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Learning second Languages, from :arrow_left: - Coggle Diagram
Learning second Languages
Theories of cognitive development
Vygotsky
continuity in development :recycle:
Construction of knowledge and understanding is a social activity
Social processes of learning between people contribute and complement the internal development.
role of social environment :family:
law of cultural development
zone of proximal development
the relationship between the intermental and intramental processes
role of expert and helpers
intermental stage
they interact and construct new knowledge together.
intramental stage
internalise the knowledge
quality of assistance
effective dialogue accelerates individual learning processes.
:speaking_head_in_silhouette:
pay attention to individual differences.
from the zone of proximal development
scaffolding
guide and support :hearts:
Simplify the task encouragement. :unlock:
peer assistance. :silhouettes:
Joint problem solving (generates new linguistic knowledge) :lock:
local, historical and cultural context.
learning as a shared responsibility
language functions
communicative tool
to share and develop knowledge
Psychological tool
to organize, plan and review thoughts and actions.
Information processing approach
Attention :eyes:
notice information.
sustained attention improves with age
Planning makes attention more effective and goal directed.
Processing capacity
linear and steep rise in memory store development between 6 and 11.
as processes are executed more efficiently (software) more resource available in the short-term memory.
Automatization
Mental representations :frame_with_picture:
more perceptually organized :eye:
more conceptually organized representation base. :unlock:
an analogy :computer:
hardware
nervous system, brain, sensory receptors, neural connections.
spurts of brain growth
developments in software (mental activities)
software
mental programmes for remembering, organizing and evaluating incoming information.
1st
increases in L1 development
2nd
Piaget’s pre operational to operational shift
3rd
abstract thinking and literacy development.
4th
mature adult capacity for reflective thought
Memory strategies :warning:
improve with deliberate learning and training efforts.
short term
rehearsal :one:
organization
:two:
elaboration
:three:
long term
recognition
:two:
recall
:one:
reconstruction
:three:
Two types of encoding:
gist, fuzzy trace
Useful for reasoning
Essential content
verbatim
specifics
less mental effort.
stages of strategy development in terms of deficiencies
overlapping wave patterns in the stages. :wavy_dash:
means that there is diversity in children’s thinking.
production
control
utilization
PIAGET
systematic approach
Processes:
Organization :memo:
create mental structures or schemas because of the interaction with the environment.
combined to create more complex ones.
adaptation
schemas are compared and adjusted to fit with the environment.
Assimilation
interpretation of new knowledge in terms of old models
accommodation
modification of structures to fit new knowledge.
Invariant stages: :baby::skin-tone-3:
sensori-motor stage
0 - 2
pre-operational stage - 2 - 7
:red_cross: flexible and reversible reasoning
language and imagery as making meaning systems :frame_with_picture:
intellectual development
focus on deficiencies.
:red_cross: rules of formal logic
:red_cross: ability to ‘conserve’
focus on one aspect of the task at a time
concrete operational stage 7 - 11
more than one perspective of a task.
spatial awareness
more attentive in group work
formal logic if related to concrete examples and objects in real life
formal operational stage - 11, 12 onwards
propositional thought
generating creative ideas :explode:
abstract thinking
:thinking_face:
Criticism :red_flag:
overestimated adolescents
cultural practices influence the development of operational thinking
Operational thought developed at different ages cross culturally.
Intellectual revolution seems to be more gradual.
Pre operational children can think in logical ways if tasks are meaningful and are given unambiguous instructions.
Emotional Development :smiley: :cry: :slightly_smiling_face:
identity
self esteem
success and failure
self-concept
control of emotions
friendships :two_men_holding_hands:
nature of the relationships
benefits of working with friends
secure and friendly environment.
First and second laguage acquisition in childhood
First Language
Preschool
communication in gaze, eye contact, smile
protodeclaratives
and proto imperatives
joint attentional behaviours
turn talking and gestures
Related to everyday experience.
Vocabulary:
minimal words.
Fast pronunciation improvement.
Naming and referring (first with gestures)
extended to abstract categories.
Cyclical process.
Factors affecting it:
cognitive
neurological maturation rate
personal styles
adult-child communication
individual and cultural differences
birth order
Strategies
fast mapping
under- extension and overextension
syntactic bootstrapping
lexical contrast
Grammar
telegraphic speech first
grammatical markers
negatives and questions
longer sentences (coordination)
subordination
Over extension of rules
Parent’s influence
reformulation of telegraphic talk into correct utterances.
Primary school
definitions
capacity for abstract
more listener friendly and precise in messages
Types of school talk:
disputational
cumulative
exploratory
metalinguistic thought
specialized syntactic rules
Post primary
Grammar:
more
affixing
compounding
synonymy
polysemy.
registers
non-finite subordination
connectivity in discourse
more than one linguistic form for a function
Second language
The critical period hypothesis
Three views
after a certain maturation point...
not able to attain native-like levels of proficiency
successful learning: more effort
L2 acquisition is qualitatively different
Younger: no separation between languages
rate of development
older: better at rule acquisition
initial advantage of older learners
then younger learners catch up
younger: better pronunciation and listening
younger learners: an advantage for ultimate attainment
age
cognitive factors
deteriorate across the lifespan
schooling
social support
no clear evidence for it's existence
other factors contribute
children's second language acquisition process is different from L1
from :arrow_left:
more horizontal relationships :arrow_backward:
more hierarchical relationships :unlock: