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- 2. First language Acquisition Behaviorists Nativists Functionalists
- 3. First Language Acquisition •Behaviorists
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- 8. Behaviorists – CleanSlate
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- 11. Nativists - Innate •Language Acquisition Device (LAD)
- 12. Natavists - Innate •Universal Grammar (UG)
- 13. Natavists - Innate •Construct Rules of language
- 14. Natavists - Innate •Construct Rules of language – predetermined steps
- 15. Natavists - Innate •Construct Grammar
- 16. Natavists - Innate •Abstract Thinking – Creative Process Predisposition to language
- 17. Natavists - Innate •Pre-wired Wired for language
- 18. First Language Acquisition •Functionalists
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- 21. Functionalists • Serves apurpose
- 22. L1 Acquisition andL2 Learning • Similarities – Construct language from prior conceptual knowledge.
- 23. L1 Acquisition andL2 Learning • Similarities – Active learner who tests and revises hypotheses.
- 24. L1 Acquisition andL2 Learning • Similarities – Requires an interactional process
- 25. L1 Acquisition andL2 Learning • Similarities – Use cognitive strategies eg oversimplification
- 26. L1 Acquisition andL2 Learning • Similarities – is aided by modified input. Both will attempt to simplify language p. 42
- 27. L1 Acquisition andL2 Learning • Similarities – Develop language in predicatable steps – prewired Predictable
- 28. L1 Acquisition andL2 Learning • Similarities – Developmental errors
- 29. L1 Acquisition • L1– Silent Period a must
- 30. L2 Learning • L2– Silent Period desireable
- 31. L2 Learning • L2– Cognitively more developed
- 32. L2 Learning • L2– Greater Knowledge of the world
- 33. L2 Learning • L2– Can learn and apply grammar rules more readily
- 34. L2 Learning • L2– Has more control over input
- 35. L2 Learning • L2– Has L1 as a resource
- 36. L2 Learning • L2– Is familiar with one or more cultures
- 37. L2 Learning • L2– Negative attitude & motivation
- 38. L2 Learning • L2– Inhibition & anxious & afraid of errors.
- 39. 4. Aspects ofHuman Learning Cognitive Constructivist Behavioristic Skinner Pavlov Ausubel Rogers
- 40. 4. Aspects ofHuman Learning Cognitive Constructivist Behavioristic S- R Old + New = Meaning Social interaction Governed by consequence Systematic forgetting Adaption Personal growth Language learning requires Language Learning stimulus response exposure requires meaningful Community of learners – contexts Facilitate, Interact, empower
- 41. 4. Aspects ofHuman Learning Community of learners Learner centered Interaction Social Interaction Learn how to learn Constrictivist - Whole Person Rogers Empowerment Emotion Facilitation not instruction Adapt & grow to enhance Self-concept – individual existence reality
- 42. 4. Learning -Gagne • One – Signal Learning BEHAVIOURIST
- 43. 4. Learning -Gagne • Two – Stimulus Response BEHAVIOURIST
- 44. 4. Learning -Gagne • Three – Chaining BEHAVIOURIST
- 45. 4. Learning -Gagne • Four – Multiple discriminations BEHAVIOURIST
- 46. 4. Learning -Gagne • Five – Concept Learning COGNITIVE
- 47. 4. Learning -Gagne • Six – Principle Learning Cognitive/Constructivist Patterns
- 48. 4. Learning -Gagne • Seven – Problem Solving Cognitive/Constructivist
- 49. 4. Learning –Multiple Intelligence : Gardiner • Linguistic
- 50. 4. Learning –Multiple Intelligence : Gardiner • Logic - Maths
- 51. 4. Learning –Multiple Intelligence : Gardiner • Musical
- 52. 4. Learning –Multiple Intelligence : Gardiner • Spatial – forming mental pictures of reality
- 53. 4. Learning –Multiple Intelligence : Gardiner • Body - Kinesthetic
- 54. 4. Learning –Multiple Intelligence : Gardiner • Naturalist
- 55. 4. Learning –Multiple Intelligence : Gardiner • Interpersonal
- 56. 4. Learning –Multiple Intelligence : Gardiner • Intrapersonal – ID , me , self-awareness
- 57. Language Teaching Methods TotalPhysical Response The Natural Approach “Silent” “ i + I” “conversation” The Audiolingual Method Community Language Learning
- 58. Language Teaching Methods TotalPhysical Response The Natural Approach “Silent” “ i + I” “conversation” The Audiolingual Method Community Language Learning
- 59. Total Physical Response •Low stress environment
- 60. Total Physical Response •Listening
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- 62. Total Physical Response •Today useful for classroom activities • Based on Behaviorist ideas of stimulus – response (S-R)
- 63. Language Teaching Methods TotalPhysical Response The Natural Approach “Silent” “ i + I” “conversation” The Audiolingual Method Community Language Learning
- 64. Krashen’s Natural Approach •“Silent Period”
- 65. Krashen’s Natural Approach •“ i + I” • Basic conversation. New input just beyond the learners level.
