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LANGUAGES, Simultaneous Sequential - Coggle Diagram
LANGUAGES
Distinction
FIRST LANGUAGE
MONOLINGUALISM
ACQUIRING THE L1
Developmental sequences
The first threee year
GRAMMATICAL MORPHEMES
QUESTIONS
NEGATION
The preschool years
Metalinguisitic awareness
The school years
Reading Vocabulary Registers
States
Two important roles
THE LOGICAL PROBLEM OF LANGUAGE LEARNING
Innate capacity
Three arguments
SECOND LANGUAGE
DISTINCTIONS
Library language
Auxiliary language
Foreign language
Second language
THE WORLD OF SECOND LANGUAGES
MULTILINGUALISM
Learning the L2 states
BILINGUALISM
SLA vs SLL
Acquired system vs Learned system
FRAMEWORKS TO EXPLAIN SLA
SOCIAL EXPLANATIONS
SOCIOCULTURAL THEORY
Interaction as the genesis of the language
Interpersonal
Scaffolding
Two types - active participant
Symbolic mediation
Three types
ZPD
Assistance
Intrapersonal
Reading - Private speech
LEARNING
CONTEXTS OF L2 LEARNING
Natural setting
Educational setting
FACTORS
MICROSOCIAL
AGE
Youger vs Older learners
SOCIAL CLASS
SEX
Female vs Male
ETHNIC IDENTITY
A socio-psychological view
Attitudes
Additive bilingualism - subtractive bilingualism - semilingualism - monolingualism
A normative view
Distance
A sociocultural view
Effects - interaction
MACROSOCIAL
GLOBAL AND NATIONAL STATUS OF L1 AND L2
Symbolic and practical reasons
BOUNDARIES AND IDENTITIES
ACCULTURATION MODEL
INSTITUTIONAL FORCES AND CONSTRAINTS
SOCIAL CATEGORIES
Age
Sex
Ethnic category
COGNITIVE APPROACH
EMERGENTISM
Important tenets
Probabilistic Learning
Stochastic
Associative Learning
Nick Ellis - sensitive
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Usage-based learning - Cognition and lge grounded - Lge acq. self-organizing.
Neuropsychologial accounts
Lateralizaiton
Plasticity
CPH
Connectionism
Parallel Distributed Processing
Processing - Where do knowledge arise?
Stimuli - Responses
COMPUTATIONAL MODELS
INFORMATION PROCESSING
The Interface Model
positions
Non-interface
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Weak
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EXPLICIT vs IMPLICIT KNOWLEDGE
Explicit
How can learners make their kn explicit? -
Schmidt's view
- what learners can do
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Implicit
Two types - what kind? - setting - what learners can do
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Key concepts
Learning skills - controlled vs automatic processing - L.C.P - practice - restructiring
Three stages
LINGUISTIC APPROACH
EARLY APPROACHES
CONTRASTIVE ANALYSIS
Habit formation
S-R-R
Assumptions: Interference Transfer
EXTERNAL FOCUS
FUNCTIONALISM
SYSTEMIC FUNCTIONAL LINGUISTICS
Meaning potential
Process of acquisition Process of L2 learning
INTERNAL FOCUS
TRANSFORMATIONAL GENERATIVE GRAMMAR
UNIVERSAL GRAMMAR
Two important concepts
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PRINCIPLES AND PARAMETERS
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UG and SLA
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Innate knowledge
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ERROR ANALYSIS
How to analyze learners' errors?
Identification of errors
Distinction
Overt or covert
Variety
Deviations
Description of errors
Explanation of errors
Sources
Three types of errors
Collection of sample errors
Evaluation of errors
Why are errors significant?
Windows
Different levels for description and analysis
The nature of languages.
Simultaneous Sequential
