second language acquisition theories.doc

8/10/2019 second language acquisition theories.doc

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UNIVERSITYOFBRIGHTONSCHOOLOFLANGUAGEDIPLOMAINTESOLET311: 2000SESSION3

Language Learning theories

BEHAVIOURISM

Behavi!"i#$ $he"ie# % &ea"'i'( %)!# ' *ehavi!"+ '$ ' $he ,'-&e.(e-hi)h /i(h$ *e !'.e"&i'( $ha$ *ehavi!"

Lea"'i'( )/e# a*!$ -he' "e#'#e# $ #$i/!&i %"/ $he e'vi"'/e'$ a"e"ei'%")e. *e)a!#e $he a"e #!))e##%!&4 i' #/e -a5 $ha$ i#+ $he &ea. $ a.e#i"e. !$)/e

Lea"'i'( i# $h!# e##e'$ia&& ha*i$ %"/a$i' E""" i# a #i(' % i'#!6i)ie'$& e#$a*&i#he. ha*i$# Lea"'i'( )a' *e i'.!)e. * )a!#i'( &ea"'e"# $ "e#'. i' )e"$ai' -a# a(ai'

a'. a(ai' -i$h #i$ive "ei'%")e/e'$ % $he .e#i"e. "e#'#eBEHAVIOURISM IN LANGUAGE LEARNING

La'(!a(e &ea"'i'( -a# )'#i.e"e. $ *e $"i((e"e. * e'vi"'/e'$a& #$i/!&i:

7S!#e $ha$ 8a), a'. 8i&& a"e -a&,i'( .-' a &a'e 8i&& i# h!'(" She #ee#a' a&e i' a $"ee She /a,e# a #!'. -i$h he" &a"'9+ $'(!e a'. &i# 8a),

va!&$# $he %e')e+ )&i/*# $he $"ee+ $a,e# $he a&e+ *"i'(# i$ $ 8i&& a'. &a)e#i$ i' he" ha'. 8i&& ea$# $he a&e7B&/;e&.+ L 1!e')e+ $he )hi&. &ea"'#4 $ ".!)e

&a'(!a(e a))!"a$e& a'. a""ia$e&I' *ehavi!"i#$ a))!'$# % second&a'(!a(e &ea"'i'(+ i$ -a# a##!/e. $ha$ $he&ea"'e" #$a"$e. 6 -i$h a #e$ % -e&& e#$a*&i#he. L1 ha*i$#: $he "&e % $ea)hi'( -a#$ @"e?)'.i$i'@+ ie @#$a/@ !$ L1 ha*i$# * e'#!"i'( $ha$ L2 ha*i$# )!&. *e)/ea!$/a$i) La'(!a(e &ea"'i'( i# ve"&ea"'i'(: a'$hi'( &e## i# % ' !#e4B&/;e&.+ L 1


2/11

Th#e #$"!)$!"e# $ha$ a"e #i/i&a" -i&& *e ea# $ &ea"' *e)a!#e $he -i&& *e$"a'#%e""e. a'. /a' %!')$i' #a$i#%a)$"i& i' $he %"ei(' &a'(!a(e Th#e#$"!)$!"e# -hi)h a"e .i6e"e'$ -i&& *e .i6i)!&$ *e)a!#e -he' $"a'#%e""e. $he-i&& '$ %!')$i' #a$i#%a)$"i& i' $he %"ei(' &a'(!a(e a'. -i&& $he"e%"e have $*e )ha'(e. La.1


3/11

TASK 1: Evidence again behaviourist accounts o languagelearning

Exerise !