- 66. Krashen’s Natural Approach •“conversation”
- 67. Krashen’s Natural Approach •Facilitator – groups , games
- 68. Krashen’s Natural Approach •Criticism – reliance on input not interaction
- 69. Language Teaching Methods TotalPhysical Response The Natural Approach “Silent” “ i + I” “conversation” The Audiolingual Method Community Language Learning
- 70. The Audiolingual Method •Reinforcement, Set phrases, repetition
- 71. The Audiolingual Method •Lost popularity – LA not through rote and error avoidance.
- 72. Language Teaching Methods TotalPhysical Response The Natural Approach “Silent” “ i + I” “conversation” The Audiolingual Method Community Language Learning
- 73. Community Language Learning •Fundamental affective and interpersonal nature of learning.
- 74. Community Language Learning •CLL – Rogers – student teacher joint facilitation.
- 75. Community Language Learning •CLL – Rogers – student teacher joint facilitation.
- 76. Community Language Learning •CLL – joint facilitation – develop trust in L1.
- 77. Community Language Learning •CLL – joint facilitation – group work – using tapes
- 78. Community Language Learning •CLL – joint facilitation – dependence to independence
- 79. Community Language Learning •CLL – Criticisms – too non-directive
- 80. Community Language Learning •CLL – Criticisms – heavily reliant on language translation
- 81. Community Language Learning •CLL – Positives: • Lower anxiety, supportive groups, own pace, develop autonomy
- 82. Vygotsky – SocioculturalLearning • ZPD – zone of proximal development • “what a learner could learn with appropriate stimuli” • “social interaction the foundation of cognitive development”
- 83. 6. Cognitive Factors •Help to account for learner differences
- 84. 6. Cognitive Factors •Help to account for learner differences Metacogntive Learning Strategies Cognitive Socio-Affective
- 85. 6. Cognitive Factors •Difficult to isolate in practice Metacogntive Learning Strategies Cognitive Socio-Affective
- 86. 6. Cognitive Factors •Difficult to iscolatein practice Metacogntive: Planning and organising Learning Strategies - Previewing -- Monitor -- Evaluate
- 87. 6. Cognitive Factors •Difficult to iscolatein practice Metacogntive: Planning and organising Learning Strategies - Previewing
- 88. 6. Cognitive Factors •Difficult to isolate in practice Metacogntive: Planning and organising Learning Strategies -- Monitor
- 89. 6. Cognitive Factors •Difficult to iscolatein practice Metacogntive: Planning and organising Learning Strategies -- Evaluate
- 90. 6. Cognitive Factors •Difficult to isolate in practice Cognitive Strategies: -Memorisation Learning Strategies
- 91. 6. Cognitive Factors •Difficult to isolate in practice Cognitive Strategies: -- repetition Learning Strategies
- 92. 6. Cognitive Factors •Difficult to isolate in practice Cognitive Strategies: -- note taking Learning Strategies
- 93. 6. Cognitive Factors •Difficult to isolate in practice Socio-Affective: - Lower anxiety Learning Strategies -- Positive Self-talk -- Ask Questions -- Cooperate --Empathise
- 94. 6. Cognitive Factors •Difficult to isolate in practice Socio-Affective: - Lower anxiety Learning Strategies
- 95. 6. Cognitive Factors •Difficult to isolate in practice Socio-Affective: Learning Strategies -- Positive Self-talk
- 96. 6. Cognitive Factors •Difficult to isolate in practice Socio-Affective -- Ask Questions Learning Strategies
- 97. 6. Cognitive Factors •Difficult to isolate in practice Socio-Affective: -- Cooperate Learning Strategies
