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PSYCHOLINGUISTIC THEORIES, imitation and repetition, Play crutial in…
PSYCHOLINGUISTIC THEORIES
UNIT 3
Modularity theory
language
developed in different parts of the brain
processed in different parts of the brain
The brain is not only responsable for processing language, it has many other functions
Universal grammar theory
Social interactionism theory
Language structures are not in us
We build our own laguage stuctures
Typological universals theory
Every language belong to the same family and share common characteristics
Learning within the Zone of Proximal Development (ZPD)
Current level of students (what they can do)
Education objectives set (what they can do independntly)
Important to guide the student
Constructivism (Bruner, 1966)
Student construct their own knoledge
UNIT 4
Empirical
theories
Behaviourism theory (Skinner, 1968)
conception of the human minds
Blank states
Language learning
formation of linguistic habits of vocabulary
linguistic structures
Racionalist
theories
Cognitive standpoint
Innatism theory (Chomsky)
acquisition and learning processes guide
innate principles
no the existing structure of mother tongue
not only imitating and repeat
creating of a new language
also called "Generative Grammar" theory
the brain is not a blank slate
modular organization
independent from other cognitive systems
can't justify the theory of language learning
Individual
environmental
more easy for kids, but more complex for adults
Cognitivism theory (Piaget)
assimilation and accommodation (Boeree, 2006)
advancing our understanding on the world
our competency in them
Developmental stages
Formal logical stage (12-16 years old)
inductive logical reasoning
deductive logical reasoning
Specific operations stage (7-11 years old)
reasoning becomes logical
applied reasoning in concrete or real problems
Pre-operational stage (2-7 years old)
language starts to be acquired
Sensorimotor stage (0-2 years old)
basic needs ("here and now")
capacity for language
not independent from other areas of human cognition
language learning requires
cognitive maduration for gradually developing
incorporates ideas like Schmidt's "Noticing Hypothesis" for language internalization
acquiring a second language is different from acquiring your own language
Too much emphasis is placed on individual cognition and less attention is paid to universal linguistic rules.
Social standpoint
Interactionism theory
Enviromentalism theory
Middle models
UNIT 5
Enviromentalism theory
L1 development stages of L2/FL
pidgin languages
progressively tend to disappear
natural learning context
addresses L2 learning in natural settings, like migrants
enphasizes the importance of...
individual's enviroment
emotional factors
Pofessor Shumann
identify early stages of FL acquisition as resembling pidgin languages
student's integration in a new culture with a huge impact in language acquisition
pidgin languages frequently become creole language
development of the target language
factors which made up the environment of the learner
social
psychological
affective
Schulmann
difficulties
learner perceives target language as unfamiliar
he/she will present problems in acquisition
less "linguistic risks"
only want to preserve their own culture
temporary stay in the contry
unlikely progress
advantages
percieves that he/she belongs to the culture
more motivation
truly integrating progress
stay in the country more time to socialise in the target language
progress in the new language
factor to take into account
culture group of immersion
use that students will make of the target language
starting age
teaching features and teaching staff
intensity of the inmersion
cannot be measured
strictly speaking
Interlanguage theory
features
specific and internalized by each student
systematic and displays rules and internal consistency
different from L1
each developmental stages presents their own characteristics
common aspects
Overgeneralisation
apply some learnt from other previous language experience
Transfer
maintenance of some language structures from learner's mother tongue
Simplification
simplify the system of the target language
Fossilisation
speakers tend to unconsciously mantain certain elements from their mother tongue
Creative construction
learners make up new words
do not exist
Permeability
allowing the rules of grammar from the L1
Variability
productionof son mechanisms which are applied individualy in different situatiosn
conected to the teaching of second languages
factors
Intake (with the input info, students construct their own hypothetical language)
Output (test the hypoteses producing the language )
Input (info recieved from the outsite)
Interactionism theory
emphasizes the role of social interaction in language learning
individuals + enviroment
integrative process
innate readiness
environmental input
learning happens when the learner needs to comunicate something
during the interactiof of students
they aquire new linguistic structures
facilitates acquisition
Vygotsky thinks...
own historical experiences
own social baggage
cognitive development occurred in interrelation with the enviroment
relationship between...
thinking
language
instrument for cognitive processes
Zone of Proximal Development (ZPD)
what learners can do independently
what they can achieve with teachers help
use some tools for healping
modified input in order to teach L2
ensure comunication
making input comprehensible (Long, Vygotsky and Krashen)
as teachers, adapt the discourse according to the students level (Elis, Long and Seeshouse)
emphasis on social factors rather tha on individual cognitive ones
imitation and repetition
Play crutial in language during the developing process
Explained in UNIT 5