L, a$ $he %&&-i'( .a$a %"/ a )hi&. &ea"'i'( E'(&i#h a# arst&a'(!a(e h

/i(h$ i$ )a#$ .!*$ ve" $he *ehavi!"i#$ $he" % &a'(!a(e &ea"'i'(

Chi&.: N*. .'$ &i,e /eM$he": N+ #a '*. .'$ &i,e# /e4Chi&. N*. .'$ &i,e /e

8 repetitions of this exchangeM$he" N+ '- &i#$e' )a"e%!&&5 #a: '*. &i,e# /e4Chi&. OhJ N*. .'$ &i,e# /e%"/ M)Nei&&+ 1


4/11

#i$e % i'$e'#ive e9#!"e a'. $ea)hi'( %"/ $hi# $i/e '-a".#+ #he %ai&e. $.eve& &a'(!a(e -hi)h -!&. *e "e)('i#e. a# '"/a&4 a'. i' a"$i)!&a"+#'$a)$i) "*&e/# -e"e /a'i%&.

H-eve"+ (ive' $he "e#!&$# % $he /"he/e4 a)>!i#i$i' #$!.ie# i' $he 1!i#i$i' Devi)e

$rashen%s In&ut Mo'e() * H+&otheses

1) Acquisition ! "earningThe"e a"e $- e'$i"e& #ea"a$e ")e##e# a$ -", i' *!i&.i'( ! ,'-&e.(e % a#e)'. &a'(!a(e:acquisitioni/&i)i$+ !')'#)i!# ,'-&e.(e= a'. learninge9&i)i$+ )'#)i!# ,'-&e.(e+ *!i&$ ! $h"!(h "!&e?&ea"'i'(+ ."i&& a'. e"""

)""e)$i'=:

"anguage acquisition.e# '$ "e>!i"e e9$e'#ive !#e % )'#)i!#("a//a$i)a& "!&e#+ a'. .e# '$ "e>!i"e $e.i!# ."i&& I$ .e# '$ ))!"ve"'i(h$+ h-eve" Rea& &a'(!a(e a)>!i#i$i' .eve #&-&+ a'.#ea,i'( #,i& e/e"(e #i('i;)a'$& &a$e" $ha' &i#$e'i'( #,i& eve' -he')'.i$i'# a"e e"%e)$4

7"anguage acquisition a ")e## #i/i&a"+ i% '$ i.e'$i)a&+ $ $he -a)hi&."e' .eve& a*i&i$ i' $hei" ;"#$ &a'(!a(e La'(!a(e a)>!i#i$i' i# a#!*)'#)i!# ")e##e a"e '$ (e'e"a&& a-a"e % $he "!&e# % $he

&a'(!a(e# -e have a)>!i"e. I'#$ea.+ -e have a @%ee&@ %" )""e)$'e##G"a//a$i)a& #e'$e')e# 7#!'.7 "i(h$

7"anguage learning "e%e"#= $ )'#)i!# ,'-&e.(e % a #e)'.&a'(!a(e+ ,'-i'( $he "!&e#+ *ei'( a-a"e % $he/ a'. *ei'( a*&e $ $a&,a*!$ $he/ ,'-i'( a*!$ a &a'(!a(e ("a//a" "!&e#%"/a&,'-&e.(e7"a#he'+ 1


5/11

A)>!i#i$i' Qi'i$ia$e# !" !$$e"a')e# i' a #e)'. &a'(!a(e a'. i#"e#'#i*&e %" !" !e') = Lea"'i'( )/e# i'$ &a '& $ /a,e)ha'(e# i' $he %"/ % !" !$$e"a')e+ a%$e" i$ ha# *ee' Q".!)e. * $hea)>!i"e. ##$e/4 "a#he'+ 1


6/11

Exerise !

The %&&-i'( i# a' e9$"a)$ %"/ $he %atural Approach+ -he"e S$ehe' "a#he'a'. T"a) Te""e&& "e#e'$ $ea)hi'( i.ea# *a#e. ' "a#he'# /.e& E9&ai' h-

$he a)$ivi$ .e#)"i*e.+ i&&!#$"a$e# a "a)$i)a& "ea&i#a$i' % "a#he'# $he"e$i)a&/.e&

Exerise "

Ca' ! $hi', % a' *e)$i'# $ "a#he'# h$he#i# $ha$ a)>!i#i$i' a'.&ea"'i'( a"e e'$i"e& #ea"a$e a'. $ha$ &ea"'i'( 'eve" $!"'# i'$ a)>!i#i$i' D

! *e&ieve $ha$ ! '& !#e -ha$ ! have &ea"'e. )'#)i!#& $ /'i$" !"".!)$i' F!"$he"+ . ! *e&ieve $ha$ i$ i# e'!(h $ !'.e"#$a'. i'!$4 i'".e" $ a)>!i"e 'e- &a'(!a(e

Exerise .