- 98. 6. Cognitive Factors •Difficult to isolate in practice Socio-Affective: --Empathise Learning Strategies
- 99. 6. Cognitive Factors •Help to account for learner differences Learning Strategies Communication Strategies
- 100. 6. Cognitive Factors •Difficult to isolate in practice Avoidance Strategies: Communication - Message abandonment Strategies -- Topic avoidance
- 101. 6. Cognitive Factors •Difficult to isolate in practice Compensatory Strategies: -Circumocution Compensatory - Approximation - All-purpose-words Strategies - Word coinage - Prefabricated patterns - Non-linguistic signals -Code switching -- Stalling
- 102. 6. Cognitive Factors •Difficult to isolate in practice Compensatory Strategies: -Circumocution Compensatory -“thingy” Strategies
- 103. 6. Cognitive Factors •Difficult to isolate in practice Compensatory Strategies: - Approximation Compensatory Strategies “Ship”
- 104. 6. Cognitive Factors •Difficult to isolate in practice Compensatory Strategies: - All-purpose-words Compensatory Strategies “what you call” “thingy”
- 105. 6. Cognitive Factors •Difficult to isolate in practice Compensatory Strategies: - Word coinage Compensatory Invent a word – “vegetarianist” for Strategies “vegetarian”
- 106. 6. Cognitive Factors •Difficult to isolate in practice Compensatory Strategies: - Prefabricated patterns Compensatory Strategies Stock expressions; “Parle-vous Frances”
- 107. 6. Cognitive Factors •Difficult to isolate in practice Compensatory Strategies: Compensatory - Non-linguistic signals Strategies
- 108. 6. Cognitive Factors •Difficult to isolate in practice Compensatory Strategies: -Code switching Compensatory Strategies English – French - English
- 109. 6. Cognitive Factors •Difficult to isolate in practice Compensatory Strategies: -Circumocution Compensatory - Approximation - All-purpose-words Strategies - Word coinage - Prefabricated patterns - Non-linguistic signals -Code switching -- Stalling
- 110. 6. Cognitive Factors •Difficult to isolate in practice Compensatory Strategies: -- Stalling Compensatory Strategies
- 111. 6. Cognitive Factors •Help to account for learner differences Learning Strategies Communication Strategies
- 112. 7. Affective Factors •Affective factors underpin language learning “Doing language Language Structures AFFECTIVE FACTORS
- 113. 7. Affective Factors– cognitive + emotion
- 114. 7. Affective Factors •Methods a response to Affective Domain • Eg Silent Way, Total Physical Response, Natural Approach, Community Language Learning
- 115. 7. Affective Factors– W.E.E.I.R.A.S.S Willingness to communicate: “Collaborative language helps to develop interpersonal intelligence”
- 116. 7. Affective Factors– W.E.E.I.R.A.S.S Willingness to demonstrate empathy: “Walk a mile in my shoes”
- 117. 7. Affective Factors– W.E.E.I.R.A.S.S Extroversion/Introversion: - Some activities will suit e/I people. - Be wary of western preference of extrovert
- 118. 7. Affective Factors– W.E.E.I.R.A.S.S Inhibition : - Overly self-critical can inhibit SLA. Teach – “Mistakes OK”
- 119. 7. Affective Factors– W.E.E.I.R.A.S.S Risk Taking : - Some errors may be associated with risk aversion - Be prepared to guess and attempt
- 120. 7. Affective Factors– W.E.E.I.R.A.S.S Anxiety: “Anxiety a major SLA factor (Arnold & Brown)”. - Some require to be alert & ready to enhance SLA
- 121. 7. Affective Factors– W.E.E.I.R.A.S.S Self-Esteem: “Self-esteem can influence SLA (Arnold & Brown)”.
