Lightbown and Spada C4: Explaining Second Language Learning

Lightbown and Spada C4: Explaining Second Language Learning

1. Behaviorist

   • Practice
   • Reinforcement
   • Habit
   • Contrastive Analysis Hypothesis
     • Eventually behaviorism and CAH seen as inadequate
   • Imatation
   • L1 interfence
     • Not direct transfer

2. Innatist

   • Chomsky
   • UG
     • UG fully available in SLA
   • Krashen's Monitor Model
     • Acquistion-Learning hypothesis
       • Focus on form and rules
     • Monitor Hypothesis
     • Natural Order Hypothesis
     • Input Hypothesis
     • Affective Filter Hypothesis
   • Comprehensible Input
     • i + 1

3. Cognitivist

   • Information Processing
     • Declaritive Knowledge = that
     • Procedural Knowledge = how
   • Automaticity
   • Restructuring
     • Change occurs, no apparent reason
   • Transfer Appropriate Processing (TAP)
   • Usage-based Learning
   • The Competition Model
   • Language and the brain
     • Mixed research findings
   • The way the mind percieves, retains, organizes, and retrieves information
     • Brain = Computer?

4. Interaction Hypothesis

   • Conversation essential
   • Modified Interaction
     • Comprehension Checks
     • Clarification Requests
     • Self-Repetition
   • Negotiation for Meaning
   • Comprehensible Output Hypothesis

5. The Noticing Hypothesis

   • Can't learn unless they notice

6. Input Processing

   • Learners cannot process form and meaning at the same time
     • Meaning given priority

7. Processability Theory

   • Easy to process = easy to learn
     • Beginning and end easiest
   • Different rates, same sequence

8. Practice should be

   • interactive
   • meaningful
   • focus on task-essential forms

9. Sociocultural

   • ZPD
     • Co-construct
   • Vygotsky
   • Cognitve processes in social context

10. Learning by Talking

    • novice-novice good too
    • Co-construct
    • modified input

11. There is a LIMIT to one's focus