Rea. $h"!(h $he %&&-i'( e9$"a)$# %"/ a' A/e"i)a' L1 E'(&i#h= &ea"'e"+ -h-a# .eve&i'( P"$!(!e#e .!"i'( a /'$h #$a i' Ri .e 8a'ei" I' -ha$ -a)!&. $he e9$"a)$# *e #ee' a# a )ha&&e'(e $ "a#he'# /.e& % &a'(!a(e &ea"'i'(

EB: 231001 K11 DTESOL: 3

The i'#$"!)$" !#e# )'$e9$ a'. $he i$e/# $he/#e&ve# $ /a,e $he /ea'i'(#% $he ,e -".# )&ea": hair, &ro#n, long, short+ e$) The' a #$!.e'$ i#.e#)"i*e.: 'hat is your na!e(#e&e)$i'( a #$!.e'$= Class, loo) at *ar&ara+She has long &ro#n hair+ er hair is long and &ro#n+ er hair is not short,it is long+U#i'( /i/e+ i'$ a'. )'$e9$ $ e'#!"e )/"ehe'#i'= 'hatis the na!e of the student #ith long &ro#n hair(Ba"*a"a= !e#$i'# #!)has 'hat is the na!e of the #o!ean #ith short &lond hair(" 'hat is the

na!e of the student sitting next to the !an #ith short &ro#n hair andglasses(a"e ve" #i/&e $ !'.e"#$a'. * a$$e'.i'( $ ,e -".#+ (e#$!"e#a'. )'$e9$ A'. $he "e>!i"e $he #$!.e'$# '& $ "e/e/*e" a'. ".!)e$he 'a/e % a %e&&- #$!.e'$ I' %a)$+ i' #!)h a)$ivi$ie# $he #$!.e'$# /a'& *e )'#)i!#& %)!#e. ' "e/e/*e"i'( 'a/e#+ a'. %$e' #'%"(e$4 $he a"e !'.e"#$a'.i'( a'$he" &a'(!a(e4"a#he'+ S Te""e&&+ T 1


7/11

E9$"a)$# %"/ S)h/i.$+ R F"$a+ SM 1


8/11

A%$e" /a' ea"# % F"e')h i//e"#i' #)h&i'( 10 ea"#= .!"i'( -hi)h $i/e/#$ % $hei" )&a##e# -e"e i' F"e')h hi#$"+ (e("ah+ /a$he/a$i)# e$) #$he /!#$ have ha. &$# % )/"ehe'#i*&e i'!$J=+ Ca'a.ia' a'(&h'e &ea"'e"#-e"e $e#$e. ' $hei" )//!'i)a$ive )/e$e')e i' F"e')h i' $h"ee .i6e"e'$ a"ea#: .rammar "a& i'$e"vie-+ /!&$i&e )hi)e+ -"i$$e' &e$$e" a'. 'a""a$ive= /iscourse ;&/ "e$e&&i'(+ /!&$i&e )hi)e+ -"i$$e' &e$$e" a'. 'a""a$ive=

Sociolinguistic com(etence)!e. "a& ".!)$i' ' "e>!e#$#+ #!((e#$i'#+)/&ai'$#5 /!&$i&e )hi)e+ -"i$$e' '$e=Thei" "e#!&$# -e"e )/a"e. -i$h $h#e % $hei" 'a$ive %"a')h'e ee"# The"e#ea")h S-ai'+ 1


9/11

Ancient .ree and 2oman 3ivilisationsL2 ,e$ #ea"a$e %"/ L1I/&i)i$ &ea"'i'( $h"!(h i//e"#i' a'. )//!'i)a$i'