- 122. 7. Affective Factors– W.E.E.I.R.A.S.S Self-Efficacy: D.E.A.L Reasons people attribute to their own success. DEAL – Difficulty, Effort, Ability, Luck “Self-esteem can influence SLA (Arnold & Brown)”.
- 123. 8. Socio-cultural Factors Acculturation Social Distance Sociolinguistic Perspectives
- 124. 8. Socio-cultural Factors– acculturation “The process of adapting to a new Acculturation culture” 1. Euphoria
- 125. 8. Socio-cultural Factors– acculturation “The process of adapting to a new Acculturation culture” “Social and psychological integration of the learner” Schumann
- 126. 8. Socio-cultural Factors– “Social and psychological Acculturation acculturation integration of the learner” Schumann’s Model Acculturation SLA
- 127. 8. Socio-cultural Factors– “Social and psychological Acculturation acculturation integration of the learner” Not linear but related to SLA. Acculturation SLA
- 128. 8. Socio-cultural Factors– “Social and psychological Acculturation acculturation integration of the learner” Social and psychological contact helps. Acculturation SLA
- 129. 8. Socio-cultural Factors– Social and psychological contact Acculturation acculturation the NL helps. Don’t need to adopt culture. Acculturation SLA
- 130. 8. Socio-cultural Factors– “Motivation – instrumental & Acculturation acculturation integrative Acculturation SLA
- 131. 8. Socio-cultural Factors– Subordination – people may avoid Acculturation acculturation efforts to adopt the dominant language. Acculturation SLA
- 132. 8. Socio-cultural Factors– Assimilation – people may avoid Acculturation acculturation efforts to assimilate. Acculturation SLA
- 133. 8. Socio-cultural– Factors– High enclosure avoid new institutions of SL culture. Acculturation acculturation Acculturation SLA
- 134. 8. Socio-cultural Factors- acculturation “The process of adapting to a new Acculturation culture” 2. Culture Shock
- 135. 8. Socio-cultural Factors- acculturation 2. Culture Shock – dosorientation, Acculturation stress, anxiety fear
- 136. 8. Socio-cultural Factors- acculturation “The process of adapting to a new Acculturation culture” 3. Coping
- 137. 8. Socio-cultural Factors- acculturation 3. Coping Acculturation L2 reluctance amongst adults as they do not want to make fools of themselves
- 138. 8. Socio-cultural Factors- acculturation “The process of adapting to a new Acculturation culture” 4. Recovery
- 139. 8. Socio-cultural Factors- acculturation 4. Recovery Acculturation At this point TL capability improves
- 140. 8. Socio-cultural Factors Acculturation Social Distance Sociolinguistic Perspectives
- 141. 8. Socio-cultural Factors Acculturation Social Distance Sociolinguistic Perspectives Social and psychological Social and psychological proximity to TL distance from TL
- 142. 8. Socio-cultural Factors Acculturation Social Distance Sociolinguistic Perspectives
- 143. 8. Socio-cultural Factors Acculturation Social Distance Sociolinguistic Perspectives
- 144. 8. Socio-cultural Factors Acculturation Social Distance Sociolinguistic Perspectives Norton &Toohey - interaction within a certain context and the opportunities offered.
- 145. 8. Socio-cultural Factors Acculturation Social Distance Sociolinguistic Perspectives Norton &Toohey – situated experience
- 146. 8. Socio-cultural Factors Acculturation Social Distance Sociolinguistic Perspectives Norton &Toohey – human agency ( action to bring about an effect
- 147. 8. Socio-cultural Factors Acculturation Social Distance Sociolinguistic Perspectives Teaching implications
- 148. 8. Socio-cultural Factors– teaching implications • Raise awareness of opportunities outside the classroom.
- 149. 8. Socio-cultural Factors– teaching implications • Discuss affect issues and draw attention to their relevance to SLA How do you feel about SLA?
- 150. 8. Socio-cultural Factors– teaching implications • Do you take up opportunities – tasks, activities, writing, listening?
