Theories of second language acquisition
LAURA Rial Palacios
Created on February 11, 2024
Aurora Sancerni, Marina Carrasco, Tigist Alemany and Laura Rial
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Second language acquisition
Aurora Sancerni, Marina Carrasco, Tigist Alemany & Laura Rial
Aurora Sancerni, Marina Carrasco, Tigist Alemany & Laura Rial
- Imitation
- Reinforcement
- Repetition
Behaviorism
Conditioning
Habit formation
Environmentalist Theories of SLA
B.F. Skinner
Speaking ability: more important than grammatical understanding.Correct pronunciation and fluency are developed through imitation and modeled speech
Stimulus-response-reinforcement cycle
Summary
- Language acquisition as a process of habit formation, through association and imitation.
- It involves learners to form connections between stimuli and responses.
- B.F. Skinner: "language learning occurs in a stimulus-response-reinforcement cycle".
The Acculturation Model
This model focuses on the sociocultural context of language learning, particularly the role of social interactions and cultural immersion in the acquisition process.
H. Douglas Brown
It is the process of being adapted to a new culture
Involves: new orientation of thinking and feeling on the part of an L2 learner.
Two sets of factors: social and psychological. What do these factors make? Determine respectively the level of social and psychological distance an L2 learner is having in the course of learning the target language.
Social Distance
- Social dominance
- Integration pattern
- Enclosure
- Cohesiveness
- Size factor
- Cultural congruence
- Attitude factor
- Intended length of residence.
Psychological distance
- Motivation
- Attitude
- Culture shock
Factors that influence
Krashen’s Monitor Theory
Nativist Theories of SLA
Krashen's Monitor Theory Krashen's theory focuses on natural language acquisition.Emphasizes absorbing language through exposure.
Acquisition-Learning Hypothesis
Input Hypothesis
Krashen's theory encourages natural language absorption.Bye-bye, boring grammar drills; hello, fun language adventures!
CONVERSATIONAL INTERACTION
SOCIOCULTURAL THEORY
Interactionist Theories of SLA
It is deeply rooted in the belief language acquisition is closely related to Social interaction.
SOCIAL CONSTRUCTIVISM
NEGOTIATION OF MEANING
CONVARSATIONAL INTERACTION
INPUT HYPOTHESIS
CONTEXTUALIZED LANGUAGE USE
Sociocultural Theory
According to Vygotsky learners acquire language by participating in meaningful social interactions and engaging in activities that are relevant to their cultural and linguistic communities.He believe we learn in two levels.
Level 1
Level 2
Interaction with others
Individual's mental structure
Interpsychological
Intrapsychological
TWO LEVELS
A: Stuff learners can do
ZPD: Stuff learners can do, with support
B: Stuff learners can't do (even with support)
A
ZPD
B
ZONE OF PROXIMAL DEVELOPMENT
This "zone" is the area of exploration for which the student is cognitively prepared, but requires help and social interaction to fully develop (Briner, 1999). A teacher or more experienced peer is able to provide the learner with "scaffolding" to support the student’s evolving understanding of knowledge domains or development of complex skills. Collaborative learning, discourse, modelling, and scaffolding are strategies for supporting the intellectual knowledge and skills of learners and facilitating intentional learning.
Social constructivism
It aligns with its principles which say that learning is an active process shaped by social interaction and collaboration. Meaningful conversations provide learners with opportunities to construct their understanding of the language.
We learn different parts of language in a specific order. Just like babies learn to babble before forming sentences.
Natural Order Hypothesis
Your emotions affect language learning. Being relaxed and engaged helps you learn better.
Affective Filter Hypothesis
Negotiation of Meaning
Interactive process in which learners and native speakers work together to ensure that they understand each other. This negotiation can involve clarification of words, rephrasing, or seeking confirmation to enhance comprehension.
- Understanding language input is key to learning.
- Like watching shows in a language you're learning and gradually understanding more.
- Exposed to a linguistic stimulus.
- Produce a response.
ELEMENTS
- Reinforced/corrected by the teacher or native speaker.
- Through reinforcement:
LEARNERS
RESPONSE
Drills, repetition, and rote learning are important: they develop new language habits.
Input Hypothesis
Connected to Stephen Krashen's hypothesis.Learners acquire lenguage more effectively when they are exposed to "Comprehensible input".Have to be provided with a dynamic and context-rich environment.
A message students can understand
Your brain acts like a grammar-checker. Helps fix mistakes while speaking or writing.
Monitor Hypothesis
Contextualized Language Use
It means that learners are exposed to language in authentic situations. This can include everyday conversations, problem-solving scenarios, or role-playing activities. There is. a need to create:
TASK BASED LEARNING (TBL)
- Learning through exposure is more effective than studying grammar rules.
- Think of it like picking up slang from your favorite YouTubers effortlessly.