Revision

First language Acquisition

First language Acquisition

BehavioristsNativists

Functionalists

First Language Acquisition

• Behaviorists

Behaviorists - Reinforcement

Behaviorists - Imitation

Behaviorists - Conditioning

Behaviorists - Habit

Behaviorists – Clean Slate

Behaviorists – Skinner

Nativists - Innate

Nativists - Innate

• Language Acquisition Device (LAD)

Natavists - Innate

• Universal Grammar (UG)

Natavists - Innate

• Construct Rules of language

Natavists - Innate

• Construct Rules of language – predetermined steps

Natavists - Innate

• Construct Grammar

Natavists - Innate

• Abstract Thinking – Creative Process

Predisposition to language

Natavists - Innate

• Pre-wired

Wired for language

First Language Acquisition

• Functionalists

Functionalists

• Social Interaction

Functionalists

• 2-way Communication/Discourse

Functionalists

• Serves a purpose

L1 Acquisition and L2 Learning

• Similarities – Construct language from prior conceptual knowledge.

L1 Acquisition and L2 Learning

• Similarities – Active learner who tests and revises hypotheses.

L1 Acquisition and L2 Learning

• Similarities – Requires an interactional process

L1 Acquisition and L2 Learning

• Similarities – Use cognitive strategies eg oversimplification

L1 Acquisition and L2 Learning

• Similarities – is aided by modified input. Both will attempt to simplify language p. 42

L1 Acquisition and L2 Learning

• Similarities – Develop language in predicatable steps – prewired

Predictable

L1 Acquisition and L2 Learning

• Similarities – Developmental errors

L1 Acquisition

• L1 – Silent Period a must

L2 Learning

• L2 – Silent Period desireable

L2 Learning

• L2 – Cognitively more developed

L2 Learning

• L2 – Greater Knowledge of the world

L2 Learning

• L2 – Can learn and apply grammar rules more readily

Rules OK

L2 Learning

• L2 – Has more control over input

L2 Learning

• L2 – Has L1 as a resource

L2 Learning

• L2 – Is familiar with one or more cultures

L2 Learning

• L2 – Negative attitude & motivation

L2 Learning

• L2 – Inhibition & anxious & afraid of errors.

4. Aspects of Human Learning

Behavioristic Cognitive Constructivist

Skinner Pavlov Ausubel Rogers

4. Aspects of Human Learning

Behavioristic Cognitive Constructivist

S- R

Governed by consequence

Language learning requires stimulus response exposure

Old + New = Meaning

Systematic forgetting

Language Learning requires meaningful contexts

Social interaction

Adaption

Personal growth

Community of learners – Facilitate, Interact, empower

4. Aspects of Human LearningCommunity of learners Learner centered

Interaction Social Interaction

Learn how to learn Constrictivist - Rogers

Whole Person

Empowerment Emotion

Facilitation not instruction Adapt & grow to enhance existence

Self-concept – individual reality

4. Learning - Gagne

• One – Signal Learning BEHAVIOURIST

4. Learning - Gagne

• Two – Stimulus ResponseBEHAVIOURIST

4. Learning - Gagne

• Three – ChainingBEHAVIOURIST

4. Learning - Gagne

• Four – Multiple discriminations BEHAVIOURIST

4. Learning - Gagne

• Five – Concept Learning COGNITIVE

4. Learning - Gagne

• Six – Principle LearningCognitive/Constructivist

Patterns

4. Learning - Gagne

• Seven – Problem SolvingCognitive/Constructivist

•

4. Learning – Multiple Intelligence : Gardiner

• Linguistic

4. Learning – Multiple Intelligence : Gardiner

• Logic - Maths

4. Learning – Multiple Intelligence : Gardiner

• Musical

4. Learning – Multiple Intelligence : Gardiner

• Spatial – forming mental pictures of reality

4. Learning – Multiple Intelligence : Gardiner

• Body - Kinesthetic

4. Learning – Multiple Intelligence : Gardiner

• Naturalist

4. Learning – Multiple Intelligence : Gardiner

• Interpersonal

4. Learning – Multiple Intelligence : Gardiner

• Intrapersonal – ID , me , self-awareness

Language Teaching Methods

Total Physical Response The Natural Approach

“Silent” “ i + I” “conversation”

The Audiolingual Method Community Language Learning

Language Teaching Methods

Total Physical Response The Natural Approach

“Silent” “ i + I” “conversation”

The Audiolingual Method Community Language Learning

Total Physical Response

• Low stress environment

Total Physical Response

• Listening

Total Physical Response

• Acting

Total Physical Response

• Today useful for classroom activities

• Based on Behaviorist ideas of stimulus – response (S-R)

Language Teaching Methods

Total Physical Response The Natural Approach

“Silent” “ i + I” “conversation”

The Audiolingual Method Community Language Learning

Krashen’s Natural Approach

• “Silent Period”

Krashen’s Natural Approach

• “ i + I”

• Basic conversation. New input just beyond the learners level.

