Presentation Chapter 1 4.3.14 Compiled

8/12/2019 Presentation Chapter 1 4.3.14 Compiled

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PRESENTED BY:

GS34363 NG CHIEW FEN

GS37456 NURULADILAH BT MOHAMED

GS37264 NUR NADIAH FATIHAH BT JOHARI

CHAPTER 1:LANGUAGE, LEARNING, and TEACHING


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ISSUES ON SECOND LANGUAGE

ACQUISITION (SLA

1.Questions about SLA

2.Rejoicing in our Defeats

3.Language

4.Learning & Teaching


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1.1 LEARNING A SECONDLANGUAGE

1. Is learning a second language easy?- No. It is a long and complex process.

Why is it so?2. How is a person affected when learning a second

language?- The whole person is affected as he/she struggles to reach

beyond the confines of the first language.- He/She learns a new way of thinking in a new language

(culturally, emotionally and socially)

3. There are many variables involved in the process

- Cannot be programmed into a set of quick do-it-yourself


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1.1 LEARNING A SECONDLANGUAGE

4. The teaching process is the facilitation oflearning, in which you can "teach" a foreign

language successfully if, you know somethingabout the variables involved that affect how andwhy one learns or fails to learn a secondlanguage.

5. Where do teachers start in trying to understandthe principles of language learning andteaching?


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1.2 QUESTIONS ABOUT SECONDLANGUAGE ACQUISITION

1. Learner Characteristics- Who are the learners?- Ethnic, linguistic and religious heritage, native language, level of education

and socioeconomic characteristics, life experiences, intellectual capacity,abilities, strength and weaknesses.

2. Linguistic factors- Understand the system and functioning of the second language and the

differences between first language and second language.

3. Learning Processes

- Optimal inter-relationship of cognitive, affective and physical domains forsuccessful language learning.

4. Age and Acquisition- Does the age of learning make a difference? How do the cognitive and

emotional developmental changes of childhood and young adulthood

affect language acquisition?


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1.2 QUESTIONS ABOUT SECONDLANGUAGE ACQUISITION5. Instructional Variables- Do all people learn a language equally successfully in natural

environments? What are the effects of varying methodologicalapproaches, textbooks, materials, teacher styles and institutionalfactors in instructed SLA. Is there an optimal length of timerequired for successful mastery?

6. Context- Is the language being acquired as a second language? (only in a

technical sense) Or as a foreign language context in which it isheard and spoken in an artificial environment? (i.e. Modernlanguage class in an American university)

- How do sociopolitical conditions or language policy of a countryaffect a learner?

- How do intercultural contrasts and similarities affect the learningprocess?

7. Purpose- Why are learners trying to acquire the second language?


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1.3 REJOICING IN OURDEFEATS1. SLA is still a developing discipline.

2. Answers to the questions raised are always framed in acontext that can vary from one learner to another, fromone moment to another.

3. Roger Browns remark (Pg. 4) refers to a complexmental phenomenon as something intelligent andslippery.

4. The quest of SLA is :- Eclectic : No single theory/hypothesis with a magic

formula for all learners in all contexts.- Cautious : To be critical in considering the merit of

various models , theories and research findings


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1.4 LANGUAGE1. What is LANGUAGE?

Merriem- Websters definition : the system of words or signs that people use to express thoughts and

feelings to each other.

ORany one of the systems of human language that are used andunderstood by a particular group of people

Pinkers definition (The Language Instinct, 1994, p.18) :Language us a complex, specialized skill, which develops in the child

spontaneously, without conscious effort or formal instruction, isdeployed without awareness of its underlying logic, is qualitativelythe same in every individual, and is distinct from a more generalability to process information or behave intelligently.


