explaining second language learning i by lisa kaci, josephin oberhokamp, hendrik fitzner &...
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EXPLAINING SECOND LANGUAGE LEARNING Iby Lisa Kaci, Josephin Oberhokamp, Hendrik Fitzner & Camilla Honerlage
Table of content
1. Questions2. Behaviourism
Mimicry and memorization3. The innatist perspective
Universal Grammar “Monitor Model”
4. Psychological theories Cognitivist/developmental perspective Information processing Connectionism The competition model
5. Discussion
Questions
1. What are the steps with which Behaviorism explains language? Name them and give an example.
2. What are the two different theories about the nature of Universal Grammar?
3. What are the 5 hypotheses of Krashen’s “Monitor Model? Explain two of them briefly.
4. To what refer “declarative knowledge” and “procedural knowledge”?
5. What does the Competition Model explain?
Behaviourism
Theory of learning
Very influential between the 1940s and 1970s
Nurture Environment has great importance
Behaviourism
Explains learning in terms of: Imitation Practice (mimicry) Reinforcement
Formation of habit = language development
Behaviourism
Video: Learning English, Spanglish
Video: Some funny guy learning English
Behaviourism
Influence on development of audiolingual teaching and material
great emphasis on mimicry and memorization
Behaviourism
Contrastive Analysis Hypothesis assumes:
First and target language similar
Target language is learned with ease
First and target language different
Target language is learned with difficulty
Behaviourism
But: learners did not do the predicted errorsAll learners made nearly the same errors
Influence of first language is the process of finding similarities
Criticism on Behaviourism and CAH Behaviourism + Contrastive Analysis
Hypothesis are inadequate explanations for second language acquisition
Universal Grammar
Noam Chomsky
Innate linguistic knowledge which consists of a set of principles common to all languages
Explanation for second language acquisition?
Universal Grammar
Lydia White: best perspective for second language
acquisition; but nature of Universal Grammar is altered
Robert Bley-Vroman/Jacquelyn Schachter: Not a good explanation for second language
acquisition: critical period is passed Vivian Cook
Learners have more knowledge than input could give them
Universal Grammar
Different theories about its nature
Nature and availability of Universal Grammar are the same in first language acquisition and second language acquisition
Universal Grammar that is present to second language learners has been altered in its nature by acquisition of other languages
Monitor Model
Stephen Krashen
Model of second language acquisition
Influenced by Chomsky‘s theory of first language acquisition
Monitor Model
Based on 5 hypotheses:
1. Acquisition-Learning Hypothesis2. Monitor Hypothesis3. Natural Order Hypothesis4. Input Hypothesis5. Affective Filter Hypothesis
Monitor Model
Psychological theories: cognitivist/developmental perspective Since 1990 central role in second language
acquisition Computer as metaphor for mind
Capacities for storage, integration and retrieval No specific module in brain for
acquisition/learning UG as explanation for first language
acquisition Less successful for second language
acquisition
Psychological theories: cognitivist/developmental perspective Theories:
Information processing
Connectionism
The competition model
Information processing
Norman Segalowitz: Second language acquisition as the building
up of knowledge for automatic use of speaking and understanding
Learner first pays attention to any aspect of language for understanding/production controlled processing
Experience/practice easier process of information quicker automatic access
Information processing
Slow access Under control of
attention Limited in
capacity
Quick access Requires little
attention Needs little
capacity to perform
Controlled processing Automatic processing
Information processing
Robert DeKeyser: Second language acquisition as “skill
learning” Learning starts with declarative knowledge Becomes procedural knowledge through
practice Processes become
proceduralized/automized like other skills Parallel to development from controlled to
automatic processing
Information processing
Involves acquisition of isolated facts and rules knowing that
e.g. knowing that a car can be driven
Requires practice Involves processing of
longer units and increasing automization
knowing how
e.g. knowing how to drive a car
Declarative knowledge Procedural knowledge
Information processing
Example: car driving Begin learning to drive a car
Close attention to every action/decision Aware that performances can easily be
disturbed (e.g. talking) Practice skill improves
Automization Experienced driver
Able to pay attention to previously disturbing events
Information processing
Restructuring Changes in language behavior Quality changes in learner‘s knowledge
New forms are not just added to old Regular systematic reorganization and
reformulation Sudden burst of knowledge or backsliding
Systematic aspect of learner‘s language incorporates too much or wrong things saw + ed
Connectionism
Innate: only the simple ability to learn
Very important: the role of the environment
Connectionism
Emphasis is on the frequency
Encountering of specific linguistic features in the input
How often features occur together
Connectionism
Knowledge of language built up through exposure
“connections” build up
Stronger connections the more often something is heard chunks
The competition model
Explains first language and second language acquisition
Hypothesis:
“language acquisition occurs without the necessity of a learner‘s focused attention or the need for any innate brain module that
is specifically for language“
The competition model
Language use and language meaning important
Learners understand how to use “cues”
word order, grammatical markers and animacy of nouns
The competition model
Example: „Box push boy“
Depends on the mother tongue, how second languages are learned Example: “Il giocattolo guardail il bambino”
Two/three year old Four year old
Uses cues of animacy and their knowledge of the way things work in the world.
Children will give a SVO interpretation to strings of the words.
Questions
1. What are the steps with which Behaviorism explains language? Name them and give an example.
2. What are the two different theories about the nature of Universal Grammar?
3. What are the 5 hypotheses of Krashen’s “Monitor Model? Explain two of them briefly.
4. To what refer “declarative knowledge” and “procedural knowledge”?
5. What does the Competition Model explain?
Bibliography
Doughty, C. J. & Long, M.H. (eds.) (2003). The Handbook of Second Language Acquisition. Malden, MA: Blackwell.
Gramley, S. & Gramley, V. (eds.) (2008). Bielefeld Introduction to Applied Linguistics. Bielefeld: Aithesis.
Lightbown, P. M. & Spada, N. (2006). How Languages are Learned. 3rd Edition. Oxford: Oxford University Press.
Mitchell, R. & Myles, F. (1998). Second Language Learning Theories. London: Arnold.
Richards, J.C. & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. 2nd edition. Cambridge: Cambridge University Press.
Saville-Troike, M. (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press.
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