Krashen’s Natural Approach

• “conversation”

Krashen’s Natural Approach

• Facilitator – groups , games

Krashen’s Natural Approach

• Criticism – reliance on input not interaction

Language Teaching Methods

Total Physical Response The Natural Approach

“Silent” “ i + I” “conversation”

The Audiolingual Method Community Language Learning

The Audiolingual Method

• Reinforcement, Set phrases, repetition

The Audiolingual Method

• Lost popularity – LA not through rote and error avoidance.

Language Teaching Methods

Total Physical Response The Natural Approach

“Silent” “ i + I” “conversation”

The Audiolingual Method Community Language Learning

Community Language Learning

• Fundamental affective and interpersonal nature of learning.

Community Language Learning

• CLL – Rogers – student teacher joint facilitation.

Community Language Learning

• CLL – Rogers – student teacher joint facilitation.

Community Language Learning

• CLL – joint facilitation – develop trust in L1.

Community Language Learning

• CLL – joint facilitation – group work – using tapes

Community Language Learning

• CLL – joint facilitation – dependence to independence

Community Language Learning

• CLL – Criticisms – too non-directive

Community Language Learning

• CLL – Criticisms – heavily reliant on language translation

Community Language Learning

• CLL – Positives:

• Lower anxiety, supportive groups, own pace, develop autonomy

Vygotsky – Sociocultural Learning

• ZPD – zone of proximal development

• “what a learner could learn with appropriate stimuli”

• “social interaction the foundation of cognitive development”

6. Cognitive Factors

• Help to account for learner differences

6. Cognitive Factors

• Help to account for learner differences

Learning Strategies

Metacogntive

Cognitive

Socio-Affective

6. Cognitive Factors

• Difficult to isolate in practice

Learning Strategies

Metacogntive

Cognitive

Socio-Affective

6. Cognitive Factors

• Difficult to iscolate in practice

Learning Strategies

Metacogntive:

Planning and organising

- Previewing

-- Monitor

-- Evaluate

6. Cognitive Factors

• Difficult to iscolate in practice

Learning Strategies

Metacogntive:

Planning and organising

- Previewing

6. Cognitive Factors

• Difficult to isolate in practice

Learning Strategies

Metacogntive:

Planning and organising

-- Monitor

6. Cognitive Factors

• Difficult to iscolate in practice

Learning Strategies

Metacogntive:

Planning and organising

-- Evaluate

6. Cognitive Factors

• Difficult to isolate in practice

Learning Strategies

Cognitive Strategies:

-Memorisation

6. Cognitive Factors

• Difficult to isolate in practice

Learning Strategies

Cognitive Strategies:

-- repetition

6. Cognitive Factors

• Difficult to isolate in practice

Learning Strategies

Cognitive Strategies:

-- note taking

6. Cognitive Factors

• Difficult to isolate in practice

Learning Strategies

Socio-Affective:

- Lower anxiety

-- Positive Self-talk

-- Ask Questions

-- Cooperate

-- Empathise

6. Cognitive Factors

• Difficult to isolate in practice

Learning Strategies

Socio-Affective:

- Lower anxiety

6. Cognitive Factors

• Difficult to isolate in practice

Learning Strategies

Socio-Affective:

-- Positive Self-talk

6. Cognitive Factors

• Difficult to isolate in practice

Learning Strategies

Socio-Affective

-- Ask Questions

6. Cognitive Factors

• Difficult to isolate in practice

Learning Strategies

Socio-Affective:

-- Cooperate

6. Cognitive Factors

• Difficult to isolate in practice

Learning Strategies

Socio-Affective:

-- Empathise

6. Cognitive Factors

• Help to account for learner differences

Learning StrategiesCommunication Strategies

6. Cognitive Factors

• Difficult to isolate in practice

Communication Strategies

Avoidance Strategies:

- Message abandonment

-- Topic avoidance

6. Cognitive Factors

• Difficult to isolate in practice

Compensatory Strategies

Compensatory Strategies:

- Circumocution- Approximation- All-purpose-words- Word coinage- Prefabricated patterns- Non-linguistic signals-Code switching-- Stalling

6. Cognitive Factors

• Difficult to isolate in practice

Compensatory Strategies

Compensatory Strategies:

- Circumocution-“thingy”

6. Cognitive Factors

• Difficult to isolate in practice

Compensatory Strategies

Compensatory Strategies:

- Approximation

“Ship”

6. Cognitive Factors

• Difficult to isolate in practice

Compensatory Strategies

Compensatory Strategies:

- All-purpose-words

“what you call” “thingy”

6. Cognitive Factors

• Difficult to isolate in practice

Compensatory Strategies

Compensatory Strategies:

- Word coinage

Invent a word – “vegetarianist” for “vegetarian”

6. Cognitive Factors

• Difficult to isolate in practice

Compensatory Strategies

Compensatory Strategies:

- Prefabricated patterns

Stock expressions;

“Parle-vous Frances”

6. Cognitive Factors

• Difficult to isolate in practice

Compensatory Strategies

Compensatory Strategies:

- Non-linguistic signals

6. Cognitive Factors

• Difficult to isolate in practice

Compensatory Strategies

Compensatory Strategies:

-Code switching

English – French - English

6. Cognitive Factors

• Difficult to isolate in practice

Compensatory Strategies

Compensatory Strategies:

- Circumocution- Approximation- All-purpose-words- Word coinage- Prefabricated patterns- Non-linguistic signals-Code switching-- Stalling

6. Cognitive Factors

• Difficult to isolate in practice

Compensatory Strategies

Compensatory Strategies:

-- Stalling

6. Cognitive Factors

• Help to account for learner differences

Learning StrategiesCommunication Strategies

7. Affective Factors

• Affective factors underpin language learning

“Doing language

Language Structures

AFFECTIVE FACTORS

7. Affective Factors – cognitive + emotion

7. Affective Factors

• Methods a response to Affective Domain

• Eg Silent Way, Total Physical Response, Natural Approach, Community Language Learning

7. Affective Factors – W.E.E.I.R.A.S.S

Willingness to communicate:

“Collaborative language helps to develop interpersonal intelligence”

7. Affective Factors – W.E.E.I.R.A.S.S

Willingness to demonstrate empathy:

“Walk a mile in my shoes”

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

7. Affective Factors – W.E.E.I.R.A.S.S

Inhibition :

- Overly self-critical can inhibit SLA.

Teach – “Mistakes OK”

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

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

7. Affective Factors – W.E.E.I.R.A.S.S

Self-Esteem:

“Self-esteem can influence SLA (Arnold & Brown)”.

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)”.

8. Socio-cultural Factors

Acculturation Social Distance Sociolinguistic Perspectives

8. Socio-cultural Factors – acculturation

Acculturation“The process of adapting to a new culture”

1. Euphoria

8. Socio-cultural Factors – acculturation

Acculturation“The process of adapting to a new culture”

“Social and psychological integration of the learner” Schumann

8. Socio-cultural Factors – acculturation Acculturation

“Social and psychological integration of the learner”

Schumann’s Model

SLA

Acculturation

8. Socio-cultural Factors – acculturation Acculturation

“Social and psychological integration of the learner”

Not linear but related to SLA.

SLA

Acculturation

8. Socio-cultural Factors – acculturation Acculturation

“Social and psychological integration of the learner”

Social and psychological contact helps.

SLA

Acculturation

8. Socio-cultural Factors – acculturation Acculturation

Social and psychological contact helps. Don’t need to adopt the NL culture.

SLA

Acculturation

8. Socio-cultural Factors – acculturation Acculturation

“Motivation – instrumental & integrative

SLA

Acculturation

8. Socio-cultural Factors – acculturation Acculturation

Subordination – people may avoid efforts to adopt the dominant language.

SLA

Acculturation

8. Socio-cultural Factors – acculturation Acculturation

Assimilation – people may avoid efforts to assimilate.

SLA

Acculturation

8. Socio-cultural Factors – acculturation Acculturation

High enclosure – avoid new institutions of SL culture.

SLA

Acculturation

8. Socio-cultural Factors - acculturation

Acculturation“The process of adapting to a new culture”

2. Culture Shock

8. Socio-cultural Factors - acculturation

Acculturation 2. Culture Shock – dosorientation, stress, anxiety fear

8. Socio-cultural Factors - acculturation

Acculturation“The process of adapting to a new culture”

3. Coping

8. Socio-cultural Factors - acculturation

Acculturation

3. Coping

L2 reluctance amongst adults as they do not want to make fools of themselves

8. Socio-cultural Factors - acculturation

Acculturation“The process of adapting to a new culture”

4. Recovery

8. Socio-cultural Factors - acculturation

Acculturation 4. Recovery

At this point TL capability improves

8. Socio-cultural Factors

Acculturation Social Distance Sociolinguistic Perspectives

8. Socio-cultural Factors

Acculturation Social Distance Sociolinguistic Perspectives

Social and psychological proximity to TL

Social and psychological distance from TL

8. Socio-cultural Factors

Acculturation Social Distance Sociolinguistic Perspectives

8. Socio-cultural Factors

Acculturation Social Distance Sociolinguistic Perspectives

8. Socio-cultural Factors

Acculturation Social Distance Sociolinguistic Perspectives

Norton & Toohey - interaction within a certain context and the opportunities offered.

