This document outlines theories of language learning, covering historical background, basic concepts, key issues, and approaches. It discusses the shift from practice-oriented to theory-oriented study, and the development of related fields. Key concepts covered include the differences between L1, L2, and FL. Approaches discussed include the linguistic approach, functional-typological approach, information processing/cognitive approach, and socio-cultural approach. Current issues focus on the cognitive underpinnings of L2 learning and representation of multiple languages in the brain.
This document discusses Universal Grammar (UG) and its role in second language acquisition. UG proposes that the human brain is hardwired with innate, universal principles of grammar. It suggests that children learn the rules of their native language quickly because their brain contains a Language Acquisition Device that allows them to map the principles of UG onto the parameters of the specific language. The document outlines the history and key concepts of UG, including poverty of stimulus, constraints on learning, and universal developmental patterns. It also discusses related concepts like principles and parameters, and Chomsky's Minimalist Program. Researchers have studied whether and how second language learners may access the principles of UG.
The document outlines the Audio-Lingual method of foreign language teaching. It was developed in the US during World War 2 to train military personnel. It is based on behaviorist psychology and the idea that language is acquired through habit formation and imitation. Teachers use drills and repetition of dialogues to help students master the target language system. While it was effective for its time, the method was later criticized for its lack of creativity and focus on memorization over understanding.
The document discusses interlanguage theory, which proposes that second language learners construct their own language system, or "interlanguage", that is separate from both their native language and the target language. It develops over time as learners incorporate elements from both languages, make errors, and gradually progress toward the target language through a process of hypothesis testing. The interlanguage system is dynamic and variable as the learner's competence develops.
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
This document discusses theories of first and second language acquisition. It outlines the typical stages of acquiring a first language, from babbling to using multi-word sentences. It also describes Krashen's theory that there is a distinction between acquiring a language naturally through use and learning a language through formal instruction. The stages of second language acquisition are also outlined, from initial silent periods to advanced fluency. Challenges to achieving fluency in a second language are discussed, such as interference from the first language and fossilization of errors.
This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
This document discusses Universal Grammar (UG) and its role in second language acquisition. UG proposes that the human brain is hardwired with innate, universal principles of grammar. It suggests that children learn the rules of their native language quickly because their brain contains a Language Acquisition Device that allows them to map the principles of UG onto the parameters of the specific language. The document outlines the history and key concepts of UG, including poverty of stimulus, constraints on learning, and universal developmental patterns. It also discusses related concepts like principles and parameters, and Chomsky's Minimalist Program. Researchers have studied whether and how second language learners may access the principles of UG.
The document outlines the Audio-Lingual method of foreign language teaching. It was developed in the US during World War 2 to train military personnel. It is based on behaviorist psychology and the idea that language is acquired through habit formation and imitation. Teachers use drills and repetition of dialogues to help students master the target language system. While it was effective for its time, the method was later criticized for its lack of creativity and focus on memorization over understanding.
The document discusses interlanguage theory, which proposes that second language learners construct their own language system, or "interlanguage", that is separate from both their native language and the target language. It develops over time as learners incorporate elements from both languages, make errors, and gradually progress toward the target language through a process of hypothesis testing. The interlanguage system is dynamic and variable as the learner's competence develops.
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
This document discusses theories of first and second language acquisition. It outlines the typical stages of acquiring a first language, from babbling to using multi-word sentences. It also describes Krashen's theory that there is a distinction between acquiring a language naturally through use and learning a language through formal instruction. The stages of second language acquisition are also outlined, from initial silent periods to advanced fluency. Challenges to achieving fluency in a second language are discussed, such as interference from the first language and fossilization of errors.
This document summarizes the grammar translation method, a traditional approach to teaching foreign languages. It discusses the principles and characteristics of the grammar translation method, how it is used in teaching, its advantages and criticisms. The document also summarizes several studies that have compared the grammar translation method to other approaches or investigated its effectiveness. Overall, the document provides an overview of the grammar translation method through defining it, outlining its key aspects, and reviewing recent research on its use and efficacy in language teaching.
