theories of second language acquisition. different models have been proposed: 1.the behaviorist...
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Theories of Second language Acquisition
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Different models have been proposed:1.The behaviorist perspective2.The innatist perspective3.The cognitive/developmental perspective4.The sociocultural perspective
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The Behaviorist Perspective
•Learning is explained in terms of imitation, practice, reinforcement, and habit formation
•It had a powerful influence on second and foreign language teaching between the 1940s and the 1970s.
•The Audiolingual method of second language teaching stemmed out of behaviorism: emphasis on mimicry and memorization
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•Students memorized dialogues and sentence patterns by heart.
•Learning a language is a process of habit formation: habits of L1 will surely interfere with the new habits of L2 that the learner wants to form=} Contrastive hypothesis
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The Innatist Perspective
•Humans are born with innate knowledge of the principles of Universal Grammar: UG
•UG allows all children to acquire the language of their environment during a critical period of their development.
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•Researchers are divided on the applicability of UG to second language acquisition:A. Some think that the UG
provides an adequate explanation only for first language acquisition.
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Application:Krashen’s Model•It is one of the models that adopt the
innatist perspective
•It was quite influential in the 1970s.•It emphasizes the role of exposure to
comprehensible input in second language acquisition.
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•It is based on 5 hypotheses:1. Acquisition/learning hypothesis2. Monitor hypothesis3. The natural order hypothesis4. The input hypothesis5. The affective filter hypothesis
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The Cognitive/Developmental Perspective: Information Processing
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Application: The Interaction Hypothesis
•It is one of the hypotheses that have emerged within the cognitive developmental perspective.
•Claims of the hypothesis: According to this hypothesis,
conversational interaction is an essential, if not sufficient, condition for second language acquisition.
Interactional modification, i.e. modified speech, promotes acquisition.
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It makes claims not only about comprehension (processing input), but also about production (output): Corrective feedback during interaction forces learners to produce comprehensible output.
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The Sociocultural Perspective•Vygotsky’s theory proposes:•Cognitive development, including
language development, arises as a result of social interaction.
•Learning occurs how?When an individual- interacts with an interlocutor- within his ZPD ( a situation where the
learner is capable of performing at a higher level because there is support from the interlocutor.
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•According to the theory, second language learners acquire language when they collaborate and interact with other speakers.
•Interlocutors co-construct knowledge collaboratively.
•Through collaborative dialogues, learners co-construct knowledge while engaging in production tasks that draw their attention to both form and meaning. It is cognitive activity as well as social activity.