Elizabeth Ruiz OrtegaElizabeth Ruiz Ortega

PRINCIPLES OF LANGUAGE

LEARNING AND TEACHING

by H.

Douglas Brown.

Language, Learning and Teaching

Learners and teachers

Childhood or Adulthood

Strategies of learning and teaching

The purposes

Discipline System and Function

Cultural and linguistics contexts

SLA Schools of Thought

S-R-R: stimuli from the environment (such as linguistic input), responses to those stimuli, and reinforcement if the responses resulted in some desired outcome.

Human language can not be scrutinized simply in terms of observable stimuli and response or the volumes of raw data gathered by field linguistics.

Human beings construct their own version of reality and therefore multiple contrasting ways of knowing and describing are equally legitimate

KEY CONCEPTS:Semantically:Learners discover phonological, lexical, semantic system of language Variability: Stages that learners learn unconsciously and after time they can difference them example ( verb tenses) Nature: Biological behaviorsNurture: Environmental exposurePerformance: is the overtly observable and concrete ,manifestation or realization of competenceCompetence: One’s underlying knowledge of a system, event or fact.

*Comprehension and productions can be aspect of both performance and competence. Comprehension ( listening and reading) Performance ( speaking and writing

The critical period hypothesis

Neurological considerationsChild is neurological assigning functions little by little to one side of the brain or the other , of course language

The significance of accentThe acquisition of authentic control of phonology of foreign language supports the notion of a critical period

Most of the evidence indicate that people beyond the age of puberty do not acquire what has come to be called authentic pronunciation of the second language

The accent

Cognitive considerations

Human cognition develops rapidly throughout the first sixteen years of life and less rapidly thereafter

Sensorimotor stage ( birth to two ) Preoperational stage ( ages two to seven) Operational stage (ages seven to sixteen) Concrete operational stage ( ages seven to eleven) Formal formal operational stage ( ages eleven to sixteen)

Affective considerationsThe affective domain includes many factors: Empathy, self-steem, extroversion, inhibition, imitation, anxiety, attitudes.

Linguistic considerationsBilingualism Interference between first and second language Order in acquisition

Human Learning: Gagne’s Types of Learning

Transfer•Describing the carryover of previous performance or knowledge to subsequent learning.•Positive transfer occurs when the prior knowledge benefits the learning task •Negative transfer occurs when the previous performance disrupts the performance of a second task

InterferenceIs when a previous item is incorrectly transferred or incorrectly associated with a item to be learnedA person will use whatever previous experience he or she has had with language to facilitate the second language learning process.

Overgeneralization

Occurs when the second language learners acts within the target language, generalizing a particular rule or ítem in the second language-irrespective of the native language-beyond legitimate bounds.

Process.- characteristic of every

human being because we look

for actions such as eat, breath,

etc. in order to survival

Style.- general intellectual

functioning that pertain to

you as an individual and that

differentiate you from

someone else.

Strategy.- are specific

methods of

approaching a

problem or a task

modes of operation

for achieving a

particular end,

planned design for

controlling and

manipulating certain

information

The Affective domain.- refers to emotion side of human behavior Self-esteem.- attitudes that individuals hold towards themselves

Inhibition.- a mental state or condition in which the varieties of expression and behavior of an individual become restricted

Risk-Taking.- students impulse to try or guess something that they are not sure Empathy.- putting yourself into

someone else’s shoes

Extroversion-introversion .- extroversion is the extent to which a persons has a deep-seated need to receive ego enhancement,

Self-steem ,etc. Introversion is the extent to which a person derives a sense of wholeness and fulfillment apart from a reflection of this self from other people.

Anxiety.- a state of uneasiness or tension caused by apprehension of possible future misfortune, danger, etc.

Sociocultural Factors:Language, thought and culture

Stereotypes.- assigns group characteristics to individuals purely on the basis of their cultural membership

Attitudes.- form a part of one’s perception of self, of others, and of the culture in which one is living

Second culture acquisition.- involve the acquisition of second identity Social distance.- refers to the cognitive and affective proximity of two cultures that come into contact within an individual and consist of some parameters (dominance, integration, cohesiveness, congruence, permanence)

Culture in the classroom .- culture learning in the classroom can help students turn such an experience into one of the increased cultural and self-awareness.

Cross-Linguistic Influence and Learner Language

Contrastive analysis hypotheses (CAH): the principal barrier to second language acquisition is the interference of the first language system with the second language system.

From the CAH to CLI ( cross-linguistic influence). – The weak version of CAH remands the cross-linguistics influence which suggest that we all recognize the significant role that prior experience plays in any learning act, and that the native language as prior must not be overlooked.

Intralingua errors : within one language, is a factor in second languageInterlingual errors: across two or more languages

Markedness theory try to explain why there seems to be a certain order of acquisition of morpheme in English.

Marked structures are acquired in later tan unmarked structures

Marked items are more difficult to acquire tan unmarked. Example: an- marked a- unmarked

Rules acquired by children learning their firs language are presumed to be universal.

Markednees theory and UG perspectives provide a more sophisticated understanding of difficulty in learning second language

STAGES OF LEARNEER LANGUAGE DEVELOPMENT

In recent years researchers and teachers have come more and more to understand that second language learning is a process of the creative construction of a systemRandom errors: systematic - stabilization

Variability in learning language

Knowledge of the native language, limited knowledge of the target language itself, knowledge of the communicative functions of language, knowledge about language in general, and knowledge about life, human beings and the universe.

Aspect of our competence that enables us to convey and interpret messages and to negotiate meaning interpersonally within specific context.

Aspects of communication: Grammatical, discourse, sociolinguistics, strategic,

Language functions : Instrumental, regulatory, representational, interactional, heuristic, imaginative,

Communicative Competence

McLaughlin’s Attention-Processing Model:

juxtaposes processing mechanisms (controlled and automatic) and categories of attention to form four cell

Implicit and explicit model: Implicit knowledge is information that is automatically and spontaneously used in language tasks.

A social constructivist model: is associated with more currents approaches to both first and second language acquisition emphasize that dynamic nature of the interplay between learners and their peers and their teachers and other whom they interact.

Cognitive models

SLA is as much a dynamic, complex, nonlinear system

To conclude:

Thanks!