Delta.How_languages_are_learned

8/7/2019 Delta.How_languages_are_learned

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Chapter 1 will not be considered as it deals with first Chapter 1 will not be considered as it deals with first Chapter 1 will not be considered as it deals with first Chapter 1 will not be considered as it deals with first language acquisition.language acquisition.language acquisition.language acquisition.

2 THEORETICAL APPROACHES TO EXPLAININGSECOND LANGUAGE LEARNING (pg 30(pg 30(pg 30(pg 30 46)46)46)46)

Considerations in second language learning (pg 30Considerations in second language learning (pg 30Considerations in second language learning (pg 30Considerations in second language learning (pg 30- -- -35): 35): 35): 35):

Personal characteristics Personal characteristics Personal characteristics Personal characteristics Difference i Difference i Difference i Difference in the conditions for learning n the conditions for learning n the conditions for learning n the conditions for learning Existence of a first languageExistence of a first languageExistence of a first languageExistence of a first language Cognitive maturity Cognitive maturity Cognitive maturity Cognitive maturity Meta Meta Meta Meta- -- -linguistic awareness linguistic awareness linguistic awareness linguistic awareness Cultural knowledgeCultural knowledgeCultural knowledgeCultural knowledge Anxiety, fear OR NERVOUSNESS Anxiety, fear OR NERVOUSNESS Anxiety, fear OR NERVOUSNESS Anxiety, fear OR NERVOUSNESS Learning environment Learning environment Learning environment Learning environment TimeTimeTimeTime Corrective feedback Corrective feedback Corrective feedback Corrective feedback Type of language exposition Type of language exposition Type of language exposition Type of language exposition AgeAgeAgeAge

HOW LANGUAGES ARE LEARNED P.M.Lightbown, N.Spad


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LANGUAGE ACQUISITIONLANGUAGE ACQUISITIONLANGUAGE ACQUISITIONLANGUAGE ACQUISITION

INFORMAL LEARNING CONDITIONSINFORMAL LEARNING CONDITIONSINFORMAL LEARNING CONDITIONSINFORMAL LEARNING CONDITIONS

keep this in mind keep this in mind keep this in mind keep this in mind:

Younger learners in an informal language learning Younger learners in an informal language learning Younger learners in an informal language learning Younger learners in an informal language learning

environment are allowed to be silent until they areenvironment are allowed to be silent until they areenvironment are allowed to be silent until they areenvironment are allowed to be silent until they areready to speak (pg 33) ready to speak (pg 33) ready to speak (pg 33) ready to speak (pg 33)

Modified input : child directed speech or teacher talk Modified input : child directed speech or teacher talk Modified input : child directed speech or teacher talk Modified input : child directed speech or teacher talk Adj Adj Adj Adjustments done to speaking in order ustments done to speaking in order ustments done to speaking in order ustments done to speaking in order

to help learners understand (pg 34) to help learners understand (pg 34) to help learners understand (pg 34) to help learners understand (pg 34)

Error correction is limited to correction of meaning Error correction is limited to correction of meaning Error correction is limited to correction of meaning Error correction is limited to correction of meaning or vocabulary choice, grammar and pronunciation or vocabulary choice, grammar and pronunciation or vocabulary choice, grammar and pronunciation or vocabulary choice, grammar and pronunciation are overlooked (pg 34) are overlooked (pg 34) are overlooked (pg 34) are overlooked (pg 34)

Errors are considered as an integral part of the Errors are considered as an integral part of the Errors are considered as an integral part of the Errors are considered as an integral part of the learning learning learning learning process process process process


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In many ways theories that account for second languageIn many ways theories that account for second languageIn many ways theories that account for second languageIn many ways theories that account for second languagelearning are closely related to those proposed for first learning are closely related to those proposed for first learning are closely related to those proposed for first learning are closely related to those proposed for first language learning. Basically because a second languagelanguage learning. Basically because a second languagelanguage learning. Basically because a second languagelanguage learning. Basically because a second languageis learnt following the same process of a first languageis learnt following the same process of a first languageis learnt following the same process of a first languageis learnt following the same process of a first languagelearning learning learning learning. ...Some theories however, give primary importance to Some theories however, give primary importance to Some theories however, give primary importance to Some theories however, give primary importance to learners innate characteristics; other to the role of learners innate characteristics; other to the role of learners innate characteristics; other to the role of learners innate characteristics; other to the role of environment and other tend to integrate both aspects environment and other tend to integrate both aspects environment and other tend to integrate both aspects environment and other tend to integrate both aspects seeking to unsolve the mysteries of language learning.seeking to unsolve the mysteries of language learning.seeking to unsolve the mysteries of language learning.seeking to unsolve the mysteries of language learning.

