Fourth generation of applied linguistics
•Als PPTX, PDF herunterladen•
2 gefällt mir•395 views
There are five generation of applied linguistics looking into the history and development of language teaching. This slide presents the fourth generation of five.
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Ähnlich wie Fourth generation of applied linguistics
Ähnlich wie Fourth generation of applied linguistics (20)
Mehr von Michael Caesar Tubal
Mehr von Michael Caesar Tubal (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Fourth generation of applied linguistics
- 1. fourth generation of applied linguistics second language acquisition research
- 2. fourth generation of applied linguistics second language acquisition research The two main, well documented findingsof SLA research of the past few decades are asfollows: 1. secondlanguage acquisition is highly systematic 2. secondlanguage acquisition is highly variable
- 3. fourth generation of applied linguistics second language acquisition research The fourth generationof applied linguistics isheavilyinfluencedby Chomsky’s ideas on appliedlinguistics.
- 4. fourth generation of applied linguistics second language acquisition research His view of language, taken as goodpsychologyrather than goodlinguistics,explainhow languages are learned and how second languages are acquired.
- 5. fourth generation of applied linguistics second language acquisition research The fourth generationof appliedlinguistics is characterizedby SLAresearchand gaverise to the CLT model.
- 6. fourth generation of applied linguistics second language acquisition research Language teaching methods today, unlike those of the 60's, have grown out of andhave been influencedby secondlanguage acquisitionresearch. (Diane Larsen-Freeman(1993)
- 7. fourth generation of applied linguistics second language acquisition research Many SLAresearchers, however, argue that the formal study of SLA was launchedin 1967, with Corder's publication,"The significanceof learners" errors" (Corder 1967).
- 8. fourth generation of applied linguistics second language acquisition research Much of SLA research has focused on describingthe learner's interlanguage and identifyingsequences and patterns of development.
- 9. fourth generation of applied linguistics second language acquisition research The focus has been primarilyon grammaticaldevelopment. Since interlanguagesare systematic,they followrules and patterns that change over the course of L2 development, but do soin patterned ways.
- 10. fourth generation of applied linguistics second language acquisition research When describinginterlanguagedevelopment, researchers often clusterits patternsinto interim grammars, whichthey refer to as developmental sequences or stages.
- 11. fourth generation of applied linguistics second language acquisition research The design of communicativelanguageteaching programs has sought to replace some of the characteristicsoftraditional instructionwiththose more typicalof naturalacquisitioncontexts. (Lightbown and Spada (1993: 72)
- 12. fourth generation of applied linguistics second language acquisition research The design of communicativelanguageteaching programs has sought to replace some of the characteristicsoftraditional instructionwiththose more typicalof naturalacquisitioncontexts. (Lightbown and Spada (1993: 72)
- 13. learning development models second language acquisition research
- 14. fourth generation of applied linguistics second language acquisition research • Cognitivemodels • UniversalGrammar/Nativist • Interactionist/Socioculturalmodels learning development models
- 16. Cognitive Model Claims that language learning is no different from other types of learning.
- 17. Cognitive Model It is the result of the human brain building up networks of associations on the basis of input.
- 18. Cognitive Model Informationprocessing models see learning as the shift from controlled processes to automatised processes.
- 19. Cognitive Model Connectionism: Alllearningtakes place throughthe building of patterns which become strengthened through practice.
- 20. Nativist Model Chomsky suggests that language is an innate faculty.
- 21. Nativist Model Chomsky claims that language acquisitionis greatlydependent upon a linguisticfaculty which he terms LanguageAcquisitionDevice(LAD), an innate mechanism or process that allowschildrento developlanguage skillsand Universal Grammar, around which alllanguagesare built.
- 22. Nativist Model Based on the assumption, there are “core rules” and “language specific” rules in all languages.
- 23. Nativist Model Whena learner comes across “languagespecific”he will tend to refer to his first language(L1). Thus, if a learner discovers that a second language(L2) ruleis not inaccordance with the universal rule,he willattempt to interpret that ruleby means ofthe equivalent rule inhis L1.
- 24. Interactionist Model Interactionists argue that language development is both biological and social.
- 25. Interactionist Model They also argue that language learning is influenced by the desire of children to communicate with others.
- 26. Interactionist Model They believethat"childrenareborn with apowerfulbrain thatmatures slowly and predisposesthem to acquirenew understandingsthat they are motivatedto share with others" (Bates,1993;Tomasello,1995, as cited in shaffer,et al.,2002,p.362).
- 27. Interactionist Model They also argue that language learning is influenced by the desire of children to communicate with others.
- 28. fourth generation of applied linguistics second language acquisition research THANK YOU!!!
Hinweis der Redaktion
- The first one primarily refers to what has been called the route of development (the nature of the stages all learners go through when acquiring the second language - L2). This route remains largely independent of both the learner's mother tongue (L1) and the context of learning (e.g. whether instructed in a classroom or acquired naturally by exposure). The second statement usually refers to either the rate of the learning process (the speed at which learners are learning the L2), or the outcome of the learning process (how proficient learners become), or both. We all know that both speed of learning and range of outcomes are highly variable from learner to learner: some do much better much more quickly than others.
- Second language acquisition research gave applied linguistics the hope of finding out enough about how one learns another language in order to know how language teachers can arrange things in a classroom - which normally is not a very friendly environment in which to learn a language - to facilitate language learning. Since it appeared that learning another language is easier and more successful outside of the classroom than inside it, the expectation was that second language acquisition research could tell us how to replicate in a classroom those conditions that exist outside of it, and which appear to make language learning easier.
- Thus, learners are likely to omit grammatical morpheme endings in the early stages of learning, but overuse them at a later stage. For example, We play baseball yesterday We win might develop into We played baseball yesterday. We winned before past regular and irregular forms are sorted out. Learners are likely to utter I don't understand and she don't understand before they work through a negation system that includes don't, doesn't, and didn't.
- The theoretical approaches which have been used in order to investigate L2 development fall into three broad categories
- controlled processes (dealt with in the short term or working memory and under attentional control) automatised processes stored in the long term memory (retrieved quickly and effortlessly).
- The view of language encapsulated within connectionism, as this view of cognition is called, is fundamentally different from linguistic models, where language is seen as a system of rules rather than as patterned behaviour. In both the UG and cognitive models, the focus is on explaining learner-internal mechanisms, and how they interact with the input in order to give rise to learning. The emphasis on the role played by the input however, varies, with the UG approach assuming that as long as input is present learning will take place, and the other models placing a larger burden on how the input is decoded by learners, paying particular attention to concepts such as noticing or attention.
- we are born with a set of rules about language in our heads which he refers to as the 'Universal Grammar'.
- The core rules are those which are present in all natural languages. The language specific rules may be found in only one or two languages. A second language learner learns “core” rules with ease while the “language specific” ones appears to be much harder to master.
- The main theorist associated with interactionist theory is Lev Vygotsky. Interactionists focus on Vygotsky's model of collaborative learning ( Shaffer,et al.,2002). Collaborative learning is the idea that conversations with older people can help children both cognitively and linguistically ( Shaffer,et.al,2002).