Input, interaction, and second language acquisitionPe Tii
The document discusses input, interaction, and second language acquisition from multiple perspectives. It begins by defining input and noting three views on input in language acquisition: behaviourist, nativist, and interactionist. It then examines foreigner talk studies, discourse analysis, and input/interaction in classroom settings. Research on motherese and first language acquisition is also summarized. The document provides an overview of different frameworks for analyzing classroom interaction, including interaction analysis, classroom process research, and teacher talk analyses.
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
The oral approach and situational language teachingcamiss20
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
John Schumann developed an acculturation model for second language acquisition. The model proposes that L2 learning is dependent on how well learners acculturate to the target language culture. Schumann studied a man named Alberto who lived in Cambridge, England for six years but did not improve his English because he primarily socialized with other people from his native Costa Rica. Schumann argued that the degree of social and psychological distance between a learner and the target language culture influences acculturation. There are eight social factors and four psychological factors that determine this distance and impact second language acquisition according to the model.
Krashen's Monitor Model of second language acquisition consists of five hypotheses: 1) Language is acquired through meaningful interaction, not formal instruction. 2) Grammatical structures are acquired in a predictable order. 3) People acquire language best from messages just beyond their current level. 4) Conscious learning acts as an editor but not the primary means of acquisition. 5) Affective factors like anxiety and motivation can impede or enable acquisition by raising or lowering an affective filter.
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
Theories of second language acquisitiondeera zahrin
This document discusses several theories of second language acquisition, including Krashen's input hypothesis. It also covers McLaughlin's information processing model, which describes the shift from controlled to automatic processing in language learning. Finally, it mentions Bialystok's model of language and learning and Long's interaction hypothesis.
This document discusses language learning strategies. It defines language learning strategies as conscious mental activities that involve both an action and a goal related to learning a language. The document discusses various classifications of language learning strategies proposed by researchers, including cognitive, metacognitive, memory, social, compensation, and affective strategies. It provides examples of strategies for each category and concludes that teachers should take an experimental approach to discover, consider, and model different language learning strategies.
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.
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.
1. Younger learners may learn a second language better in naturalistic contexts due to factors like implicit learning abilities, while older learners tend to perform better in formal instruction due to explicit learning skills.
2. The critical period hypothesis proposes that there is an ideal window for acquiring language naturally, but age effects on second language acquisition involve complex interactions between learner characteristics and the environment.
3. While older learners can still achieve high proficiency, younger learners may be more likely to develop native-like abilities in areas like pronunciation. Teaching methods should consider the different strengths of younger and older learners.
The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.
The Natural Approach method was developed by Stephen Krashen and Tracy Terrell in 1983. It is based on Krashen's theories of language acquisition, including the idea that adults can acquire a second language naturally through meaningful interaction alone, without formal instruction. In the Natural Approach classroom, the teacher focuses on meaning over form and does not correct errors. Learners progress through three stages, first developing listening skills, then speaking with errors, and finally extended discourse. The teacher acts as a facilitator and encourages a "silent period" where students listen before speaking. While it creates a low-anxiety environment, the Natural Approach has been criticized for being slow and leaving grammatical development to chance.
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
The document discusses the Direct Method of language teaching. It was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. Key aspects of the Direct Method include using only the target language in the classroom, teaching grammar inductively without explicit rules, focusing on speaking before reading and writing, and immersing students in everyday language use and culture.
The Acculturation Model is a second language acquisition model proposed by John Schumann in 1978. It is based on the social psychology of acculturation and maintains that social and psychological variables like social dominance, integration patterns, enclosure, cohesiveness, cultural congruence, attitude, and intended length of residence influence how much of the target language learners acquire. The model argues that learners will acquire the target language to the degree that they acculturate or integrate with the target language group socially and psychologically.
