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Second Language Acquisition Theories (The cognitive perspective (1st and…
Second Language Acquisition Theories
The behaviorist perspective
Nelson Brooks and Robert Lado
influenced audio-lingual teaching materials and teacher training
emphasis on mimicry and memorization
students learned dialogue and sentence patterns by heart
language as the formation of habits
assumed that a person learning a second language would start off learning the habits formed in the first language and these habits would interfere with the new ones needed for the second language
The cognitive perspective
general theories of learning can account for the gradual development of complex syntax and for learners' inability to spontaneously use everything they know about a language at a given time
1st and 2nd language acquisition are seen as drawing on the same processes of perception, memory, categorization and generalization
circumstances of learning
learners prior knowledge
difference lies on:
information processing model
DeKeyser and Schmidt have suggested that learners must pay attention at first to any aspect of the language they are trying to learn
declarative knowledge: knowledge that we are aware of having
thinking about declarative knowledge actually interrupts cedural knowledge when performing
cedural knowledge: ability to use knowledge
usage based learning
Ellis
competition model
Bates and MacWhinney
language and the brain
language activates both sides of the brain
interaction hypothesis
Hatch, Long, Pica, Gass
Long said... modified interaction: is the necessary mechanism for making language comprehensible
does not always mean simplification. it may mean elaboration, slower speech rate, gesturing and adding context clues.
clarification requests
self repetition or paraphrase
comprehension checks
negotiation for meaning
noticing hypothesis
Schmidt nothing is learned unless it has been noticed
input processing
Van Patten
learners have limited processing capacity and cannot pay attention to form and meaning at the same time
processability theory
Misel, Clahsen and Pienemann
variational theories
Pienemann explains why learners do not simply transfer knowledge from 1st language at early stages of acquisition
the role of practice
Robert DeKeyser: practice is only effective if one practices the behavior that one whishes to learn
Ortega proposed three principles for practice in the foreign language classroom:
practice should be interactive
2.practice should be meaningful
there should be a focus on task-essential forms
The innatist perspective
Chomsky
Universal Grammar
Lydia White (2003)
Universal Grammar offers the best perspective from which to understand language acquisition.
acquisition of grammar takes place naturally when learners are meaningfully engaged.
but because UG is not the same for SLA, learners will need explicit grammatical instruction or else they may assume grammar rules are the same as their L1.
Robert Bley-Vroman/ Jacquelyn Schatner
although UG may be an appropriate framework for FLA it does not offer a good explanation for SLA (especially for learners who have passed the critical period)
Vivian cook
there is still a logical problem of SLA
learners eventually know more than they possibly could just from what they are exposed to. so UG must be available to SLL's as well as FLL's.
some argue that SLA UG is altered by prior acquisition of other languages
Bonnie Schwartz
instruction and feedback change only superficial aspects of language performance and do not affect the underlying systematic knowledge of new language.
lang. acquisition is based on the availability of natural language
interaction with native speakers is sufficient for acquisition of language structure
Stephen Krashen
Monitor Model: 5 hypotheses
acquisition/learning
active filter
monitor
comprehensible imput
natural order
acquisition vs. learning
Schumann
Asked the question: what happens when 1 culture groups are transplanted into a new setting?
Acculturation model: 8 factors influence social distance
cohesiveness
size
enclosure
cultural congruence
integration pattern
attitude
social dominance
intended length of residence
there are 3 main factors that determine psychological distance
attitude
culture shock
motivation
The sociocultural perspective
views speaking and writing as tightly interwoven
the emphasis is on development and how learners co-construct knowledge based on their interaction with their interlocutor or in private speach
people gain control of and reorganize their cognitive processes during meditation as knowledge is internalized during social activity
Lantolf and Donato show how SLL acquire language while they interact with other speakers
this is expert - novice, now there is a shift towards novice-novice learning
Swain: collaborative dialouge
how second language learners co construct linguistic knowledge while engaging in production tasks.
comprehensible output hypothesis