then used to form a hypothesis. The hypothesis is then tested experimentally, and if proven true, predictions can be made. Mathematical models, such as using equations to fit experimental data, can help test hypotheses and predictions. Following the scientific method and reporting iterations that include publishable results are keys to completing a successful thesis.
Observational methods
This document discusses observational methods used in research. There are two types of observation: nonparticipant observation where the researcher simply observes without participating, and participant observation where the researcher takes part in the activity. The researcher aims to understand context like physical surroundings, people present, and interactions. Observation allows researchers to identify patterns, see things people may not discuss, and directly experience a setting. Researchers record field notes on what they observe, photos, and audio/video. Content analysis can also study documents produced.
Types of educational_research
This document outlines different types of educational research, including quantitative and qualitative traditions. Quantitative research can be experimental, involving manipulation of factors, or nonexperimental through descriptive, comparative or correlational methods. Qualitative research involves phenomenological studies, ethnography, grounded theory or case studies. There are also four categories of educational research: basic, applied, action, and evaluation research. The document also defines key research variables and outlines the typical format for reporting research findings.
Types of research
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Types of Research
This document outlines the typical format and components of a research proposal, including:
1. Title, investigators, facility
2. Introduction stating the problem, purpose, significance
3. Literature review
4. Method describing design, sample, equipment, procedure, analysis
5. Results with statistical analysis and tables/graphs
6. Discussion interpreting results
7. Summary and conclusion
8. Appendices and bibliography
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Literature what is it
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History of english literature sajid
This document provides an overview of English literature. It begins by defining literature and discussing its nature and value. It then examines various periods of English literature in chronological order from Old English to 20th century works. For each period, it outlines the major historical influences and provides examples of prominent authors and literary forms. One work discussed in depth is The Tragical History of Doctor Faustus by Christopher Marlowe from the Renaissance period.
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What isliterature
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101 masterpieces of literature in english
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National Curriculum of English Grade I-XII
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The Linguistic Variables
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Term Paper
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Syllabus Designing
The document discusses syllabus design for language teaching. It defines a syllabus and outlines different types of syllabi, including product-oriented syllabi like structural, situational, and notional/functional syllabi as well as process-oriented syllabi like procedural/task-based, learner-led, and proportional syllabi. Practical guidelines are provided for choosing a syllabus type based on desired outcomes and available resources. Key factors in effective syllabus design include determining learning objectives, selecting content and materials, and outlining course requirements, policies, and evaluation methods.
Semiotics Final
This document provides a historical overview of the development of semiotics from ancient Greek and Latin writings through modern philosophers like Saussure and Peirce. It discusses how classical writers like Aristotle viewed signs, and how conceptions of signs evolved in the Middle Ages to include both natural occurrences and linguistic expressions. It then focuses on the models of signs proposed by Saussure and Peirce in the modern era, with Saussure proposing a dyadic model of the signifier and signified, and Peirce proposing a triadic model involving the representamen, interpretant, and object. The document also explores key aspects of each thinker's semiotic theory, such as Saussure's view of the arbitrary nature of
Research Proposal Methoo
This document outlines two proposed research topics for term papers. The first proposes examining the English language teaching strategies used at the graduate level in Pakistan and their consequences. The second proposes investigating the social factors that contribute to English language learning in Pakistan at the intermediate level. Both topics acknowledge the importance of English language learning in Pakistan.
Questionnaire
This document provides guidance on designing and administering questionnaires. It discusses key aspects of questionnaire design including question types, question wording, layout, piloting the questionnaire, distribution, non-response follow up, and data analysis. The document emphasizes that questionnaires require careful planning and design to ensure clear, unbiased questions and a user-friendly format in order to obtain high-quality responses. Piloting the questionnaire is also highlighted as an important step to identify and address any issues before full distribution.
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