L2 Theories learning

L2 Theories learning

1. Behaviourism

   • Explains learing in therms of
     • Imitation
     • Practice
     • Reinforcement
     • Habit formation
       • Was language development
         • Habits formed in the first language
           • May interfere with the ones needen for the 2L
             • That is why it was often linked to CAH
               • Not only habits influence in the 2L learning process
                 • But also the identification of similarities
     • Mimicry
     • Memorization
       • Second language appliactions
   • Nelson Brooks
     • Influenced in the development of
       • Used audiolingual materials
         • Students learned dialogues and sentence patterns by heart
   • Robert Lado
   • All learning: verbal or non-verbal
     • Takes places
       • Through the same underlying processes

2. Innatism

   • Lydia White (2003)
     • And others have argued that UG offers the best perspective
       • From which to understand 2LA
     • She affirms that acquisition of many grammatical features
       • takes place when learners are engaged in
         • meaningful of language
   • Krashen´s monitor model
     • Acquisition-learning hypothesis
       • For adults to develop knowledge of a 2L
         • Learining
           • Via a conscious process
             • of study and attention to form and rule learning
         • Acquisition
           • Through exposition to samples of 2L which we understand
             • No conscious attention to language form
     • Monitor hypothesis
       • Acquired system
         • Responsable for
           • Fluency
           • intuitive judgements about correctness
       • Learned system
         • Acts as
           • An editor or monitor
             • Making minor changes on the message produced
     • The natural order hypothesis
       • The features of the target lenguage
         • are acquired in predictable sequences
     • The input hypothesis
       • Related to the imput that a learners receives
         • is just beyond the learner´s current level
           • Comprehension and acquisition occur
     • The affective filter hypothesis
       • Here motives, needs. attitudes
         • And emotional states are included
       • Filter up
         • Learner stress
       • Filter down
         • Learner relaxed

3. Cognitivism

   • It compares language acquisition
     • to the capacities of computers
       • Storing
       • Integrating
       • Retrieving information
   • First and second language acquisition
     • are seen as drawing on the same processes
       • Perception
       • Memory
       • Categorization
       • Generalization
   • Models
     • Information processing
       • Language acquisition is seen as the building up
         • of knowledge that can eventually be called
           • on automatically for speaking and understanding
       • Declarative knowledge
         • Knowledge that we aware of having, for example, a grammar rule
           • Through pratice it may become
             • Procedural knowledge (the ability to use the knowledge)
       • Transfer-appropriate processing
         • Information is best retrieved in situations that are similar
           • to those in which ot was acquired
     • Used-based learning
       • Linguistic principles are not innate
         • Nick Ellis
           • explains the emphasis is on the frequency with which
             • learners encounter specific linguistic features in the input
               • and the frequency with which language features occur together
                 • Development of stronger network of assosiations
                   • or connections between those features
     • Competition model
       • An explanation for both first and 2LA that
         • takes into account language form, language meaning
           • and language use
       • Through exposure to thousands of examples
         • of language associated with particular meaning
           • speakers come to understand
       • Relationships of the elements in a sentece (order SVO)
       • 2LA requires that learners learn the relative importance
         • of the different cues appropriate in the language they are learning
     • Language and the brain
       • Are 2LA and first language acquisiton
         • are acquired and represented in the same areas of the brain
           • and if the brain processes 2L input differently from first language input
   • Language learning implies the discovery, integration,
     • and determination of patterns through the use of language

4. Sociocultural theory

   • This theory assumes that cognitive development, including language development
     • arises as a result of social interacitions
   • Views speaking and thinking asa tightly interwoven
   • speaking (and writing) mediates thinking
     • which means that people can gain control
       • over their mental processes as a consecuence of internalizing
         • what others say to them and what they say to others
   • Zone of proximal development (ZPD)
     • The level of performance that a learner is capable to reach when he receives
       • help from a more advance person

5. NAME: JHAMIL SCOTH VEIZAGA BLANCO

   • DATE: July 9th, 2020