I.I.I.I. Behaviourism (pg 35Behaviourism (pg 35Behaviourism (pg 35Behaviourism (pg 35----36)36)36)36)

ImitationImitationImitationImitation PracPracPracPracticeticeticetice ReinforcementReinforcementReinforcementReinforcement Habit formationHabit formationHabit formationHabit formation Contrastive analysis hypothesis: learners whose firContrastive analysis hypothesis: learners whose firContrastive analysis hypothesis: learners whose firContrastive analysis hypothesis: learners whose fir

language is similar to the target language will lelanguage is similar to the target language will lelanguage is similar to the target language will lelanguage is similar to the target language will leeasily .Errors therefore can be predicted.easily .Errors therefore can be predicted.easily .Errors therefore can be predicted.easily .Errors therefore can be predicted.

LINGUISTIC THEORIESLINGUISTIC THEORIESLINGUISTIC THEORIESLINGUISTIC THEORIES


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II.II.II.II. Innatism (pg 36Innatism (pg 36Innatism (pg 36Innatism (pg 36----37) Noam Chomsky37) Noam Chomsky37) Noam Chomsky37) Noam Chomsky

Universal grammar: innate knowleUniversal grammar: innate knowleUniversal grammar: innate knowleUniversal grammar: innate knowledge of grammar rdge of grammar rulesdge of grammar rulesdge of grammar rulesapplied to all language learning applied to all language learning applied to all language learning applied to all language learning

Critical period for language acquisitionCritical period for language acquisitionCritical period for language acquisitionCritical period for language acquisition Language competenceLanguage competenceLanguage competenceLanguage competence Error correction and metaError correction and metaError correction and metaError correction and meta----linguistic informationlinguistic informationlinguistic informationlinguistic information

doesnt contribute learning doesnt contribute learning doesnt contribute learning doesnt contribute learning Learners need to know about the languageLearners need to know about the languageLearners need to know about the languageLearners need to know about the language Universal grammar (innUniversal grammar (innUniversal grammar (innUniversal grammar (innate knowledge of the principate knowledge of the principlesate knowledge of the principlesate knowledge of the principles

of grammar) of mother tongue interferes with secoof grammar) of mother tongue interferes with secoof grammar) of mother tongue interferes with secoof grammar) of mother tongue interferes with secolanguage learning, therefore learners must be aware language learning, therefore learners must be aware language learning, therefore learners must be aware language learning, therefore learners must be aware the differencesthe differencesthe differencesthe differences period of noticing period of noticing period of noticing period of noticing Learners need opportunities to observe language,Learners need opportunities to observe language,Learners need opportunities to observe language,Learners need opportunities to observe language,

hypothesize about it hypothesize about it hypothesize about it hypothesize about it

KrKrKrKrashens monitor Model (pg38ashens monitor Model (pg38ashens monitor Model (pg38ashens monitor Model (pg38- ---40)40)40)40)

Communicative language teaching Communicative language teaching Communicative language teaching Communicative language teaching InnatistInnatistInnatistInnatist theory constituted by 5 hypothesis:theory constituted by 5 hypothesis:theory constituted by 5 hypothesis:theory constituted by 5 hypothesis:

1.Acquisition learning hypothesis: (pg38)1.Acquisition learning hypothesis: (pg38)1.Acquisition learning hypothesis: (pg38)1.Acquisition learning hypothesis: (pg38)Acquisition is unconsciousAcquisition is unconsciousAcquisition is unconsciousAcquisition is unconsciousLearning is consciousLearning is consciousLearning is consciousLearning is conscious


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2.Monitor hypothesis(pg38)2.Monitor hypothesis(pg38)2.Monitor hypothesis(pg38)2.Monitor hypothesis(pg38)Learners monitor their Learners monitor their Learners monitor their Learners monitor their performance only iperformance only inperformance only inperformance only inlearning situations. Acquisition situationslearning situations. Acquisition situationslearning situations. Acquisition situationslearning situations. Acquisition situationsdevelop fluencydevelop fluencydevelop fluencydevelop fluency

3.Natural order hypothesis(pg 39)3.Natural order hypothesis(pg 39)3.Natural order hypothesis(pg 39)3.Natural order hypothesis(pg 39)Acquisition follows a predictable sequenceAcquisition follows a predictable sequenceAcquisition follows a predictable sequenceAcquisition follows a predictable sequenceindependent from the order of rules learnt in claindependent from the order of rules learnt in claindependent from the order of rules learnt in claindependent from the order of rules learnt in cla

4.Input hypothesis( pg 39)4.Input hypothesis( pg 39)4.Input hypothesis( pg 39)4.Input hypothesis( pg 39)Language is acquiLanguage is acquiLanguage is acquiLanguage is acquiredredredred onlyonlyonlyonly by exposure toby exposure toby exposure toby exposure tocomprehensible unitscomprehensible unitscomprehensible unitscomprehensible unitsInputInputInputInputis the source of acquisitionis the source of acquisitionis the source of acquisitionis the source of acquisition

