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Wk 6-TTh - Language Acquisi-on Theories& AZ 4...

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Unformatted text preview: Language Acquisi-on Theories & AZ 4 hr. Block How do we learn a first language? How do we learn a second language? BLE 220 Week 6 Today Share reading reflec-ons Theory Overview Give one, get one: Quick Write Looking Ahead Reading Reflec-ons •  Share your reflec-on with a person next to you. •  Think about the ques-ons from our “Looking ahead” slide from last week. How do the theories align with your responses? 1.  How did you learn (or try to learn) the language? Do you consider yourself fluent in that language? Why/Why not? 2.  What was your/your interviewee’s response to ques-on #4 on the IRQ: What is the best way to learn another language? What is language? Is language being acquired in any of the following situa-ons? 3 big theories of L1/L2 acquisi-on Behaviorist Theory Learning occurs through S-mulus/Response/ Reinforcement Na?vist Theory Language acquisi-on is an innate, biological process; children make hypothesis about language rules. Interac?onist Theory Language is acquired through natural, unstructured language in authen-c situa-ons, i.e. real communica-on acts Behaviorist •  Whose theory? –  B. F. Skinner •  What is its View of Learning? –  Learning occurs through S?mulus/Response/Reinforcement –  First a child associates an object with a word – •  “cat” for the animal. •  What does this mean in terms of learning language? –  Next the child copies or imitates another, usually an adult, saying the word. –  The adult praises the child, providing reinforcement of the correct response. –  Over ?me the child learns to speak more and more. Na-vist Theory •  Who’s Theory? –  Noam Chomsky, Stephen Krashan •  What is its View of Learning? –  Language acquisi?on is an innate, biological process •  What does this mean in terms of learning language? –  Infants are “prewired” for acquiring language. –  Language Acquisi?on Device (LAD) in the brain allows child to select out the grammar rules of the language that is spoken around them. –  Through comprehensible input and “trying out the language” sts construct the grammar/develop lang. Interac-onist Theory •  Who’s Theory? •  What is its View of Learning? –  Vygotsky, Michael Long, Steven Krashen –  Language is acquired through natural, unstructured language in authen?c situa?ons, i.e. real communica?on acts –  As learners interact with na?ve speakers they use their new language to try and get their ideas across, to communicate meanings. –  This trial and error process of nego?a?ng meanings with a na?ve speaker provides a context where language can be modified and made more comprehensible. •  What does this mean in terms of learning language? Give one, get one 1.  2.  3.  4.  A prompt will appear on the board Write down one answer/idea to the prompt Walk around and find a partner. Give them your idea and get an idea from them (needs to be different than yours) 5.  Repeat step 4 un-l you have 4 ideas (yours plus 3 more) wriben down for the prompt. 6.  Sit down. Give one, get one 1. Write down something you agree with and something you disagree with concerning the behaviorist theory of language acquisi-on. 2. What do you see as an important aspect from the na-vist theory? Why? 3. If you want to integrate ideas from the interac-onist theory into your classroom, what are some things that you will need, or need to do? 4. What theories/concepts have you seen in classrooms/ environments where YOU were a language learner? Other Elements Concerning SLA 1.  2.  3.  4.  Communica-ve competence Input hypothesis Affec-ve Filter Error correc-on (views from each theory) What theory supports this topic/concept? What does this concept look in a classroom? Think of an example. Theories that Drive Prac-ce •  As a table group  ­ match up the classroom prac-ces to their theory –  Source of linguis-c input –  Ideal classroom composi-on –  Student Output –  Pressure to speak –  Error Correc-on Behaviorist Source of Linguis?c Input Language dialogues and drills from the teacher or audiotape All target language learners of similar second language learners Na?vist Interac?onist Natural language from the teacher, friends or books Ideal Classroom Composi?on Target language learners of similar language proficiency, so that “i + 1” can be achieved Na-ve speaker together with target language learners for social interac-on aimed at communica-on Student Output Structured repe--ons and grammar pabern drill responses Output is not a Speaking occurs concern, it will occur naturally in naturally communica-on with others Behaviorist Pressure to Speak Students repeat (speak) immediately Na?vist “silent period” is expected –no pressure to speak Interac?onist No pressure to speak except natural impulse to communicate Errors that impede communica-on will be corrected naturally was meaning is nego-ated; some errors may require explicit correc-ve instruc-on Error Correc?on Errors are corrected Errors are not immediately corrected; students will correct themselves with -me “there is no single best way to learn a second language. It is all rela-ve to who the learners are, what their goals are, and what linguis-c and conceptual knowledge they bring with them…” Quick Write What is one element related to second language acquisi-on that you want to remember and implement into your classroom? Looking Ahead Readings for next week:  ­ ­Preparing mainstream teachers for ELLs (pp. 38 ­53) When you are reading, think about the following: 1.  What do you think is meant by “best prac-ces” in educa-on? 2.  How could employing “just good teaching prac-ces” hinder and help English language learners? Bring all 3 course texts to class next week. ...
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