There are several learner variables that can influence success in second language acquisition according to research:
1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
This document provides an overview and comparison of different types of language syllabi, including structural, functional/notional, and situational syllabi. It defines each type and discusses their key characteristics, theoretical bases, considerations for sequencing content, positive and negative aspects. The structural syllabus focuses on grammatical forms, while the functional/notional syllabus emphasizes the communicative functions and notions expressed through language. The situational syllabus organizes content around real or imagined situations. No single syllabus type is appropriate for all contexts. An effective syllabus design considers insights from various approaches.
This document contains a student's exam responses for a course on second language acquisition. The student provides answers to multiple choice and short answer questions about topics relating to second language acquisition, including motivations for learning a second language, the initial state of first and second language development, necessary conditions for language learning, how language is systematic, symbolic and social, error analysis theory, Krashen's monitor model, the relationship between language and the brain, the effects of multilingualism, and models of the second language learning process including the role of input and interaction.
Input, interaction, and second language acquisitionPe Tii
The document discusses input, interaction, and second language acquisition from multiple perspectives. It begins by defining input and noting three views on input in language acquisition: behaviourist, nativist, and interactionist. It then examines foreigner talk studies, discourse analysis, and input/interaction in classroom settings. Research on motherese and first language acquisition is also summarized. The document provides an overview of different frameworks for analyzing classroom interaction, including interaction analysis, classroom process research, and teacher talk analyses.
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
The oral approach and situational language teachingcamiss20
The document discusses situational language teaching, an approach developed in the 1930s-1960s that focused on teaching practical language skills through analyzing grammar structures and vocabulary. It involved presenting new sentence patterns and drilling practices using real-world situations and visual aids. Lessons typically moved from controlled oral practice to freer use of structures in speech, reading, and writing. While suitable for introducing language, it lacked learner autonomy and creativity.
John Schumann developed an acculturation model for second language acquisition. The model proposes that L2 learning is dependent on how well learners acculturate to the target language culture. Schumann studied a man named Alberto who lived in Cambridge, England for six years but did not improve his English because he primarily socialized with other people from his native Costa Rica. Schumann argued that the degree of social and psychological distance between a learner and the target language culture influences acculturation. There are eight social factors and four psychological factors that determine this distance and impact second language acquisition according to the model.
Krashen's Monitor Model of second language acquisition consists of five hypotheses: 1) Language is acquired through meaningful interaction, not formal instruction. 2) Grammatical structures are acquired in a predictable order. 3) People acquire language best from messages just beyond their current level. 4) Conscious learning acts as an editor but not the primary means of acquisition. 5) Affective factors like anxiety and motivation can impede or enable acquisition by raising or lowering an affective filter.
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
Theories of second language acquisitiondeera zahrin
This document discusses several theories of second language acquisition, including Krashen's input hypothesis. It also covers McLaughlin's information processing model, which describes the shift from controlled to automatic processing in language learning. Finally, it mentions Bialystok's model of language and learning and Long's interaction hypothesis.
This document discusses language learning strategies. It defines language learning strategies as conscious mental activities that involve both an action and a goal related to learning a language. The document discusses various classifications of language learning strategies proposed by researchers, including cognitive, metacognitive, memory, social, compensation, and affective strategies. It provides examples of strategies for each category and concludes that teachers should take an experimental approach to discover, consider, and model different language learning strategies.
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.
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.
1. Younger learners may learn a second language better in naturalistic contexts due to factors like implicit learning abilities, while older learners tend to perform better in formal instruction due to explicit learning skills.
2. The critical period hypothesis proposes that there is an ideal window for acquiring language naturally, but age effects on second language acquisition involve complex interactions between learner characteristics and the environment.
3. While older learners can still achieve high proficiency, younger learners may be more likely to develop native-like abilities in areas like pronunciation. Teaching methods should consider the different strengths of younger and older learners.
The Audio-lingual Method is a language teaching method developed during World War 2 that emphasizes speaking and listening skills over reading and writing. It uses behavioral psychology principles like drilling and reinforcement to teach grammar inductively. The goals are to train short-term listening comprehension and pronunciation, and long-term develop native-like automatic language use. While it engages students and trains speaking, it provides little real communication practice and can be boring.
The Natural Approach method was developed by Stephen Krashen and Tracy Terrell in 1983. It is based on Krashen's theories of language acquisition, including the idea that adults can acquire a second language naturally through meaningful interaction alone, without formal instruction. In the Natural Approach classroom, the teacher focuses on meaning over form and does not correct errors. Learners progress through three stages, first developing listening skills, then speaking with errors, and finally extended discourse. The teacher acts as a facilitator and encourages a "silent period" where students listen before speaking. While it creates a low-anxiety environment, the Natural Approach has been criticized for being slow and leaving grammatical development to chance.
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
Communicative language teaching (CLT) emphasizes using language interactively and for meaningful purposes to develop communicative competence. It focuses on fluency and accuracy, engaging learners in pragmatic language use through tasks and activities. Principles of CLT include using authentic texts, focusing on learning processes, linking classroom and outside language use, and emphasizing interaction and communication through games, stories, and scrambled sentences. While CLT develops communication skills, it may lack grammar instruction and control, potentially hindering test performance.
The document discusses the Direct Method of language teaching. It was developed by Maximilian Berlitz as an alternative to the Grammar Translation Method. Key aspects of the Direct Method include using only the target language in the classroom, teaching grammar inductively without explicit rules, focusing on speaking before reading and writing, and immersing students in everyday language use and culture.
The Acculturation Model is a second language acquisition model proposed by John Schumann in 1978. It is based on the social psychology of acculturation and maintains that social and psychological variables like social dominance, integration patterns, enclosure, cohesiveness, cultural congruence, attitude, and intended length of residence influence how much of the target language learners acquire. The model argues that learners will acquire the target language to the degree that they acculturate or integrate with the target language group socially and psychologically.
There are several learner variables that can influence success in second language acquisition according to research:
1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
This document provides an overview and comparison of different types of language syllabi, including structural, functional/notional, and situational syllabi. It defines each type and discusses their key characteristics, theoretical bases, considerations for sequencing content, positive and negative aspects. The structural syllabus focuses on grammatical forms, while the functional/notional syllabus emphasizes the communicative functions and notions expressed through language. The situational syllabus organizes content around real or imagined situations. No single syllabus type is appropriate for all contexts. An effective syllabus design considers insights from various approaches.
This document contains a student's exam responses for a course on second language acquisition. The student provides answers to multiple choice and short answer questions about topics relating to second language acquisition, including motivations for learning a second language, the initial state of first and second language development, necessary conditions for language learning, how language is systematic, symbolic and social, error analysis theory, Krashen's monitor model, the relationship between language and the brain, the effects of multilingualism, and models of the second language learning process including the role of input and interaction.
1. The document discusses several theories of first and second language acquisition, including imitation theory, innateness theory, cognition theory, input theory, and behaviorism.
2. It notes key differences between first and second language acquisition, such as L1 acquisition typically occurring before age 5 while L2 occurs later, and L2 learners being unable to fully process language like native speakers.
3. Several theories of second language acquisition are also covered, including accomodation theory, the acculturation model, discourse theory, and Krashen's Monitor model which distinguishes acquisition vs. learning.
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
This document provides an overview of a class on second language acquisition. It includes:
- An introduction to the topic and objectives of the class.
- Definitions of key concepts like what is a second language, first language, and differences between first and second language development.
- Details about class activities including discussions of whether students are good language learners and classifying their language abilities.
- Sections covering topics that will be discussed like the linguistics of second language acquisition, the role of input and output, theories of language learning, and differences between individual learners.
- The schedule outlines classes covering input, output, language learning theories, and the psychology of second language acquisition.
The document discusses second language acquisition and provides information about:
1) It introduces the class and syllabus, discussing what second language acquisition refers to and the basic questions researchers seek to answer about the process.
