Theories of second language acquisition
Empirists - Innatists - Cognitivists - Interactionists
Principles of Language Learning and Teaching Brown
How Languages are Learned Lightbown & Spada
An Innatist Model
Krashen's input hypothesis
acquisition - learning
The monitor hypothesis
editing one's output - consciously perceived
The natural order hypothesis
acquisition of rules in a predictable order
The input hypothesis
Condition the acquirer understandsinput containing structure a bit beyond their current competence
The affective filter hypothesis
environments where anxiety is low
when silent period lasts forever
conscious ~ unconscious
Critics
Seliger High input generators
input ~ intake
Video
Cognitive models
storing - integrating - retrieving
same processes of perception, memory, categorization, generalization
L1 /L2
circumstances of learning previous knowledge perceptions of the new language
Information processing
building up of knowledge that can eventually be available automatically
development of a stronger network of associations and connections between language features and the context in which they occur
Usage-based learning
through the exposure of language associated with meanings, learners understand the functions
The Competition model
Mclaughlin's Attention -Processing model
limited & temporary permanent
Controlled Automatic proccesing mechanisms
focal peripheral
Categories of attention
restructuring
A very young child says "Nobody don't like me" is focally attending to conveying emotion, mental anguish, and peripherally attending to words and morphemes that underlie the central meaning.
Meaningful learning - ausubel
Characteristics
Constructive
Authentic
Intentional
Active
Cooperative
Novak and concept mapping
Acculturation model
Empirical studies of the brain
Examined motivation in terms of neurobiological properties
Connections between affectivity and mental/emotional processing
John Schumann
watch and take notes
Watch this interview
What do you think about this model?
a social constructivist model
dynamic nature of interplay interpersonal contexts interaction is the focus of observation & explanation
Long's Interaction hypothesis
Constructivist view
comprehensible input is the result of modified interaction
the various modifications native speakers / other interlocutors create to make input clear
interactive communication is the basis to the development of linguistic rules
learners engage in the process of discovery
Vygotsky's ZDP
"We are all practioners and we are all theorists. We are all charged with developing a broadly based conceptualization of the process of language learning and teaching."
REading time
Theories of SLA
Augusto
Created on October 23, 2020
INNATIST -COGNITIVE-CONSTRUCTIVIST
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Transcript
Theories of second language acquisition
Empirists - Innatists - Cognitivists - Interactionists
Principles of Language Learning and Teaching Brown
How Languages are Learned Lightbown & Spada
An Innatist Model
Krashen's input hypothesis
acquisition - learning
The monitor hypothesis
editing one's output - consciously perceived
The natural order hypothesis
acquisition of rules in a predictable order
The input hypothesis
Condition the acquirer understandsinput containing structure a bit beyond their current competence
The affective filter hypothesis
environments where anxiety is low
when silent period lasts forever
conscious ~ unconscious
Critics
Seliger High input generators
input ~ intake
Video
Cognitive models
storing - integrating - retrieving
same processes of perception, memory, categorization, generalization
L1 /L2
circumstances of learning previous knowledge perceptions of the new language
Information processing
building up of knowledge that can eventually be available automatically
development of a stronger network of associations and connections between language features and the context in which they occur
Usage-based learning
through the exposure of language associated with meanings, learners understand the functions
The Competition model
Mclaughlin's Attention -Processing model
limited & temporary permanent
Controlled Automatic proccesing mechanisms
focal peripheral
Categories of attention
restructuring
A very young child says "Nobody don't like me" is focally attending to conveying emotion, mental anguish, and peripherally attending to words and morphemes that underlie the central meaning.
Meaningful learning - ausubel
Characteristics
Constructive
Authentic
Intentional
Active
Cooperative
Novak and concept mapping
Acculturation model
Empirical studies of the brain
Examined motivation in terms of neurobiological properties
Connections between affectivity and mental/emotional processing
John Schumann
watch and take notes
Watch this interview
What do you think about this model?
a social constructivist model
dynamic nature of interplay interpersonal contexts interaction is the focus of observation & explanation
Long's Interaction hypothesis
Constructivist view
comprehensible input is the result of modified interaction
the various modifications native speakers / other interlocutors create to make input clear
interactive communication is the basis to the development of linguistic rules
learners engage in the process of discovery
Vygotsky's ZDP
"We are all practioners and we are all theorists. We are all charged with developing a broadly based conceptualization of the process of language learning and teaching."
REading time