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Second language key concepts, Untitled-1-6, imagen, imagen - Coggle Diagram
Second language key concepts
Learning condition
Young second learners are allowed to be in silent until they feel ready to speak.
A common condition that appears in learners is the adjustment of the speach style.
Young learners should be exposed to the SLA as if is the first language acquire.
Learners
characteristics
Intelligence
:In recent years, many educators have been influenced by Howard Gardnes (1991). Prosal that individuals have multiple intelligence and that traditional IQ tests have assessed only a limited range of abilities.
Aptitude
: John Carroll (1991), has characterized aptitude in term of the ability to learn quickly. Thus, we may hypothesize that a learner with high aptitude may learn with greater ease and speed but that other learners may also be successful if they persevere.
Motivation and Attitudes:
it is difficult to know whether positive attitudes produce successful learning engenders positive attitudes, or whether both are affected by others factors.
Learning Styles
: The term “learning styles” refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them.
Personality
; Diferent studies measuring a similarpersonality trait produce different results. For example, it is often argued that an extroverted person is well suited to language learning. Another aspect of personality that has been studied is inhabitation. it has been suggested that inhabitation discourage risk-taking, which is necessary for progress in language learning. This is often considered to be particular problem for adolescents, who are more self-conscious than younger learners.
Enviroment
: Two sorts of linguistics environments are constructed: artificial. or formal environments, found for the most part in the classroom, and natural or informal environment. Formal instructions (e.g. deductive presentation of rules) are not common to all teaching methods and, while their presence may sometimes be catalytic, are not necessary for learning to take place.
Second
language learning theories
Behaviorists
believe you learn by drill and practice. Rote memorization is key. After being exposed to new language, practicing it repeatedly with encouragement will eventually make it natural and habitual.
Innatists
believe that learning is hardwired in a person. They believe second language learners (LS learners) learn in much the same way that native language learners (L1 learners) learn.
Cognitivists
believe learning is a process of noticing and practicing word use or language format that will slowly become automatic.
The
cognitive
theory of learning sees second language acquisition as a conscious and reasoned thinking process, involving the deliberate use of learning strategies.
Input
Processing is a theory in second language acquisition that focuses on how learners process linguistic data in spoken or written language. The theory comprises two key principles, each with multiple sub-principles.
Usage based learning:
According to this theory language structure emerges from language use, and children build their language relying on their general cognitive skills.
Processability theory (PT)
is a cognitive approach to second language acquisition that seeks to explain developmental schedules as well as learner variation.
sociocultural
theory suggests that learners initially use language for communicative interaction purposes with their interlocutors and, eventually, this interpersonal speech takes on an intrapersonal function in which the speech is directed to the self.
Perspectives of second language theories
Cognitive perspective: Learning strategies are special ways of processing information that enhance comprehension, learning or retention of information. This explanation of language learning contrasts strongly with the behaviourist account of language learning, which sees language learning as an unconscious, automatic process.
The Competition Model
presents a functionalist and connectionist view of both first and second language learning that attributes development to learning and transfer, rather than to the principles and parameters of Universal Grammar.
Innatists perspective
:
1.Acquisition/learning hypothesis-subconsciously picking up the language.
Monitor hypothesis-editing what you write or say as you go.
3 .Natural order hypothesis-applying the use of grammatical structures (articles or verb endings) incorrectly at first
4.Comprehensible input hypothesis-being exposed to language that is beyond their current understanding, but that they can still decipher the meaning of the text.
5.Affective filter hypothesis-having a high or low filter level means a high or low stress level. Anxiety prohibits a person from grasping or articulating in a new language. :
Behaviorism perpective
:Humans naturally use behaviorism to pick up their native language through imitation as an infant, but the acquisition of a second language depends on a different type of behaviorism. Rather than picking up the language naturally, behaviorism comes into play in foreign language teaching methods.
The interaction hypothesis
is a theory of second-language acquisition which states that the development of language proficiency is promoted by face-to-face interaction and communication. Its main focus is on the role of input, interaction, and output in second language acquisition.
The noticing hypothesis
is a theory within second-language acquisition that a learner cannot continue advancing their language abilities or grasp linguistic features unless they consciously notice the input.