2) It defines key terms like first language, second language, and discusses diversity in how languages are learned through informal exposure, immersion, or formal instruction.
3) It outlines some class activities that ask students to reflect on their own language learning experiences and abilities.
This document provides an overview of theories and processes of second language acquisition (SLA). It introduces several major theories of SLA, including behaviorism, Krashen's comprehensible input hypothesis, the interaction hypothesis, sociocultural theory, universal grammar, and frequency-based approaches. It also discusses individual differences that can influence SLA, such as first language, age, gender, working memory, and motivation. Additionally, the document outlines key SLA processes like attention, developmental sequences, and fossilization. Finally, it reviews several common language teaching methods and how they approach teaching, learning, and assessment.
This document discusses key concepts in second language acquisition, including the distinction between learning and acquisition, affective factors that can impact adult L2 learning, methods and approaches to teaching languages, and components of communicative competence. It addresses differences between acquiring an L1 and learning an L2, barriers to L2 acquisition for adults, and theories like the critical period hypothesis. Input/output processing and the role of practice producing the L2 are covered. The concept of an interlanguage is introduced, as well as positive/negative transfer from the L1.
This document summarizes key aspects of second language learning. It discusses that children have an easier time acquiring additional languages before puberty, when the critical period ends around age 12. The ability to learn new languages gradually reduces from ages 7 to 30. It also outlines Stephen Krashen's five main hypotheses of second language acquisition: the acquisition-learning distinction, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.
The Nature of the Second Language acquisition and LearningBharat008
This document discusses theories of second language acquisition and learning. It addresses several key topics:
1) There is debate around how language is learned, and many theories exist but none are fully accepted. Factors like personality, age, cognition, motivation, experiences, culture, and instruction all influence acquisition.
2) Learning a second language involves both conscious learning and subconscious acquisition. Very little acquisition occurs without real-world practice and motivation.
3) Theories discussed include Piaget's stages of child development and knowledge acquisition, and Chomsky's theory of universal grammar and the importance of quality language experiences for children's acquisition.
This document discusses cross-linguistic issues in teaching English as a foreign language. It explores how a learner's first language (L1), in this case Arabic, can interfere with their acquisition of English grammar. The author analyzes writing samples from English learners in Saudi Arabia and finds evidence that their L1 influences aspects of English grammar. The study aims to understand this cross-linguistic influence in order to develop effective teaching strategies. It recommends innovative e-learning strategies to help minimize negative transfer from L1 to L2.
9300AWEEK 1 What is language Our relationship with language. T.docxblondellchancy
9300A
WEEK 1: What is language? Our relationship with language. The Study of L2 Acquisition.
Readings:
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford
University Press. Chapter 1.
· As never before, people have had to learn a second language, not just as a pleasing pastime, but often as a means of obtaining an education or securing employment. At such a time, there is an obvious need to discover more about how second languages are learned. (学习二语的原因:why do you need to learn English? Is there have some special reason to learn [academic, daily life])
· ‘L2 acquisition’, then, can be defined as the way in which people learn a language other than their mother tongue, inside or out side of a classroom, and ‘Second Language Acquisition’ (SLA) as the study of this. [do you think you are a successful second language learner? Why? How you did it?]
· What are the goals of sla: learner language [how learners’ accents change over time. Another might be the words learners use; how learners build up their vocabulary.]
· What type of input facilitates learning? [do learners benefit more from input that has been simplified for them or from the authentic language of native-speaker communication?
· The goals of SLA, then, are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others.
·
WEEK 2: First Language Acquisition
Readings:
Yule, G. (2016). The study of language. Cambridge university press. P.170-181 Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford
University Press. Chapter 1
Yule: By the age of two-and-a-half, the child’s vocabulary is expanding rapidly and the child is initiating more talk while increased physical activity includes running and jumping. By three, the vocabulary has grown to hundreds of words and pronunciation has become closer to the form of adult language. At this point, it is worth considering what kind of influence the adults have in the development of the child’s speech.