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2. Composite Definition :No. Composite Definition Possible Areas of Linguistic

Research

1. Language is systematic Explicit and formal accounts of system oflanguage on several possible levels (e.g: phonological, syntactic, lexical andsemantic analysis)

2. Language is a set of arbitrarysymbols

The symbolic nature of language; therelationship between language and

reality; the philosophy of language; thehistory of language

3. Those symbols are primarilyvocal, but may also be visual

Phonetics; phonology; writing systems;the role of gesture, distance, eyecontact, and other paralinguisticfeatures of language

4. The symbols haveconventionalized meaningsto which they refer

Semantics; language and cognition;psycholinguistics

5. Language is used forcommunication

Communication systems; speaker-hearer interaction; sentence processing


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2. Composite Definition :

No. Composite Definition Possible Areas of Linguistic Research

6. Language operates in a speechcommunity or culture

Dialectology; sociolinguistics; language andculture; pragmatics; bilingualism and secondlanguage acquisition

7. Language is essentially human,although not limited to humans.

Human language and non-humancommunication; neurolinguistics; innate factors;genetic transmission; nature vs nurture

8. Language is acquired by all people

in much the same way

Language universals; first language acquisition


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1.5 LEARNING AND TEACHING1. WHAT IS LEARNING?Dictionary definition:Learning is acquiring or getting knowledge of a

subject or a skill by study, experience, orinstruction.

Slavin,2003 definition :

Learning is a change in an individual caused byexperience (p.138).


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1.5 LEARNING AND TEACHING2. Component definition of learning:

1. Learning is acquisition or getting. 2. Learning is retention of information or skill.

3. Retention implies storage systems, memory,cognitive organization.

4. Learning involves active, conscious focus on andacting upon events outside or inside the organism.

5. Learning is relatively permanent but subject toforgetting.

6. Learning involves some form of practice, perhapsreinforced practice.

7. Learning is a change in behavior.


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1.5 LEARNING AND TEACHINGWHAT IS TEACHING?Teaching is showing or helping someone to learn

how to do something, giving instructions,guiding in the study of something, providing with

knowledge, causing to know or understand. - It cannot be defined apart from learning.- It is guiding and facilitating learning, enabling

the learner to learn and setting the conditions

for learning.- Gaining an understanding of how the learner

learns will determine your teaching style,approach, methods and classroom techniques.


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SCHOOLS OF THOUGHT IN SLA

1. Structural Linguistics and

Behavioral Psychology

2.Generative Linguistics and

Cognitive Psychology

3.Constructivism: A

Multidisciplinary Approach


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Behaviorism

Main Figures

Ivan Pavlov

Classical conditioning

Burrhus Frederic Skinner

Operant conditioning

Conditioning&

Reinforcement


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Behaviorism

Basic concepts

Early 1900s, 1940s and 1950s.

Learning is behavioral change.

Behavior is the best or most convenient way of investigating psychological and mental processes.

interested in how our behavior results from the stimuli both in theenvironment and within ourselves

Publicly observable performance and responses.

The scientific method / Empirical Approach ( Empricism ).


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Behaviorism

Learning and Teaching in General

Students remember and respond: Stimulus-Response (S-R)

Change in overt behavior due to conditioning .

Teachers present and provide for practice and feedback .

Behavior is repeated until it becomes automatic. (imitate & practice =language development)

The behavior of the learner signifies that learning has occurred ( publiclyobservable response ).


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Behaviorism

Linguistic Reflections = Structuralism

Structural or descriptive school of thought L eonard Bl oomfeld, Edward Sapir, Char les H ockett

Observation to descibe human languages and to identify the structuralcharacteristics of those languages.

Language is a set of habits.

Language can be broken up into small pieces - can be describedscientifically, contrasted and added up again to form the whole.


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Generative Linguistics &Cognitive Psychology


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Cognitivism

Main Figures

David Ausubel Jerome Bruner

Reasoning&

Mental processes


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Cognitivism

Basic concepts

1960s and 1970s.

motivations and deeper structures of human behavior.

logic, reason, and inference tools to explain human behavior.

What underlying reasons, genetic and environmental factors, andcircumstances caused a particular behavior?


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Cognitivism

Learning and Teaching in General

Information transmission and processing: Memorizing and application of rules.

Learners remember strategies, rules and patterns.

Learning is influenced by existing knowledge .

Learning is based on the thought process behind the behavior.


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Cognitivism

Linguistic Reflections = Generative-transformational

Generative-transformational school of thought Noam Chomsky

An opposition to structural definition of language.

Language cannot be simplified to observable stimuli and responses.

Performance and Competence ( underlying and unobservable language ability)

Deep structure of human behavior (freed by empirical study)

Acquisiton and innateness


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Constructivism: A Multidisciplinary Approach


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Constructivism

Main Figures

Jean Piaget Lev Vygotsky

Primacy of eachindividuals

construction of

reality.
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Constructivism

Basic concepts

1980s, 1990s and early 2000s.

