nguyenvui.vietnam

1. Presented by Group 3

7. Second Language Acquisition Cognitive variations New linguistic system Second culture learning Communicative functions

39. III. Cognitive models McLaughlin’s attention-processing model Implicit and explicit models

41. Attention to formal properties of language Information processing Controlled Automatic Focal Peripheral ( cell A) Performance based on formal rule learning (cell C) performance based on implicit learning or analogic learning ( cell B) Performance in a test situation (Cell D) performance in communication situations

45. Practical applications of McLaughlin’s attention- processing model CONTROLLED : new skill, capacity limited AUTOMATIC : Well trained, practiced skill capacity is relatively unlimited FOCAL intentional attention PERIPHERAL A. Grammatical explanation of a specific point - Word definition - Copy a written model - The first stages of “ memorizing” a dialog - Prefabricated patterns - Various discrete-point exercises B. “Keeping an eye out” for something - Advanced L2 learner focuses on modals, clause formation, ect. - Monitoring oneself while talking or writing - Scanning - Editing, peer-editing C . Simple greetings - The later stages of “memorizing” a dialog - TPR/ Natural Approach - New L2 learner successfully completes a brief conversa`tion D. Open-ended group work - Rapid reading, skimming - Free writes - Normal conversational exchanges of some length

47. IMPLICIT AND EXPLICIT MODELS Implicit knowledge is information that is automatically and spontaneously used in language tasks Explicit models are the facts that a person knows about language and the ability to articulate those facts in some way. e.g. children implicitly learn phonological, syntactic, semantic and pragmatic rules for language, but do not have access to an explanation, explicitly of those rules

50. Two preceding theories Krashen’s Input Hypothesis The cognitive model of Second Language Acquisition Focus to a considerable extent of the learners IV. A SOCIAL CONSTRUCTIVIST MODEL: LONG’S INTERACTION HYPOTHESIS

51. The Social constructivist perspectives emphasize the dynamic nature of the interplay between learners, their peers and their teachers and others with whom they interact The interaction between learners and others is the focus of observation and explanation IV. A SOCIAL CONSTRUCTIVIST MODEL: LONG’S INTERACTION HYPOTHESIS

54. Modified Interaction * Interact between native speakers *Interact between native speakers with Second Language learners For example: Babies imitate their parents:” The cat fat” Parents might correct: No we don’t say that. We say:”The fat cat” Or parents may modify their speech to children “Mommy go bye bye now” IV. A SOCIAL CONSTRUCTIVIST MODEL: LONG’S INTERACTION HYPOTHESIS

59. Who are practitioners?

61. The custom of leaving theory to researchers and practice to teachers has become dysfunctional (Clarke) A practitioner/teacher is made to feel that he or she is the recipient of a researcher/theorist’s findings and prognostications, with little to offer in return.

63. When are you doing some theory building?

64. Relevance of age factors Strategic competence Cognitive style variations Intercutural communication Theory building

65. THANK YOU FOR YOUR ATTENTION