Morphology; syntax
Lightbown: How do children accomplish this? What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes? Does child language develop similarly around the world? How do bilingual children acquire more than one language?
【Which stage do you think is the fastest progress in your second language?】
【How the interviewee’s knowledge of English grammar developed during the time? (if you cannot remember the learning processes, you can think what did you do, how does you try to learn an L2)】p.008
[学习者有没有背单词,是long-term memory 还是working memory?(cognition)]
Negation对立面p.9
WEEK 3: Behaviourism and Contrastive Analysis Hypothesis
Readings:
Brown, H. D. (2000). Principles of language learning and teaching. P.69-71
Ellis, R. (2015). Understanding second ...
SLA ,Learning Theories , Second language Aquisitionmoji azimi
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
The document discusses various topics related to second language acquisition including definitions of language, applied linguistics, trends in SLA, and language teaching methodology. It specifically describes the Grammar-Translation method, noting its key characteristics are teaching grammar rules through mother tongue explanation and translation exercises with little active use of the target language. Critics argue this method does not enhance communicative ability and is not advocated due to its reliance on memorization without theory.
The document summarizes research on second language acquisition (SLA). It describes how SLA research aims to understand how people learn languages beyond their native tongue and identify factors that influence the learning process. Early SLA research focused on comparing first and second language learning (L1 and L2) and whether L1 influences L2 acquisition. Later research examined the order in which learners acquire language structures (product-oriented) and how social interactions support comprehension and intake of the L2 (process-oriented). Current research recognizes SLA as a complex interplay of psychological, social, and linguistic dimensions.
This document discusses theories of second language acquisition, including behaviorism, cognitive theory, and creative construction theory. Behaviorism views language development as habit formation influenced by the first language. Cognitive theory sees acquisition as building knowledge systems that become automated through practice. Creative construction theory proposes that learners internally construct representations of the target language through listening and reading, with speech and writing being outcomes rather than causes of learning.
This document discusses the role of native language in second language acquisition. It describes language transfer as when prior learning influences new learning. Transfer can be positive (facilitation) or negative (interference). Language transfer specifically refers to applying rules from one's native language to a second language. The Contrastive Analysis Hypothesis aimed to compare languages to predict learning difficulties but made many incorrect predictions. Error Analysis then focused on analyzing learner errors compared to the target language rather than the native language. Early errors tend to be from interlingual transfer while later errors involve intralingual transfer within the target language system. The influence of native language is complex with factors like avoidance and overproduction also playing a role in second language acquisition.
This document summarizes key aspects of second language acquisition based on two case studies. It describes how the case studies examined the development of learners' grammatical skills and communicative abilities over time. Some main findings were that learners make different types of errors, acquire fixed expressions and chunks of language before rules, and appear to follow a developmental pattern in their learning influenced by internal cognitive mechanisms interacting with external factors. The case studies provided insights into how learners extract and internalize information from the language they are exposed to.
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.
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Theories of language learning.ppt
1. Theories of language learning:
key issues, central topics and
basic approaches
MA. Program of Language education
Wu Heping
Tel: 7972101
Email: wuhp@nwnu.edu.cn
wuhpnet@gmail.com
Course site: http://wuhpnet.googlepages.com/sla
2. Theories of language learning:
an outline
Historical background
Basic concepts
Key issues
Approaches
Current thinking and future trend
3. Background
Disillusionment of the search for the “best language teaching method”
From practice-oriented to theory-oriented
2 phases
To adduce implications for language teaching from the then-current behaviorist
thinking in experimental psychology and American structuralism
To study the nature of L2 development; independent discipline for its own sake
The development of the neighouring science.
Applied linguistics
Linguistics
Psycholinguistics
Cognitive Science
Error Analysis and Contrastrive Analysis. Etc.
S. P. Corder: The best teaching method is the one that facilitate, rather than
impede the natural language learning process.
4. Basic concepts
Language
First language, second language,
foreign language
Language learning and acquisition
5. The basics of human
language
Language is systematic and generative.
Language is a set of arbitrary symbols.
Those symbols are primarily vocal, but may also
be visual.
The symbols have conventionalized meanings to
which they refer.
Language is used for communication.
Language operates in a speech community or
culture.
Language is essentially human, although
possibly not limited to humans.
Language is acquired by all people in much the
same way---language and language learning both
have universal characteristics.
6. Language: what needs to be
learnt by language acquirers?
An easy answer: a second language learner
needs to learn the ‘grammar’ of the target
language.
grammar=form+function
The form and function of a linguistic structure is
usually acquired unconsciously in first
language acquisition.
7. Basic concepts of language
learning
L1, L2 and FL
Learning and acquisition
Competence and performance
8. L1 and L2
L1
The L1 terms are used to
indicate that a person
has acquired the
languages in infancy and
early childhood and
generally within the
family.
Besides, the L1 terms
signal a characteristic
level of proficiency in
the language. They
suggest an intuitive,
native-like, full or
perfect command of the
language.
L2
The concept of L2 (non-
native language, second
language, foreign
language)implies the prior
availability to the individual
of an L1, in other words
some form of bilingualism.
The L2 terms may indicate
a lower level of proficiency
in the language in
comparison with the
primary language.
9. Discussion: what other
differences can you see between
L1 and L2
L1 acquisition L2 acquisition
Goal
Success
Variation
Error
correction
Affective
factor
Others
Input
10. L2 and FL
L2
non-native language learnt
and used within the speech
community where the
language is used.
Since the second language
is frequently the official
language or one of two or
more recognized languages,
it is needed for full
participation in the political
and economic life of the
nation.
FL
Non-native language learnt
and used outside the
speech community where
the language is used.
Foreign language learning
is often undertaken with a
variety of different purposes
in mind. i.e. travel abroad,
communication with native
speaker, reading of a
foreign language, pass an
examination, find a decent
job, etc.
11. Classroom Discussion
To become aware of the complexity of
the interaction of different factors
involved in different types of non-native
language, please compare the following
five acquisitional settings and try to find
factors that that are different from
these settings.
12. learning, acquisition
learning vs. acquisition
The term of acquisition in preferred by
some theorists because they believe
that the process of language
acquisition was viewed as a biological
process of growth and maturation rather
than is one of social learning through
experience, environmental influence or
deliberate teaching.
13. Learning vs.
acquisition
Krashen uses the term acquisition to
describe second language learning which
is analogous to the way in which a
child acquires his first language, that
is ‘naturally’, without focus on
linguistic form, and ‘learning’ as
conscious language development
particularly in formal school-like
settings.
14. Competence vs. performance
Competence consists of the mental representation of
linguistic rules which constitute the speaker-hearer’s
internalized grammar.
Performance consists of the comprehension and
production of language.
Language acquisition studies are interested in how
competence is developed. However, because the
rules the learner has internalized are not open to
direct inspection, it has been necessary to examine
how the learner permforms, mainly in production.
One of the major problems of SLA research has been precisely to what
extent competence is inferred from performance.
15. Key issues in language
learning theories
Language, First language , second language &
foreign language
Learning vs. acquisition
Competence vs. performance
The role of first language
The role of input
The role of formal instruction
Factors involved in language learning
16. The role of first language
Between the post-war years and 1960s, there was a
strong assumption that most of the difficulties facing
the L2 learner were imposed by his or her first
language. i.e. Difference=difficulties. Llarge
proportion of grammatical errors could not be
explained by L1 interference. As a result of such
studies, the role of the L1 becomes one of the key
issues in SLA studies.
This hypothesis was put under challenge in the late
1960s. A role of the L1 was played down.
L1 may contribute to learning in entirely different
ways. Tranfer is then positively perceived as a
learning strategy.
17. The role of input
The input constitutes the language to which the
learner is exposed. It serves as the data which the
learner must use to determine the rules of the target
languages.