- 151. 8. Socio-cultural Factors– teaching implications • Do you have set goals – have you identified based on your current strengths and weaknesses (SWOT?).
- 152. 8. Socio-cultural Factors– teaching implications • Do you have work collaboratively in groups, ask questions etc
- 153. 8. Socio-cultural Factors– teaching implications • Do you seek feedback and and evaluate progress formally
- 154. 9. Theories ofSLL – Hot Topics: A.E.I.F Awareness Explicit/Impli Input / Output Frequency cit
- 155. 9. Theories ofSLL – Hot Topics: A.E.I.F Awareness Explicit/Impli Input / Output Frequency cit
- 156. 9. Theories ofSLL – Hot Topics: A.E.I.F Awareness Intentional Conscious control of I/O Focal attention learning Conscious Unconscious
- 157. 9. Theories ofSLL – Hot Topics: A.E.I.F Awareness Conscious and unconscious learning plays a part in SLA Conscious Unconscious
- 158. 9. Theories ofSLL – Hot Topics: A.E.I.F Awareness Explicit/Impli Input / Output Frequency cit
- 159. 9. Theories ofSLL – Hot Topics: A.E.I.F Explicit Implicit Explicit Implicit
- 160. 9. Theories ofSLL – Hot Topics: A.E.I.F Explicit Conscious intention to learn Explicit Implicit
- 161. 9. Theories ofSLL – Hot Topics: A.E.I.F Implicit Without intention or awarness Explicit Implicit
- 162. 9. Theories ofSLL – Hot Topics: A.E.I.F Implicit Unaware that learning has taken place or of what has been learned Explicit Implicit
- 163. 9. Theories ofSLL – Hot Topics: A.E.I.F Both have a roll in SLA Both have a roll in SLA Explicit Implicit
- 164. 9. Theories ofSLL – Hot Topics: A.E.I.F Awareness Explicit/Impli Input / Output Frequency cit
- 165. 9. Theories ofSLL – Hot Topics: A.E.I.F Both have a roll in SLA Both have a roll in SLA Input Output
- 166. 9. Theories ofSLL – Hot Topics: A.E.I.F Listening, reading Speaking Writing Input Output
- 167. 9. Theories ofSLL – Hot Topics: A.E.I.F What is the Both required optimum? Input Output
- 168. 9. Theories ofSLL – Hot Topics: A.E.I.F Awareness Explicit/Impli Input / Output Frequency cit How often a language structure gains attention!
- 169. 9. Theories ofSLL – Hot Topics: A.E.I.F Awareness Explicit/Impli Input / Output Frequency cit Frequency will impact SLA
- 170. 9. Theories ofSLL – Krashen Acquisition - Monitor Natural Order Input Affective Filter Learning
- 171. 9. Theories ofSLL – Krashen Acquisition - Monitor Natural Order Input Affective Filter Learning Learning Acquisition
- 172. 9. Theories ofSLL – Krashen Acquisition - Learning Fluency due to A not L Learning Acquisition
- 173. 9. Theories ofSLL – Krashen Acquisition - Learning Critics do not see A and L as mutually exclusive Acquisition Learning
- 174. 9. Theories ofSLL – Krashen Acquisition - Learning Critics – you cannot distinguish conscious and unconscious learning Conscious Conscious
- 175. 9. Theories ofSLL – Krashen Acquisition - Monitor Natural Order Input Affective Filter Learning Grammar Editing Rules Acquisition Learning
- 176. 9. Theories ofSLL – Krashen Acquisition - Monitor Learning Grammar “Too much learning limits acquisition” Editing Rules Acquisition Learning
- 177. 9. Theories ofSLL – Krashen Acquisition - Monitor Learning Grammar “Too much learning limits acquisition” Editing CRITICS – “Monitor requred Rules Acquisition Learning
- 178. 9. Theories ofSLL – Krashen Acquisition - Monitor Natural Order Input Affective Filter Learning Rules acquired in a Natural Order so you can over do teaching
- 179. 9. Theories ofSLL – Krashen Acquisition - Monitor Natural Order Input Affective Filter Learning “I + I” Input is the only true cause of SLA! Output is independent of Input Critics – I & O relevant
- 180. 9. Theories ofSLL – Krashen Input Critics – I & O relevant I Interaction Input All three aspects are relevant to SLA. Output Can’t rely solely on the input of others
- 181. 9. Theories ofSLL – Krashen Input Critics – I & O relevant I Interaction Input Distinction between Intake and Input? Output Student motivation, learning strategies?
