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  • Background Issues in Language Learning

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    Stella Marques
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    This document summarizes several theories of language acquisition and learning: 1) Behaviorism theory proposes that learning is the result of stimulus-response-reinforcement conditioning. 2) The "language learning will take care of itself" theory argues that most learning occurs through participation rather than formal instruction. 3) Focus on form theory emphasizes task-based and incidental language learning, while focus on forms relies more on textbooks and syllabi. 4) The importance of repetition, arousal and affect, and the zone of proximal development are also discussed in relation to language acquisition.

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    APRENDIZAGEM DE LINGUAS

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    background issues in language learning

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    This document summarizes several theories of language acquisition and learning: 1) Behaviorism theory proposes that learning is the result of stimulus-response-reinforcement conditioning. 2) The "language learning will take care of itself" theory argues that most learning occurs through participation rather than formal instruction. 3) Focus on form theory emphasizes task-based and incidental language learning, while focus on forms relies more on textbooks and syllabi. 4) The importance of repetition, arousal and affect, and the zone of proximal development are also discussed in relation to language acquisition.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    152 views12 pages

    Background Issues in Language Learning

    Uploaded by

    Stella Marques
    This document summarizes several theories of language acquisition and learning: 1) Behaviorism theory proposes that learning is the result of stimulus-response-reinforcement conditioning. 2) The "language learning will take care of itself" theory argues that most learning occurs through participation rather than formal instruction. 3) Focus on form theory emphasizes task-based and incidental language learning, while focus on forms relies more on textbooks and syllabi. 4) The importance of repetition, arousal and affect, and the zone of proximal development are also discussed in relation to language acquisition.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 12

    IN

    ES
    S U G
    IS NIN II-2013
    N D R
    U E A ESTE
    R

    RO L S E M

    G G E
    C K UA
    BA NG CTICS I
    LA H DIDA
    IS
    NGL
    E
    THE MIRACLE OF LENGUAJE

    Are we born with an innate capability to learn


    languages?

    Watch
    LANGUAGE ACQUISITION VS LANGUAGE LEARNING
    THEORY
    Language Language learning:
    acquisition: Conscious process
    Subconscious process
    Formal instruction
    Without formal instruction
    Limited exposure to the
    Massive exposure language
    Age limit: 6 years comprised until Age limit: puberty and on
    puberty (Pinker, 1994)
    Higher level of abstraction
    No or very low level of abstraction
    Spontaneous capabilities (Palmer) Studial capabilities (Palmer)
    BEHAVIORISM THEORY

    Behaviorism…
    Conditioning is the result of:

    Stimulus Response reinforcement

    Skinner, 1957
    LANGUAGE LEARNING WILL TAKE CARE OF ITSELF
    THEORY
    “In fact, learning is the human activity which least needs manipulation by others.
    Most learning is not the result of instruction. It is rather the result of unhampered
    participation in a meaningful setting.”

    Illich, 1972

    …If the language teacher ‘s management activities are directed exclusively at


    involving the learners in solving communication problems in the target language
    then language learning will take care of itself…

    Allwright, 1979
    FOCUS ON FORM OR FOCUS ON FORMS THEORY
    Focus on form:
    Task-based language teaching
    Incidental and opportunistic
    Noticing (language intake) (Richard Schmidt, 1990)

    Focus on Forms:
    Course books (Open Mind, New American Framework, and the like)
    Language syllabus
    THE IMPORTANCE OF REPETITION

    Repetition drills

    Repetition of encounters with language with


    lapses in between (noticing)
    THINKING ABOUT LANGUAGE

    Implicit teaching (Inductive approach)


    Learner centered
    Students take agency
    Explicit teaching (Deductive approach)
    Teacher centered
    AROUSAL, AFFECT AND HUMANISTIC TEACHING
    Affect:
    Anxiety, fear, stress, anger or depression compromise learning. (alienations)

    Student’s Affective filter (low/high) affects language acquisition

    Humanistic:
     Personal identity
     Self-knowledge
     Feelings
     emotions

    Stephen Krashen
    WHEN YOU’RE READY
    • Teaching can promote acquisition: teaching one step close to the next form to be
    acquired (Teachability Hypothesis) – Pienemann,1998
    • All learning is mediated by social interaction
    • Learning is assisted performance (scaffolding)
    • Successful scaffolding can occur when learners are in the Zone of Proximal
    Development (ZPD) --Lev Vygotsky, 1920-1930
    LANGUAGE PLAY
    Can you mention some language games?
     Songs
     Jokes
     Rhymes
     Tongue twisters and the like

    …Language play, when properly designed, may well


    be extremely useful for student language
    development…
    Cook, 2000
    THANK YOU!!!

    STEPHEN KRASHEN

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