Integration of linguistics, psychological, and sociological paradigms

Focuses on individuals engaged in social practices , on acollabrative group, or a global community.


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Constructivism

Learning and Teaching in General Problem solving in realistic and investigative situations.

Personal discovery of knowledge.

Teachers provide instructional context for active and self-regulatedlearners.

The learner constructs knowledge by applying knowledge to solving problems.

Learning occurs through interaction with others.


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Constructivism

Linguistic Reflections = Constructivism

Integration of linguistic, psychological, and sociological paradigms .The active role of the learner i s emphasized.

Interacive discourse.

Cooperative group learning

Communicative basis

Interlanguage variability


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Cognitive Constructivism

It emphasizes the learners to play an active role fortheir learning.

Piaget emphasized the role of an inbuilt (biological)tendency to adapt to the environment, by a processof self-discovery and play.

cognitive development determines language use

Piaget advocated for discovery learning with littleteacher intervention


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Social Constructivism

It emphasizes the importance of social interaction andcooperative learning

Vygotsky emphasized the role of culture and experience achilds experience with other people for communication purposessocial interactions determines language use(Kaufman (2004) in Brown, 2007, p. 13)

Vygotsky promoted guided discovery in the classroom with thehelp of a MKO (more knowledgeable others)


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What is the Best Theory?

No single theory is right or wrong all the way!

Some truth can be found in every criticalapproach to the study of reality. (Brown, p. 14)


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A Quick Review

Psychology

Theory

LinguisticsTheory

Behavioral Cognitive Constructivism

Structural Generative Constructivism


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LANGUAGE TEACHING INNINETEEN & TWENTIETH

CENTURIES

1.Nineteen Centuries

2.Twentieth Century


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19 CENTURIES OFLANGUAGE TEACHING

(1801-1901)

20 CENTURIES OFLANGUAGE TEACHING

(1901-2000)

Classical Method Audiolingual Method (ALM)

Grammar Translation Method Direct Method

Series Method Communicative LanguageTeaching (CLT)


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Classical Method Adopted as chief means for teaching foreignlanguageLanguages were taught to learn for the sake of being

scholarlyFocus oni. grammatical rulesii. memorization of vocabulary/various of

declensions and conjugationsIII. translations of texts and written exercise


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Grammar Translation Method

Characteristics of grammar translation method:i. Classes taught in the mother tongue, little use of

the L2ii. Much vocabulary taught in the form of lists of

isolated wordsiii. Elaborate explanations of intricacies of grammariv. Reading of difficult classical texts begun early

v. Texts treated as exercises in grammatical analysisvi. Occasional drills and exercises in translating

sentences from L1 to L2vii. Little or no attention to pronunciation


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Series Method

A method that taught learners directly (withouttranslation) and conceptually (without grammaticalrules and explanations) a series of connectedsentences that are easy to percieve.

Emphasized presenting each item in context and using gesturesto supplement verbal meaningTaught learners directly a series of connected sentences.

Example;

o I walk toward the door. I draw near to the door. I drawnearer to the door. I get to the door. I stop the door.


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Direct Method

The principles of the Direct MethodClassroom instruction was conducted in the targetlanguageThere was an inductive approach to grammarOnly everyday vocabulary was taughtConcrete vocabulary was taught through picturesand objects

Abstract vocabulary was taught by association ofideas


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Communicative Language Teaching(CLT)

Learners learn a language through using it tocommunicate

Authentic and meaningful communication should be

the goal of classroom activities Fluency is an important dimension ofcommunication

Communication involves the integration of differentlangauge skills

Learning is a process of creative construction andinvolvestrial and error


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REFERENCES

Bell, D. M. (2007). Do teachers think that methods aredead?. ELT journal , 61 (2), 135-143.Brown, H. D (2007). Principles of language learning andteaching (5 th ed.). White Plains, NY:Pearson

Education.Lightbown, P. M., Spada, N. (2008). How languages arelearned (3 rd ed.). Oxford: Oxford UniversityPress.

Winke, P. M. (2007). The psychology of the languagelearner: Individual differences in second languageacquisition. Studies in Second Language Acquisition ,29 (01), 143-144.


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Presentation Chapter 1 4.3.14 Compiled

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