An overview of key debates and issues in second language learning theory

Dr Gabriela Meier

EFPM266: Principles of Language LearningIntroduction to the module

Today’s objectives

To get to know the tutor and peers

Understanding the rationale and scope of the module

Gaining a first idea of key debates related to second language learning based on your practice

Gain an overview of module assignments and assessment

Introductions

Name(s) Country of origin Country of practice Years of teaching experience

Introductions

Gaby BA translation (Zurich) Professional experience as translator and language

teacher MA and PhD in European Studies (language education) Research Fellow in Bath Lecturer in language education in Exeter

Research interest: language education and social cohesion/interaction Bilingual and multilingual education Immersion education (see www.bien.org.uk)

Your expectations

Pair and group discussion:

Expectations of the module Expectations of the course Expectations of your time in Exeter

Module objectives

To introduce you to foundational concepts in second language learning theories

To provide an overview of the current debate on key issues in second language learning research

To enable you to engage in critical analysis and discussion of an area of study in second language learning

To enable you to consider critically the application of current research in language learning to language teaching practice

Envisaged learning outcomes

A critical understanding of the major issues in second language learning

An ability to apply the principles of language learning to the participants’ specific context

The ability to engage in critical analysis and discussion of different perspectives in second language learning

Core texts

034080760A3P5ROK

Format of module seminars

Teacher presentations Student presentations Participation in class Asking questions Reading (set) and discussion of articles Discussion of module topics (small and large

groups)

About the module

Why principles of language learning for TESOL?

Relating theory to practice and context

Challenging our views openness

Invitation to engage with alternative ways of thinking about language learning (not taking things for granted)

Group discussion

Think of your own language learning experience?

Group 1: what have you enjoyed / not enjoyed? Group 2: What did you do alone / not alone? Group 3: What was creative / not creative or

repetitive? Group 4: What was valuable / not valuable? Group 5: What was in in class / not in class?

flip chart

What do we call our area of studies?

Principles of language learning Second language acquisition Second language learning theories How languages are learned Teaching English to speakers of other

languages Other?

Second language acquisition

SLA is the study of how people acquire an additional language (L2)

It is a branch of applied linguistics / cognitive science

It is a problem-solving discipline

The central problem that SLA addresses is: ‘How can learners be helped to acquire an L2?’

Key debates and issues in developing a theory of second language learning

Issue 1.

Second Language Learning or Second Language Acquisition SLA?

Developments in the field are leading researchers to question the term SLA:

The problem with the term SECOND The problem with the term ACQUISITION

For a full discussion of this see Block (2003).

The problem with ‘second’

+ classroom

- classroom

1X as a foreign language

- Language in community

3 Self-instructed

X as a foreign language

2X as a second

language

+ Language in

community

4 Naturalistic

language learning

Fig. 3.1 ‘Second’ context scenarios (Block 2003:34)

The problem with ‘acquisition’

Krashen (80s): distinction between learning and acquisition (information processing model)

Neisser and Harré (90s): Krashen does not consider environmental/ contextual variables

Gass and Long (90s): are we confusing use with acquisition?

Block (00s): Is ‘second language acquisition’ different to ‘second language activity’?

Research linking acquisition and use

Basic Issues in SLA (De Bot et al, 2005:5-12)

Monolingualism, bilingualism, multilingualism [& plurilingualism]

First, second & third language

SLA & first language acquisition

Acquisition vs. learning

Issue 2.What’s different about second language learning compared to first language learning?

Issue 3.What is the role of the environment in second language learning?

How far is second language a mental process or a social process?

Key debates and issues in developing a theory of second language learning

20/43

Contexts for Language Learning

A child or adult learning a second language is different from a child acquiring a first language in terms of both

1) learner characteristics

and

2) learning conditions

Differences in Learning L1 & L2

Learner Characteristics

1. Knowledge of another language

2. Cognitive maturity

3. Metalinguistic awareness

4. World Knowledge

5. Anxiety about speaking

Differences in Learning L1 & L2

Learning Conditions

6. Freedom to be silent

7. Ample time & contact

8. Corrective feedback: (grammar and pronunciation)

9. Corrective feedback: (meaning, word choice, politeness)

10. Modified input

Differences in Learning L1 & L2

Summary:

Second/additional language learning theories

need to account for language

acquisition/learning by learners with a variety

of characteristics and learning in a variety of

contexts.

Why are language learning theories important for us as foreign/second/additional language teachers?

Views of language and views of learning both underpin our day to day teaching.

Methods and activities we choose reflect different views about language learning: Order of the syllabus Correction (when and what) Assessment

We need a set of principles so we can make informed judgements about our work and what is good practice.

BUT A lot of diverse views! A complex picture.

Language theory Learning theory

Structural linguistics Behaviourist psychology (Bloomfield) (Skinner)

Universal grammar Cognitivism ‘Deep’ structure Chomsky (innatism) and Competence vs performance Piaget (constructivist + developmentalist) (Chomsky)

Functional linguistics Social theories of learning Language as tool for (weak and strong forms) communication Interactionism, Vygotskian (Halliday) sociocultural theory, and critical theory.

Charting the changing views of second language learning

Many more issues

ELF, EIL, EAL, World Englishes Foreign, additional, second, other, heritage

language Whose English? Native vs non-native speaker – or bilingual vs

monolingual speakers of English Language learning and social media/CALL Multilingual language learning Etc. …

For more information on current issues

BAAL: http://www.baal.org.uk/ AILA: http://www.aila.info/ EUROSLA: http://eurosla.org/home.html Asia TEFL: http://

www.asiatefl.org/2012conference/conference2.html

IATEFL: http://www.iatefl.org/ Journals: http://www2.nkfust.edu.tw/~

emchen/SLA/SLA_journals.htm

Syllabus of this module1. Key debates and issues2. Short history 3. Interaction and language processing 4. Socio-cultural theory5. Language learning strategies and learning

styles6. Language learning motivation and anxiety7. Identity and second language learning8. Language learning as participation and

socialisation9. Multilingualism and language learning10. Conclusion

Student presentation Description context (country, institution, policy) course (level, pre-requisites, objectives) learners (group and individuals) your role (learner, teacher, other)

Evaluation based on your experienceBreen (2001) argues that a theory of second language learning must seek to incorporate the answers to all of the following questions: What are the contributions of the persons doing the learning? Under what conditions or circumstances does the learning take

place? How is the learning done? What are the learning outcomes?

What issue would you like to know more about?

5 mins

Rationale

Make visible differences types of contexts expertise and experience cultural issues

Essay preparationReflect on your context, look at theories and discuss their relevance to your context.

Enable student-centred seminars

Assessment

EFPM266 Principles of language learning

See Module outline for procedure

Formative work Essay introduction (500 words) 11 December

2012

Summative work (essay 5,500 words) 16 January 2013

(not including references and appendices) Marking criteria – see MEd handbook

Resources

Library Electronic library ELE (vle.exeter.ac.uk) internet

Reading for next week Peacock, M. (2009) Attribution and learning

English as a foreign language. In ELT Journal 64/2 (pp.184-193)

Available from ELE

Questions How does the author define learner

attributions? What are the main findings? Why are learner attributions important? How does this resonate with your context?

Recap

Questions

Today’s objectives and outlook

To get to know the tutor and peers

Understanding the rationale and scope of the module

Gaining a first idea of key debates related to second language learning based on your practice

Gain an overview of module assignments and assessment

Next week:

Student presentations

Discussion of reading

Brief history of language learning theories