5.Affective filter hypothesis ( pg 39)5.Affective filter hypothesis ( pg 39)5.Affective filter hypothesis ( pg 39)5.Affective filter hypothesis ( pg 39)Imaginary barrier which prevents learners froImaginary barrier which prevents learners froImaginary barrier which prevents learners froImaginary barrier which prevents learners froacquiring language from input. The more stresseacquiring language from input. The more stresseacquiring language from input. The more stresseacquiring language from input. The more stressethe learner is the higher the barrier anthe learner is the higher the barrier anthe learner is the higher the barrier anthe learner is the higher the barrier and less thd less thed less thed less thelearning; it is directly proportional to stresslearning; it is directly proportional to stresslearning; it is directly proportional to stresslearning; it is directly proportional to stress

Factors involved:Factors involved:Factors involved:Factors involved:o MotivationMotivationMotivationMotivationo NeedsNeedsNeedsNeedso AttitudeAttitudeAttitudeAttitudeo Emotional statesEmotional statesEmotional statesEmotional states


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Recent Psychological Theories (pg 41Recent Psychological Theories (pg 41Recent Psychological Theories (pg 41Recent Psychological Theories (pg 41----46)46)46)46)

I.I.I.I. Information Processing Information Processing Information Processing Information Processing (pg41(pg41(pg41(pg41----42)42)42)42) Internalization Internalization Internalization Internalization Building up of knowledge systemsBuilding up of knowledge systemsBuilding up of knowledge systemsBuilding up of knowledge systems that can eventually that can eventually bethat can eventually bethat can eventually be

called on automatically for speaking and understanding called on automatically for speaking and understanding called on automatically for speaking and understanding called on automatically for speaking and understanding Noticing the language by paying attention to bits of it Noticing the language by paying attention to bits of it Noticing the language by paying attention to bits of it Noticing the language by paying attention to bits of it

sequential turnssequential turnssequential turnssequential turns Richard Schmidt: everything we know about the language wRichard Schmidt: everything we know about the language wRichard Schmidt: everything we know about the language wRichard Schmidt: everything we know about the language w

first noticed consciouslyfirst noticed consciouslyfirst noticed consciouslyfirst noticed consciously According toAccording toAccording toAccording to this thisthisthis theory theory theory theory there is no difference betweenthere is no difference betweenthere is no difference betweenthere is no difference between

learning and acquisitionlearning and acquisitionlearning and acquisitionlearning and acquisition Development of automaticity through practiceDevelopment of automaticity through practiceDevelopment of automaticity through practiceDevelopment of automaticity through practice

II.II.II.II. ConnectionismConnectionismConnectionismConnectionism(pg 42)(pg 42)(pg 42)(pg 42) Learners build up their knowledge of language througLearners build up their knowledge of language througLearners build up their knowledge of language througLearners build up their knowledge of language throug

exposureexposureexposureexposure Input is the principal source of language knowledge.Input is the principal source of language knowledge.Input is the principal source of language knowledge.Input is the principal source of language knowledge. LeLeLeLearners develop neurological connections througarners develop neurological connections througarners develop neurological connections througarners develop neurological connections throug

repetitive exposurerepetitive exposurerepetitive exposurerepetitive exposure The more exposure the more connectionsThe more exposure the more connectionsThe more exposure the more connectionsThe more exposure the more connections


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III.III.III.III. Interactionism (pg42Interactionism (pg42Interactionism (pg42Interactionism (pg42----44)44)44)44)

Second language acquisition takes place throughSecond language acquisition takes place throughSecond language acquisition takes place throughSecond language acquisition takes place throughconversational interactionconversational interactionconversational interactionconversational interaction

Factors affecting second Language LearniFactors affecting second Language LearniFactors affecting second Language LearniFactors affecting second Language Learning ng ng ng Chapter 3Chapter 3Chapter 3Chapter 3

Research on Learners characteristics (pg 51Research on Learners characteristics (pg 51Research on Learners characteristics (pg 51Research on Learners characteristics (pg 51----69)69)69)69)

I.I.I.I. IntelligenceIntelligenceIntelligenceIntelligence (pg 52)(pg 52)(pg 52)(pg 52)May be an important factor for languageMay be an important factor for languageMay be an important factor for languageMay be an important factor for languageanalysis and rule learning but it may play a leanalysis and rule learning but it may play a leanalysis and rule learning but it may play a leanalysis and rule learning but it may play a leimportant factor in communicative interactionimportant factor in communicative interactionimportant factor in communicative interactionimportant factor in communicative interaction