End o 'iddle Ages 4 2enaissance

Lea"'i'( % La$i' E9&i)i$ &ea"'i'( F)!# ' $he ("a//a" La'(!a(e &ea"'i'( .e*a$e: L!$he" Ge"/a'+ 132=+ M'$ai('e F"a')e+ 10=+

C/e'i!# Bhe/ia+ 1K30?K0=+ L),e E'(&a'.+ 1K


10/11

T"i/+ 8LM+ 1!i#i$i' Devi)e " U'ive"#a& G"a//a"= a'. #!*#e>!e'$ "e#ea")h* R(e" B"-' $ha$ )hi&."e' ? %a" %"/ /e"e& i/i$a$i'( a.!&$# a"!'. $he/ ?%"e>!e'$& aea"e. $ @)"ea$e@ $hei" ("a//a" e( )hi&."e'@# !#e % holded,

ied, &uyede$)= The "ee)$e. $he ./i'a'$ *ehavi!"i#$ a'ai# % #e)'.&a'(!a(e &ea"'i'( a'. )&ai/e. $ha$ #e)'. &a'(!a(e &ea"'i'( .eve&e. a&'(

#i/i&a" &i'e# $ ;"#$ &a'(!a(e &ea"'i'( $h"!(h /ea'i'(%!& )//!'i)a$i' Thi#(ave %!"$he" i/e$!# $ $he C//!'i)a$ive A"a)h $ &a'(!a(e $ea)hi'(

The C//!'i)a$ive A"a)h i# '$ # /!)h a #i'(&e /e$h. a# a #e$ %"i')i&e# The $- ,e "i')i&e# a"e:$he &a'(!a(e $a!(h$ i' &a'(!a(e $ea)hi'( #h!&. *e )//!'i)a$ive+ ie)//!'i)a$ive& a""ia$e&a'(!a(e #h!&. *e $a!(h$ $h"!(h )//!'i)a$i'

C//!'i)a$ive )/e$e')e ? $he $a"(e$ -hi)h $he C//!'i)a$ive A"a)h)&ai/# $ ai/ a$ ? i# #ai. $ i'v&ve: ("a//a$i)a& )/e$e')e: $he ,'-&e.(e $ !#e $he &a'(!a(e ##$e/ #)i&i'(!i#$i) )/e$e')e: $he ,'-&e.(e $ !#e $he &a'(!a(e a""ia$e i'

.i6e"e'$ #e$$i'(# .i#)!"#e )/e$e')e: $he ,'-&e.(e $ !#e $he &a'(!a(e )he"e'$& i'

.i#)!"#e #$"a$e(i) )/e$e')e: $he ,'-&e.(e $ *e a*&e $ ve")/e (a# i' &a'(!a(e

,'-&e.(e

$RASHEN%S INPUT HYPOTHESIS AN2 NATURAL APPROACH 0$RASHEN 3 TERRELL4 !56.1

Against a structural syllabus "a#he'+ 1


11/11

%!"$he" a)>!i#i$i'

PROBLEMS 7OR $RASHEN%S MO2EL

I$ a##!/e# -e )a' a&& &ea"' $h"!(h a "anguage Acquisition /evice Ma'+i')&!.i'( Ch/#, hi/#e&%+ #!#e)$ $ha$ -hi&e a&& h!/a' *ei'(# )a' &ea"'i/&i)i$&+ a #e)i;) LAD /a not*e avai&a*&e $ L2 @a.!&$@ &ea"'e"# The )!$?6a(e #ee/# $ *e *e$-ee' a'. 13 See $he "evie- i' Cha$e" 1 a'. $he #e)$i'

' a(e % Li(h$*-' Sa.a+ 1!e#$i'# $ha$ a"i#e %"/ "a#he'@# "#a a"e: S h- /i(h$ learningi'!e')e acquisition A'. i# )/"ehe'#i*&e in(ut"ea&& e'!(h ha$ a*!$ out(ut

"ate 1876;s 4 (resent day: Ecleticism and rehabilitation o

second language acquisition theories.doc

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