9262148
Beschreibung
Karteikarten von Pauli Ketchum, aktualisiert more than 1 year ago
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Erstellt von Pauli Ketchum
vor fast 7 Jahre
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| Frage | Antworten |
| Contrastive analysis hypothesis (CAH) | similarities / differences between FL and SL strongly influence learning (part of behaviourism) |
| Behaviourism | - formation of habits - linguistic input --> positive and negative reinforcement for correct imitation (CAH) |
| Problems of CAH | - simple childlike structures used by adults from different countries - errors are not always bidirectional (object in Frensh and English) - some patterns aren't transferred (idioms, metaphorical expressions) |
| Cognitive Theory | building up of knowledge systems - pay attention to certain aspect - practice and experience - aspect becomes subconsious and automatic --> new aspect (IGARL, restructuring) |
| Restructuring (Cognitive Theory) | sometimes new knowledge is based on interaction of previous knowledge --> bursts of progress (or apparent back-sliding) |
| Andreas Digeser | inventor of IGARL (impulse-governed active rule learning) |
| IGARL | "Impulse-Governed Active Rule Learning": Linguistic input starts learning process - work out rules and verify them --> identifying and limiting regularities |
| Communicative efficiency | communicative competence is unrealistic goal for non-native speakers --> rather efficiency (be able to express feelings and intentions) |
| Creative construction theory | Chomsky (FLA: innatist position) internal, mental structures are constructed in predictable stages no need of active use Production seen as outcome not as cause of Language Acquisition |
| Inventor of "Monitor Model or Input theory" | Stephen Krashen |
| Monitor Model | a. the acquisition-learning hypothesis b. the monitor h. c. the natural order h. d. the input h. e. the affective filter h. |
| the monitor hypothesis | - necessary for functionating monitor: sufficient time, focus on form, knowing the rules - rather on writing than speaking - not too much! focus on communication, not rule learning |
| The acquisition-learning hypothesis | acquire: be fluent, intuative, interacting learn: attention to form and error correction Krashen: learning can't turn into acquisition |
| the natural order hypothesis | Rules are acquired in a predictable sequence (not necessarily easy, independent of order in which they're presented by teacher) |
| the input hypothesis | receiving comprehensible input just beyond current competence (i+1) |
| the affective filter hypothesis | imaginary barrier through - stress, self-consciousness, demotivation, boredom, anger etc. --> learners under same condition make different progress |
| H. Wode and S. Felix | they agree with Chomsky and Krashen about: innate compacity, different stages, sequences, learners make own rules, |
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