Early theories of SLA, based on the behaviourist
notion of of habit formation through practice and
reinforcement, emphasized the importance of the
input. The whole process of learning could be
controlled by presenting the L2 in the right-sized
doses and ensuring that the learner continued to
practise until each feature is overlearned. Learning L2
was just like any other kind of learning via building
stimulus-response links.
19. The role of input (II)
This view of learning was challenged in the
1960, notably by Chomsky. As mentalist view
of language learning emphasized what he
called the learner’s he observed that the was
no match between the learner’s input and
output. Chomsky’s ‘langauge acquisition
devide’ and played down the role of the
linguistic input, which is merely a trigger to
activate the device.
Example: input: went-----output goed.
20. Mentalist Account of Language
Learning
Language
Acquistion
Device (LAD)
Output
(Language Produced
by the Learner.
Input
(Language Data)
21. The role of input (III)
The input that the learners are exposed to is
not adequate for them to make
generalizations in the target language.
Krashen’s comprehensible input: language
learning takes place if the learners are
provided with the input that they can
understand.
Now it is assumed that it is not so much
‘input’ as interaction that is important.
22. The role of formal instruction
It is now believed that formal
instruction can not greatly change the
route of language development, but it
does change the rate of language
acquisition.
23. Approaches to SLA
Linguistic approach
Functional-typological approach
Information processing (cognitive)
approach
Socio-cultural approach
24. Linguistic approach
Investigating the relationship between
the general principles of linguistic
structure and language acquisition.
The basic assumption is the language is
acquired in the way that it is
represented in the mind of human
beings.
25. (1) a. * John likes not Mary.
b. Jean (n’)aime pas Marie.
John does not like Mary.
(2) a. * Likes she John?
b. Aime -t-elle Jean?
Does she like John?
(3) a. * John watches often television.
b. Jean regarde souvent la television.
c. Mary often watches television.
d. * Marie souvent regurde television.
(4) a. * My friends like all Mary.
b. Mes amis uiment tous Marie.
c. My friends all like Mary.
d. * Mes amis tous uiment Marie.
my friends all like Marie
26. The functional-typographical
framework
Linguistic research within this tradition
seeks universal empirical
generalizations about the structure of
human language. Explanations of these
generalizations are then sought in
functional and ormal features of the
elements involved.
27. Noun Phrase Accessibility
Hierarchy (NPAH)
Subject > Direct Object > Indirect Object > Object of
a Preposition >Genitive > Object of a Comparative
The NPAH is the basis for a number of empirical
generalizations about the languages of the world,
Within relative clauses, if a language can extract a
noun phrase in a given grammatical function in the
hierarchy, then it can extract a noun phrase in any
grammatical function higher in the hierarchy (though
not necessarily conversely).
28. Information-processing (cognitive)
approach
Under this approach, SLA is viewed as
the development of a highly complex
skill-like attainment of other,
nonlinguistic skills, such as playing
chess or mathmatical problem solving.
What implications does this approach
have on our understanding of language
acquisition?
29. Variationist (socio-cultural)
approach
Under this approach, thevariability of structural
features in speech production is studied with the
purpose of determining the linguistic, psycholinguistic,
social psychological and psychological basis for that
variability.
This general approach was developed in the 1960s
primarily by William Labov for the main purpose of
investigating correlations between quantitative
properties of the speech of individuals on one hand
and a number of other variables on the other.
30. Current issues in SLA
What cognitive structures and abilities underlie the L2
learner’s use of his or her L2?
What properties of the linguistic input to the L2
learner are relevant to acquisition?
What is the nature of the L2 learner’s capacity for
attaining the cognitive structure and abilities?
What’s the nature of the L2 learner’s overall capacity for
language acquisition?
How is that capacity deployed in real time to determine the
course of SLA?
How are the L2 user’s two (or more) languages represented
in the brain?
What changes in brain structure, if any, underlie changes in
the capacity for language acquisition across the life span of
the individual?