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II. Aptitude (pg53)Aptitude (pg53)Aptitude (pg53)Aptitude (pg53)learning quicklylearning quicklylearning quicklylearning quickly((((based on grammar translationbased on grammar translationbased on grammar translationbased on grammar translation

approach) . Composed of different types of approach) . Composed of different types of approach) . Composed of different types of approach) . Composed of different types of abilitiesabilitiesabilitiesabilities:

Identifying and memorizing new soundsIdentifying and memorizing new soundsIdentifying and memorizing new soundsIdentifying and memorizing new sounds Understanding the functions of words inUnderstanding the functions of words inUnderstanding the functions of words inUnderstanding the functions of words in

sentencessentencessentencessentences Figure out grammatical rulesFigure out grammatical rulesFigure out grammatical rulesFigure out grammatical rules Memorizing new wordsMemorizing new wordsMemorizing new wordsMemorizing new words

Matching students abilities witMatching students abilities witMatching students abilities witMatching students abilities with compatible learnh compatible learning h compatible learning h compatible learning environments improves level of achievementenvironments improves level of achievementenvironments improves level of achievementenvironments improves level of achievement( pg 54)( pg 54)( pg 54)( pg 54)

III.III.III.III. Personality (pg 54)Personality (pg 54)Personality (pg 54)Personality (pg 54)

There is no evidence of correlation betweenThere is no evidence of correlation betweenThere is no evidence of correlation betweenThere is no evidence of correlation betweenpersonality and language learning. However personality and language learning. However personality and language learning. However personality and language learning. However has been found that extroverted studentshas been found that extroverted studentshas been found that extroverted studentshas been found that extroverted studentsperformperformperformperform better in terms of fluency anbetter in terms of fluency anbetter in terms of fluency anbetter in terms of fluency anddddpronunciationpronunciationpronunciationpronunciation


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IV.IV.IV.IV. Motivation and attitudeMotivation and attitudeMotivation and attitudeMotivation and attitude Motivation or success, whats first?Motivation or success, whats first?Motivation or success, whats first?Motivation or success, whats first? ProvideProvideProvideProvideopening routinesopening routinesopening routinesopening routinesand forthcoming activitiesand forthcoming activitiesand forthcoming activitiesand forthcoming activities Vary the activities, materials and formatsVary the activities, materials and formatsVary the activities, materials and formatsVary the activities, materials and formats Use coUse coUse coUse co----operative learning activitiesoperative learning activitiesoperative learning activitiesoperative learning activities

V.V.V.V. Learner preferencesLearner preferencesLearner preferencesLearner preferences Visual learnersVisual learnersVisual learnersVisual learners KinaesthKinaesthKinaesthKinaesthetic learnersetic learnersetic learnersetic learners Aural learnersAural learnersAural learnersAural learners Cognitive learning styles: field dependant or fielCognitive learning styles: field dependant or fielCognitive learning styles: field dependant or fielCognitive learning styles: field dependant or fiel

independentindependentindependentindependent

VI.VI.VI.VI. Learner beliefsLearner beliefsLearner beliefsLearner beliefs InfluenceInfluenceInfluenceInfluence the kind of strategies learners choose in order the kind of strategies learners choose in order tothe kind of strategies learners choose in order tothe kind of strategies learners choose in order to

learn new materiallearn new materiallearn new materiallearn new material

VII.VII.VII.VII. Age of acquisitionAge of acquisitionAge of acquisitionAge of acquisition

Critical period hypothesis :Critical period hypothesis :Critical period hypothesis :Critical period hypothesis :Mark PatkMark PatkMark PatkMark Patkowski : only the learners under 15 can achiowski : only the learners under 15 can achievowski : only the learners under 15 can achievowski : only the learners under 15 can achievfull, nativefull, nativefull, nativefull, native like mastery of the target language.like mastery of the target language.like mastery of the target language.like mastery of the target language.

This does not mean that people over This does not mean that people over This does not mean that people over This does not mean that people over 15 15 15 15 are impelled to learn or are impelled to learn or are impelled to learn or are impelled to learn or acquire a second language but, the younger the better acquire a second language but, the younger the better acquire a second language but, the younger the better acquire a second language but, the younger the better


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To teach a language is to start To teach a language is to start To teach a language is to start To teach a language is to start all over again, every all over again, every all over again, every all over again, every year,year,year,year, because learning is cyclical because learning is cyclical because learning is cyclical because learning is cyclical

Learners need opportunities to Learners need opportunities to Learners need opportunities to Learners need opportunities to observe language, hypot observe language, hypot observe language, hypot observe language, hypot hesize about it hesize about it hesize about it hesize about it and experiment with it in and experiment with it in and experiment with it in and experiment with it in a positive and supporting atmosphere a positive and supporting atmosphere a positive and supporting atmosphere a positive and supporting atmosphere our aim as teachers is to provide them

with exposure to real language as muchas possible and to help them achievecommunicative competence

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Delta.How_languages_are_learned