8. Socio-cultural Factors

Acculturation Social Distance Sociolinguistic Perspectives

Norton & Toohey – situated experience

8. Socio-cultural Factors

Acculturation Social Distance Sociolinguistic Perspectives

Norton & Toohey – human agency ( action to bring about an effect

8. Socio-cultural Factors

Acculturation Social Distance Sociolinguistic Perspectives

Teaching implications

8. Socio-cultural Factors – teaching implications

• Raise awareness of opportunities outside the classroom.

8. Socio-cultural Factors – teaching implications

• Discuss affect issues and draw attention to their relevance to SLA

How do you feel about SLA?

8. Socio-cultural Factors – teaching implications

• Do you take up opportunities – tasks, activities, writing, listening?

8. Socio-cultural Factors – teaching implications

• Do you have set goals – have you identified based on your current strengths and weaknesses (SWOT?).

8. Socio-cultural Factors – teaching implications

• Do you have work collaboratively in groups, ask questions etc

8. Socio-cultural Factors – teaching implications

• Do you seek feedback and and evaluate progress formally

9. Theories of SLL – Hot Topics: A.E.I.F

Awareness Explicit/Implicit

Input / Output Frequency

9. Theories of SLL – Hot Topics: A.E.I.F

Awareness Explicit/Implicit

Input / Output Frequency

9. Theories of SLL – Hot Topics: A.E.I.F

AwarenessConscious learning

Intentional control of I/O Focal attention

Conscious Unconscious

9. Theories of SLL – Hot Topics: A.E.I.F

Awareness Conscious and unconscious learning plays a part in SLA

Conscious Unconscious

9. Theories of SLL – Hot Topics: A.E.I.F

Awareness Explicit/Implicit

Input / Output Frequency

9. Theories of SLL – Hot Topics: A.E.I.F

Explicit Implicit

Explicit Implicit

9. Theories of SLL – Hot Topics: A.E.I.F

Explicit Conscious intention to learn

Explicit Implicit

9. Theories of SLL – Hot Topics: A.E.I.F

Implicit Without intention or awarness

Explicit Implicit

9. Theories of SLL – Hot Topics: A.E.I.F

Implicit Unaware that learning has taken place or of what has been learned

Explicit Implicit

9. Theories of SLL – Hot Topics: A.E.I.F

Both have a roll in SLA Both have a roll in SLA

Explicit Implicit

9. Theories of SLL – Hot Topics: A.E.I.F

Awareness Explicit/Implicit

Input / Output Frequency

9. Theories of SLL – Hot Topics: A.E.I.F

Both have a roll in SLA Both have a roll in SLA

Input Output

9. Theories of SLL – Hot Topics: A.E.I.F

Listening, reading Speaking Writing

Input Output

9. Theories of SLL – Hot Topics: A.E.I.F

Both required What is the optimum?

Input Output

9. Theories of SLL – Hot Topics: A.E.I.F

Awareness Explicit/Implicit

Input / Output Frequency

How often a language structure gains attention!

9. Theories of SLL – Hot Topics: A.E.I.F

Awareness Explicit/Implicit

Input / Output Frequency

Frequency will impact SLA

9. Theories of SLL – Krashen

Acquisition - Learning

Monitor Natural Order Input Affective Filter

9. Theories of SLL – KrashenAcquisition - Learning

Monitor Natural Order Input Affective Filter

Acquisition

Learning

9. Theories of SLL – KrashenAcquisition - Learning

Fluency due to A not L

Acquisition

Learning

9. Theories of SLL – KrashenAcquisition - Learning

Critics do not see A and L as mutually exclusive

Acquisition Learning

9. Theories of SLL – KrashenAcquisition - Learning

Critics – you cannot distinguish conscious and unconscious learning

Conscious Conscious

9. Theories of SLL – Krashen

Acquisition - Learning

Monitor Natural Order Input Affective Filter

Grammar

Editing

Rules

LearningAcquisition

9. Theories of SLL – Krashen

Acquisition - Learning

Monitor

Grammar

Editing

Rules

“Too much learning limits acquisition”

LearningAcquisition

9. Theories of SLL – Krashen

Acquisition - Learning

Monitor

Grammar

Editing

Rules

“Too much learning limits acquisition”

CRITICS – “Monitor requred

LearningAcquisition

9. Theories of SLL – Krashen

Acquisition - Learning

Monitor Natural Order Input Affective Filter

Rules acquired in a Natural Order so you can over do teaching

9. Theories of SLL – Krashen

Acquisition - Learning

Monitor Natural Order Input Affective Filter

“I + I”

Input is the only true cause of SLA!

