Theories of second language acquisition

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Theories of second language acquisition có nội dung trình bày về: An innatist model: Krashen’s input hypothesis, Two cognitive models, A social constructivist model: Long’s interaction hypothesi. Mời các bạn cùng tham khảo bài giảng.

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Nội dung Text: Theories of second language acquisition

THEORIES OF SECOND LANGUAGE ACQUISITION 1. Cẩm Hà 2. Diễm My 3. Thùy Uyên 4. An
SOME MODELS OF SLA A. An innatist model: Krashen’s input hypothesis B. Two cognitive models C. A social constructivist model: Long’s interaction hypothesis
A. An innatist model: Krashen’s input hypothesis 1. The acquisition- learning hypothesis 2. The monitor hypothesis 3. The natural order hypothesis 4. The input hypothesis 5. The affective filter hypothesis
1. The acquisition- learning hypothesis According to Krashen, there are two independent systems of second language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act.
 The 'learned system' or 'learning' is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. According to Krashen, 'learning' is less important than 'acquisition'.
2. The monitor hypothesis The “monitor” is involved in learning not in acquisition. It is a device for “watch dogging” one’s output, for editing and making alternations or corrections as they are consciously perceived.
3. The natural order hypothesis Krashen has claimed that we acquire language rules in a predictable or natural order.
4. The input hypothesis  The Input hypothesis is Krashen's attempt to explain how the learner acquires a second language. So, the Input hypothesis is only concerned with 'acquisition', not 'learning'. According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence.  If an acquirer is at level “i”, the input he or she understand should contain “i+1”.
5. The affective filter hypothesis  the Affective Filter hypothesis, embodies Krashen's view that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence and anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition.
B. Cognitive models 1. McLaughlin’s Attention-Processing Model 2. Implicit and explicit models
1. McLaughlin’s Attention-Processing Model  Mclaughlin’s (1983) attention-processing model connects processing mechanisms with categories of attention to formal properties of language. Consequently there are four cells: focal automatic processes,focal controlled processes,peripheral controlled processes ,‘peripheral automatic processs Controlled processes are “capacity limited and temporary” and automatic processes are “relatively permanent”.Automatic processes mean processing in a more accomplished skill which means that the brain is able to deal with numerous bits of information simultaneously.
Attention to Formal Information Processing Properties of language Controlled Automatic Processing Processing Focal Performance based Performance in a on formal rule test situation learning (CELL (CELL B) A) Peripheral Performance based Performance based on implicit on learning or communication analogic learning situations (CELL C) (CELL D)
2. Implicit and explicit models IMPLICIT EXPLICIT KNOWLEDGE acquired KNOWLEDGE learnt subconscious, conscious internalised analysed unanalysed intuitive metalingual covert overt spontaneous, automatic controlled (processing) typically procedural declarative
C. A Social constructivist model: Long’s interaction hypothesis  Long's proposes that language acquisition is strongly facilitated by the use of the target language in interaction.
The Social constructivist perspectives emphasize the dynamic nature of the interplay between learners and their peers and their teachers Interpersonal context in which a learner operates takes on great significant Interaction between learners and others is very important
From theory to Practice Krashen once said: “When we provide theory, we provide teacher’s with the underlying rationale for methodology in general. Professors and researchers constructed theory. They spend lots of time hypothesizing, describing, measuring and concluding things about learners and learning and the teachers: stimulating, encouraging, observing and assessing real-live learners. Researchers provide theory and teachers apply it in their classroom.
From theory to Practice  When pedagogical approaches and techniques were conceived and developed, essential data were provided for the stimulation of research.  Which in turn suggested more effective ways of teaching and learning, and the interdependent cycle continued.
Thank you for your attention!