Post on 18-Dec-2014
description
Session 1: (9.00-10.30)
Theories of Language
1. Introduction to the course2. Beliefs about teaching/learning3. Constructivism4. Behaviourism and Mentalism5. Nature vs. Nurture
Dr. Simon Phippsdr.simon.phipps@gmail.co
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CTS Module: Fresh Insights into Teaching & Learning (Linguistics)
OVERVIEW OF THE 3 DAYS
Tuesday 4th Wednesday 5th Thursday 6th
09.00-10.30
Theories of Language SLA research Noticing, restructuring, proceduralisation
10.45-12.15
Theories of Language Learning (Krashen)
Classroom research Lesson shapes
13.15-14.45
Theories of Language Learning (Chomsky)
Implications Implications
15.00-16.30
Implications Psycholinguistics
CTS Module: Fresh Insights into Teaching & Learning (Linguistics)
BELIEFS ABOUT TEACHING & LEARNING
Our beliefs about teaching and learning greatly influence the way we teach, plan lessons, interact with students, etc.
These beliefs are sometimes referred to as; Intuition Unconscious knowledge
They come from; ‘Apprenticeship of observation’ Previous language learning experience Previous teaching experience Training Reading
They may conflict with some SLA research findings
BELIEFS ABOUT TEACHING & LEARNING
Research shows that it is useful to; Articulate these beliefs Make them explicit Question them in the light of research, reading, practice
Reflection is therefore a key element in this course
2 key issues in education today;
Your learning will come from; sessions reading discussions with each other individual reflection
Teacher education teacher beliefs
Teacher educationTeacher beliefs classroom teaching
THEORIES OF LANGUAGE 1What is language?
Aspects of the study of language phonetics morphology, syntax lexicology semantics discourse analysis pragmatics sociolinguistics psycholinguistics
LinguisticLinguisticss
(how it (how it works)works)
SemanticsSemantics(what it (what it means)means)
SociolinguiSociolinguisticsstics
(how it is (how it is used)used)
Sound system
Grammatical system
Lexical system
Discourse system
adapted from Stern, H. (1983). Fundamental Concepts of Language Teaching. Oxford: OUP. p183
THEORIES OF LANGUAGE 2‘Schools of thought’
Bloomfield (1940s) ‘American Structuralism’ science of language behaviourist
Halliday (1960s-70s) ‘Systemic Linguistics’ linguistics + anthropology try to categorise lang. acc. to context of situation
Chomsky (1960s-70s) attacked behaviourism (lang. is not habit formation) Language Acquisition Device (LAD), Universal Grammar
(UG) – ‘infinite use of finite means’
THEORIES OF LANGUAGE: 3 MAIN GROUPINGS
Environmentalist social triggered by imitation, habit formation
Innatist biological triggered by universal grammar
Interactionist mixture of social and biological triggered by communication
BEHAVIOURIST LEARNING THEORY
Habit formationResponse to stimulus in the environmentPositive reinforcementImitate models of correct language until correct habits are formed
BUT It ignores the ‘black box’ Output is often different from input Errors show learners construct their own rules Kids are not always corrected
MENTALIST LEARNING THEORY
Linguistics + psychology Humans are biologically programmed for language Language is too complex for child to learn so early ‘Poverty of the input’ Kids work out rules, not always told what’s correct Deaf children develop language too
Only humans can learn language LAD is triggered by input UG principles are common to all languages
Kids learn variations on principles Critical period
INTERACTIONIST LEARNING THEORY
Interplay between biology/environmentMothereseModified interactionInteraction shapes thinking and cognitive development
MAYBEDifferent aspects of language are learnt in
different ways Routines Complex grammar Relating form to meaning
PINKER: NATURE VS NURTURE
Is language something innate or something we learn from our environment?What evidence would you give to support
your view?
How do babies learn L1 without being taught formally?
Why is it difficult for adults to learn an L2?
Chapter 1Why is language so remarkable? We can create new thoughts in others’ minds
What evidence does Pinker give for language being innate?
‘There’s yesbody at the door’ Instinct is not taught Kids know complex grammar
Why were Chomsky’s ideas so revolutionary at the time?
It went against accepted dogma
What were his main arguments? Every utterance is new Children are not taught
PINKER: NATURE VS NURTURE
Chapter 2How do children ‘re-invent’ language? They grammaticise parents’ pidgin language
What is the difference between a ‘pidgin’ and a ‘creole’ language?
Creole = pidgin as L1
What does the ‘wug-test’ show? Kids don’t learn by imitating parents
How do children learn grammar in their L1? Kids do most of the work, they don’t need
motherese
Are some languages more primitive than others? All have complex grammar
PINKER: NATURE VS NURTURE