SLA

SLA

1. Hypothesis and claims

   • Lightbown's
     • Adults and adolescents can "acquire" a second language
     • systematic interlanguage that is often characterized by the same systematic native errors
     • Practice does not make perfect.
     • Isolated explicit error correction
     • fossilizes”- before the learner has achieved nativelike mastery of the target language.
     • comprehendand to produce language of comparable complexity and accuracy.
   • Krashen’s Input Hypothesis
     • Innatist Model
       • acquisition
         • Subconscious & intuitive process of constructing the system of language.
           • Fluency in second language performance is due to what we have acquired
       • learning
         • Conscious learning process : figure out rules, aware of their own process.
           • Learning cannot become acquisition
       • Acquisition learning hypothesis
     • Monitor Hypothesis
       • involved in learning, not acquisition
       • Explicit and intentional learning are largely avoided
     • Natural Order Hypothesis
       • We acquire language rules in a predictable or ‘natural’ order
     • Input Hypothesis
       • is the only true cause of second language acquisitio
     • Affective Filter Hypothesis
       • Environments where anxiety is low, defensiveness absent = best acquisition
     • Output Hypothesis
       • It is important to distinguish between input and intake.
       • Intake: what you take with you over a period of time and can later remember.

2. Is a complex process

   • Larsen-freeman
     • so many separate interrelated factors within one intricate entity that it is exceedingly difficult to bring order and simplicity to that “chaos”.

3. Implicit and Explicit Models

   • Explicit processing:
     • one’s knowledge about language
   • implicit processing
     • information that is automatically used in language tasks
   • Unanalyzed knowledge
     • a General form in which we know most things
   • Analyzed knowledge
     • Learners are overtly aware of the structure of analyzed knowledge

4. McLaughlin’s Cognitive Models

   • A more sound heuristic for conceptualizing language acquisition process,
     • automatic
       • skill capacity is relatively unlimited Focal Intentional Attention
         • Processing more accomplished skill, brain can manage a lot of information simultaneously.
     • Controlled
       • New skill, capacity limited
         • Typical process of learning new skill, only few elements of skill can be retained

5. A SOCIAL CONSTRUCTIVIST MODEL

   • Focus to a considerable extent of the learners
   • emphasize the dynamic nature of the interplay between learners

6. Interaction Hypothesis Micheal Long

   • comprehensive input is the result of modified interaction.
     • forms in a language through the negotiation around meaning

7. Theories and models of SLA

   • Innatist
     • Subconscious acquisition superior to “learning” & “monitoring
     • Low affective filter
     • Comprehensible input
   • cognitive
     • Controlled /automatic processing
     • Focal / peripheral attention
   • constructivist
     • Interaction hypothesis
     • Authenticity
     • Task-Based instruction

8. from theory to practice

   • Theories are constructed by professors and researchers who hypothesize, describe, measure
   • Researcher give many skills to teacher in: program developing, textbook writing, observing,
   • Practitioners are thought of as teachers who out there in classroom every day stimulating

9. Myths about SLA

   • Languages are learned mainly through imitation
   • Parents usually correct young children when they make errors.
   • People with high IQs are good language learners.
   • The earlier a second language is introduced in school programs, the greater the likelihood of success in learning.

10. Long’s Criteria for a Theory of SLA

    • universals.
    • environmental factors.
    • variability in age
    • cognitive and affective factors
    • form-focused learning
    • exposure and input