sla

Theories of Second Language

Acquisition.

Theories• The Behaviourism Theory.

• The Cognitive Theory.

• The Creative Construction Theory.

• The Second Language Interactionist View.

BEHAVIOURISM THEORY

TitleBEHAVIOURISM THEORY

• Psychoanalitic and Gestalt Movements

• Ivan Pavlov• Edward

LeeThordike• John B.Watson• B.F. Skinner

Hypotheses

• Language is : Primarily spoken and

secondly written

‘Mechanical Process’

Habit Formation

-Positive Reinforcement

Repetition and Imitaton

-Linguistic Input

Environment

Learned Patterns

Interfere the Acquisition of a Second

Language Patterns

Contrastive analysis Hypothesis:

Use knowledge already learned

Influence in Learning a First Language

• Identifying points of similarity

• Weighing evidence

• Reflecting

Cognitive Theory

Proposed by N.E.Miller J.Dollard.

Expanded by Albert Bandura.

Precursors

Cognocitive theory

• Knowledge Acquisition

•Observing others in Social Interactions.

Bandura’s Theory

Social Cognitive Theory

Self-directed

Behave in certain ways to reach goals

Observing others

Internal process that change behaviour

Interaction

Interaction of knowledge

New acquisition knowledge ‘fits’ and ‘restructure’.New acquisition knowledge ‘fits’ and ‘restructure’.

Restructure the first patterns system.

• Learning Efficacy close identification observer and the model.• Automatized vs restructured.• Which first language structures will

be transfered and which not.

CREATIVE CONSTRUCTION

THEORY

Creative construction Theory

• It is propose by Stephen Krashen

• It is also called as The Monitor Model

• Learners are thought to “construct” internal representations of the language being learned

Differences between Acquisition and Learning  Acquisition Learning

implicit, subconscious explicit, conscious

informal situations formal situations

uses grammatical 'feel' uses grammatical rules

depends on attitude depends on aptitude

stable order of acquisition simple to complex order of learning

Creative Construction Theory

The Monitor hypothesis.

The Acquisition – learning hypothesis.

The natural order hypothesis.

The input hypothesis.

The Affective Filter hypothesis.

The Acquisition– learning hypothesis.

This hypothesis says

that

There are two independent systems

The learned system The acquired system

is

The product of formal instruction and a conscious process.

is

The product of a conscious process.

Krashen says that “learning” is less important than acquisition.

The Monitor hypothesis.

Everyone has a monitor that tells them when something is good or bad. It requires these conditions: time, knowledge and focus on form.

MONITOR Conditions(you need…)

TIME KNOWLEDGE

FOCUS ON FORM

Have time to think. Know the rules (not have forgotten it). Feel a need to use

the correct form.

The Monitor hypothesis.

TYPES OF LEARNERS THAT USE THE MONITOR.

OPTIMAL MONITOR USER

Uses the monitor appropriately.

UNDER MONITOR USER Does not care about correcting.

Uses the monitor all the time.

OVER MONITOR USER

The natural order hypothesis.

This is a natural, predictable order in which people acquire language. It is the same for each person and independent of the instruction program.

The input hypothesis.

People acquire a language by receiving camprehensible input. This input should be slighly ahead of a learner´s current state of knowledge( i + 1 ).

+ INPUT

1

i

The Affective Filter hypothesis.

When the learner is experiencing high anxiaty, low-steem or low motivation, the filter turns on and causes the learner to block out input.

INPUT INPUT

MOTIVATION

SELF - STEEM

ANXIATY

FILTER HIGH

FILTER LOW

MOTIVATION

SELF - STEEM

ANXIATY

Combined model of acquisition and

production

The Second Language

Interactionist view

INTERACTIONISTS

Decisive element L.A.

Modified Input

Importantrole

Acquiring a mother tongue

Affirm that

Michael Long

Comprehensible Input

Language Acquisition

indispensable

Concerning How Input is made

comprehensible

Focus

Modified Input

Interaction between native speakers and

non-native speakers

Necessary mecanism

Communicating

Modified Interaction

Language

Acquisition

essential

Interactional Modifications make Input comprehensible.

Comprehensible Input promotes acquisition.

Interactional Modifications promotes acquisition.

Sumarized as

• applied linguistics\6a00e54ee8552c883300e54f5c8feb8833-800wi.gif

Native Speakers

Non-Native SpeakersModify their

speech in sustained

conversations

Conversational modifications

Comprehension

Checks

Native speaker makes sure that

the learner understands

• Do you understand?• Is this clear?• Do you see that..?

Clarification

Requests

Native speaker clarifies something which has not

been understood

• Could you say that again?• Could you elaborate?• What do you mean by this...?

Repetition and Paraphrasing

Native speaker repeats or paraphrases something

which has not been understood

• You said .....• To put it differently or in another way, ...• In other words, ....

The more adjustments Native speaker makes in

interaction with non-native speakers

The more Input becomes comprehensible.

Language Acquisition

facilitates

Interaction

Differents forms of feedback

focused on the effect

Direct Feedback

Indirect Feedback

•Student: This red pencil.•Teacher: this is a red pencil. Repeat after me

•Student: This red pencil.•Teacher: Yes, this is a red pencil. It's not green, is it? What color is it?•Student: This is a red pencil.