Output is independent of Input

Critics – I & O relevant

9. Theories of SLL – Krashen

Input

Critics – I & O relevant

All three aspects are relevant to SLA.

Can’t rely solely on the input of others

I

Output

InteractionInput

9. Theories of SLL – Krashen

Input

Critics – I & O relevant

Distinction between Intake and Input?

Student motivation, learning strategies?

I

Output

InteractionInput

9. Theories of SLL – Krashen

Acquisition - Learning

Monitor Natural Order Input Affective Filter

Low anxiety required

9. Theories of SLL – Krashen

• Not mutually exclusive

AcquisitionLearning

9. Theories of SLL – Krashen

• Not mutually exclusive

Conscious Conscious

9. Theories of SLL – Krashen

• ?????????????????????????????????????

Acquisition

Learning

9. Theories of SLL – Krashen

• ?????????????????????????????????????

Is Child One the ideal as implied?

9. Theories of SLL – McLaughlin Information processing Cognitive Model

Controlled – new skill Automatic - trained

Focusedattention

spelling grammar rules

AMonitoring language

B

Peripheralattention

Phrases, greetings, memorising, learning phrases C

Conversational, fluent, fast reactions

D

9. Theories of SLL – McLaughlin Information processing Cognitive Model

Controlled Automatic

Focused spelling grammar rules

AMonitoring language

B

Peripheral Phrases, greetings, memorising, learning phrases C

Conversational, fluent, fast reactions

D

A to B/C to D

9. Theories of SLL – McLaughlin Information Processing Cognitive Model

Controlled Automatic

Focused spelling grammar rules

AMonitoring language

B

Peripheral Phrases, greetings, memorising, learning phrases C

Conversational, fluent, fast reactions

D

Accounts for Ausubel’s subsumtion -

forgetting

9. Theories of SLL – McLaughlin Information Processing Cognitive Model

Controlled Automatic

Focused spelling grammar rules

AMonitoring language

B

Peripheral Phrases, greetings, memorising, learning phrases C

Conversational, fluent, fast reactions

D

Unlike Krashen does not hold C1 as the

ideal

9. Theories of SLL – McLaughlin Information Processing Cognitive Model

Controlled Automatic

Focused spelling grammar rules

AMonitoring language

B

Peripheral Phrases, greetings, memorising, learning phrases C

Conversational, fluent, fast reactions

D

Does not emphasise Input over Output

9. Theories of SLL – McLaughlin Information Processing Cognitive Model

Controlled Automatic

Focused spelling grammar rules

AMonitoring language

B

Peripheral Phrases, greetings, memorising, learning phrases C

Conversational, fluent, fast reactions

D

Allows for conscious and unconscious

learning

9. Theories of SLL – McLaughlin Information Processing Cognitive Model

Controlled Automatic

Focused spelling grammar rules

AMonitoring language

B

Peripheral Phrases, greetings, memorising, learning phrases C

Conversational, fluent, fast reactions

D

Continuums not mutually exclusive

Social Constructivist Model - Long

Focus

Social Interaction

Input

Conversation

Social Constructivist Model - Long

Focus

Social Interaction “Dynamic interplay between learners and peers”

Input

Conversation

Social Constructivist Model - Long

Focus

Social Interaction “Interpersonal context significant”

Input

Conversation

Social Constructivist Model - Long

Focus

Social Interaction

Input “Interlocutors slow down speech”

Conversation

Social Constructivist Model - Long

Focus

Social Interaction

Input “Slow speech of native learners”

Conversation

Social Constructivist Model - Long

Focus

Social Interaction

Input

Conversation “Future classrooms where careful design allows for individual construction of own language”

Social Constructivist Model - Long

Teaching implications T.A.G

Social Interaction

Input

Conversation

T. AskA uthentic

G roup

Social Constructivist Model - Long

Teaching implications T.A.G

Social Interaction

Input

Conversation

Interactionist - Is this the future?

Social Constructivist Model - Long

Teaching implications T.A.G

Social Interaction

Input

Conversation

Socially constructed interactive clasroom

9. Theories of SLL – Krashen

Acquisition - Learning

Monitor Natural Order Input Affective Filter