what do we know when we know a language?
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What do we know when we know a language?TESOL Teacher Professional Development in NamibiaMay 2013
Perspectives
LinguisticSocialPsychological
Linguistic Perspective
Phonetics and PhonologyMorphologySyntaxSemanticsPragmatics
Linguistic Perspective
Important concepts Universal grammar Linguistic competence Linguistic performance
Linguistic Perspective
Universal Grammar (UG) The innate ability people are born with to learn
a language. All languages have similar properties with
limited parameters: Word order, parts of speech, displacement
All languages are rule-governed and are generally learned in the same way
Linguistic Perspective
Linguistic competence: what speakers of a language know about the language
Linguistic performance: how speakers of a language use what they know
Linguistic Perspective
The Monitor Model (Krashen) Acquisition/Learning Hypothesis Monitor Hypothesis Natural Order Hypothesis Input Hypothesis Affective Filter Hypothesis
The Monitor Model
i+ 1Language Acquisition
Device
Linguistic Perspective
Interlanguage (IL)
L1 L2
Restructuring/BackslidingFossilization
Social Perspective Communicative competence Microsocial factors Macrosocial factors Language community Interaction hypothesis
Interpersonal intrapersonal
Zone of Proximal Development (ZPD) Scaffolding Acculturation Model
Social Perspective
Communicative Competence:“what a speaker needs to know to communicate appropriately within a particular language community” (Saville-Troike, 2003)
Vocabulary + phonology + grammar + any other linguistic structure + rules re: what to say to whom and when and how…and if.
Social Perspective
Microsocial factors Variability among a language community or
within a learner that is systematic and predictable I ate dinner v. I ate supper. Hi v. hello v. good morning
Macrosocial factors Features of the larger political setting, social
position, societal attitudes, values, ethnicity, gender, age
Social Perspective
Language Community
A group of people who share knowledge of a common language at least to some extent
How many language communities do you belong to? How are they different? How are they similar?
Social Perspective
Interaction Hypothesis The claim that modifications and collaborative efforts
which take place in social interaction facilitate SLA because they contribute to the accessibility of input for mental processing (Saville-Troike 2012, p. 190)
Modifications: Oral: high frequency phrases, pauses grammatical
junctures, slower speed, repetition, paraphrase, expansion, sentence completion
Written: academic texts include frequent organization markers, clear topic sentences, highlighting of key terms (synonyms + paraphrases), lists of main points, elaboration of specific points, visual aids, explicit summations at regular intervals, questions
Social Perspective
Accommodation Theory: Speakers change their pronunciation and even
grammatical complexity to sound more like whomever they are talking to.
…so if teachers use the language they want their students to use….
Zone of Proximal Development (Vygotsky) The distance between current ability and
potential growth. In order to learn, the learner needs guidance. It is where learning happens.
Social Perspective
TeacherZPD
Learner
Social Perspective
Scaffolding Verbal guidance which an expert provides to help a
learner perform any specific task, or the verbal collaboration of peers to perform a task which would be too difficult for any one of them in individual performance
S: TakiT: What did Taki do?S: PencilT: What did Taki do with the pencil?S: Throw (makes a throwing motion)T: Taki, don’t throw pencils.
Social Perspective
Acculturation Model Identifies group factors such as identity and
status which determine social and psychological distance between learner and target language populations.
Psychological Perspective
Information Processing Controlled/Automatic Connectionism
Critical Period Hypothesis and AgeGenderCognitive StyleLearning Style, Learning Strategies
Information Processing
Critical Period Hypothesis
Gender
Cognitive Style Tolerance for Ambiguity Risk-taking Reflective Field dependence Visual Auditory Kinesthetic
Learning Strategies Metacognitive: attempt to regulate learning by
planning and monitoring. Ex: pre-viewing, deciding in advance to attend to specific input…
Cognitive: make use of direct analysis or synthesis of linguistic material. Ex: repeating after a language model, translating, guessing meaning through inferencing
Social/affective: involve interaction with others. Ex: asking questions for clarification, asking for repetition, explanation or examples
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