Topic 1 SLA
are the three schools of thought in second language acquisition
structural linguistics and behavioral psychology
generative linguistics and cognitive psychology
constructivism : a multidisciplinary approach
this perspective views language learning as habit formation through stimulus response and reinforcement. it emerged in the early to mid 20th century when linguistics was influenced by behaviorism in psychology.
structural linguistics and behavioral psychology
he proposed that language behavior is learned through imitation, practice and reinforcement.
bf skinner 1957
he advocated that languages a system of structures (patterns of sounds and words) that can be thought step by step
charles fries and leonard bloomfield
who are the two theorists of structural linguistics and behavioral psychology
bf skinner 1957
charles fries and leonard bloomfield
what perspective has the core principles of (structural linguistics and behavioral psychology)
language is a set of _ that are formed through practice
learning occurs when correct responses are _
mistake should be minimized because they may lead to _
focus is on _, not internal thought processes
bad habits
reinforced
bad habits
observable behavior
structural linguistics and behavioral psychology (teaching implications)
teachers provide _ (model sentences or drills)
students respond by _or. _ the correct forms
_ is strengthens learning; errors are corrected immediately
the _ is based on this theory
stimuli
repeating or mimicking
positive feedback
audio lingual method
what example of this perspective is
pattern drills - he is running, she is running, they are running
- dialogues and repetition for pronunciation and accuracy
structural linguistics and behavioral psychology
what perspective says that
language learning is not merely habit formation it involves mental processes and the innatability of the human brain to generate sentences. the school marks is shift from behaviorism to cognitivism
generative linguistics and cognitive psychology
who are the proponents of generative linguistics and cognitive psychology
noam chomsky 1965
jean piaget
he proposed the language acquisition device and innate system that helps humans understand and produce language
noam chomsky 1965
he emphasized cognitive development learners actively construct knowledge as their minds mature
jean piaget
core principles of generative linguistics and cognitive psychology
humans have an _ for language
the learner's mind creates _ about how the language works
_ are natural signs of learning and hypothesis testing, not failure
understanding _ is more important than memorization
inborn capacity
hypotheses
errors
meaning and grammar structures
teaching implications of _
encourage learners to analyzing and discover grammar patterns
use problem solving activities, sentence manipulation and reflection
meaningful communication and understanding should precede form
teachers provides input and guidance not just drills
generative linguistics and cognitive psychology
on what perspective has the criticism that say
learners are not passive imitators, they generate new language
does not account for creative or spontaneous use of language
structural linguistics and behavioral psychology
an example of this perspective is
instead of repeating sentences students analyze examples
she goes to school or they go to school
students infer the rule (when the verb is singular add s to the verb)
generative linguistics and cognitive psychology
what perspectives criticism says
focuses heavily on internal mental processes, less on social or emotional aspects of learning
generative linguistics and cognitive psychology
this perspective says
language learning is a socially constructed process where learners build knowledge through interaction experience and reflection. it combines insights from linguistics, psychology, sociology, and education.
constructivism: a multidisciplinary approach
who are the key theorists of constructivism
lev vygotsky 1978
jerome bruner
stephen Krashen
he introduced social constructivism learning occurs through interaction and scaffolding with the zone of proximal development or zpd
lev vygotsky 1978
he emphasized discovery learning and the teachers role as a facilitator
jerome bruner
he proposed the input hypothesis which highlights comprehensible input as the key to acquisition
stephen krashen
the core principles of constructivism a multidisciplinary approach
learning is _,_,_
knowledge is _, not transmitted
collaboration peer interaction and authentic communication promote _
mistakes are viewed as _ and valuable in constructing understanding
active social and contextual
constructed
learning
natural
teaching implications of _
create interactive communicative tasks like role plays discussions and projects
use authentic materials like videos articles and real life problems
teacher acts as a guide or facilitator rather than lecturer
encourage collaborative learning and reflection
constructivism a multidisciplinary approach
an example of this perspective is
-students work in pairs to plan a short dialogue or conversation based on a real life scenario like ordering food and giving directions
-teacher provides scaffolding like language support and prompts
-students present and reflect on what they learn from the interaction
constructivism a multidisciplinary approach
the criticism of this perspective
may lock structure for learners who need explicit grammar instruction
require skilled facilitation and time to be effective
constructivism a multidisciplinary approach
view of language
set of habits or structures
innate rule governed system
social tool for communication
structural behaviorist
generative cognitive
constructivist
view of learner
passive recipient
active processor
active constructor of meaning
structural behaviorist
generative cognitive
constructivist
learning process
social interaction and reflection
internal rule formation
habit formation through drills
constructivist
generative cognitive
structural behaviorist
role of teacher
guide, facilitator of understanding
model, corrector
co-learner, facilitator, scaffold
generative cognitive
structural behaviorist
constructivist
focus
accuracy , repetition
understanding, meaning
collaboration, communication
structural behaviorist
generative cognitive
constructivist
typical method
audio lingual method
cognitive code learning
communicative/ task based learning
structural behaviorist
generative cognitive
constructivist
memorising words, repeating drills,
copying pronunciation
practice or habit formation
structural behaviorist
analyzing grammar figuring out patterns
analysis or mental process
cognitive view
using english in daily life, watching movies and interacting with others
interaction or experience
constructivist view