- 182. 9. Theories ofSLL – Krashen Acquisition - Monitor Natural Order Input Affective Filter Learning Low anxiety required
- 183. 9. Theories ofSLL – Krashen • Not mutually exclusive Acquisition Learning
- 184. 9. Theories ofSLL – Krashen • Not mutually exclusive Conscious Conscious
- 185. 9. Theories ofSLL – Krashen • ????????????????????????????????????? Acquisition Learning
- 186. 9. Theories ofSLL – Krashen • ????????????????????????????????????? Is Child One the ideal as implied?
- 187. 9. Theories ofSLL – McLaughlin Information processing Cognitive Model Controlled – new skill Automatic - trained spelling grammar Focused rules attention Monitoring language A B Peripheral Phrases, greetings, Conversational, fluent, attention memorising, learning fast reactions phrases C D
- 188. 9. Theories ofSLL – McLaughlin Information processing Cognitive Model A to B/C to D Controlled Automatic spelling grammar Focused rules Monitoring language A B Peripheral Phrases, greetings, Conversational, fluent, memorising, learning fast reactions phrases C D
- 189. 9. Theories ofSLL – McLaughlin Information Processing Cognitive Model Accounts for Ausubel’ssubsumtion - Controlled Automatic forgetting spelling grammar Focused rules Monitoring language A B Peripheral Phrases, greetings, Conversational, fluent, memorising, learning fast reactions phrases C D
- 190. 9. Theories ofSLL – McLaughlin Information Processing Cognitive Model Unlike Krashen does not hold C1 as the Controlled Automatic ideal spelling grammar Focused rules Monitoring language A B Peripheral Phrases, greetings, Conversational, fluent, memorising, learning fast reactions phrases C D
- 191. 9. Theories ofSLL – McLaughlin Information Processing Cognitive Model Does not emphasise Controlled Automatic Input over Output spelling grammar Focused rules Monitoring language A B Peripheral Phrases, greetings, Conversational, fluent, memorising, learning fast reactions phrases C D
- 192. 9. Theories ofSLL – McLaughlin Information Processing Cognitive Model Allows for conscious and unconscious Controlled Automatic learning spelling grammar Focused rules Monitoring language A B Peripheral Phrases, greetings, Conversational, fluent, memorising, learning fast reactions phrases C D
- 193. 9. Theories ofSLL – McLaughlin Information Processing Cognitive Model Continuums not Controlled Automatic mutually exclusive spelling grammar Focused rules Monitoring language A B Peripheral Phrases, greetings, Conversational, fluent, memorising, learning fast reactions phrases C D
- 194. Social Constructivist Model- Long Focus Social Interaction Input Conversation
- 195. Social Constructivist Model- Long Focus Social Interaction “Dynamic interplay between learners and peers” Input Conversation
- 196. Social Constructivist Model- Long Focus Social Interaction “Interpersonal context significant” Input Conversation
- 197. Social Constructivist Model- Long Focus Social Interaction Input “Interlocutors slow down speech” Conversation
- 198. Social Constructivist Model- Long Focus Social Interaction Input “Slow speech of native learners” Conversation
- 199. Social Constructivist Model- Long Focus Social Interaction Input Conversation“Future classrooms where careful design allows for individual construction of own language”
- 200. Social Constructivist Model- Long Teaching implications T.A.G Social Interaction T. Ask A uthentic Input G roup Conversation
- 201. Social Constructivist Model- Long Teaching implications T.A.G Social Interaction Interactionist - Is this Input the future? Conversation
- 202. Social Constructivist Model- Long Teaching implications T.A.G Social Interaction Socially constructed Input interactive clasroom Conversation
- 203. 9. Theories ofSLL – Krashen Acquisition - Monitor Natural Order Input Affective Filter Learning