Saskia Dukek Diana Sudbrink Mette Wilkens 14.11.2008 Explaining Second Language Learning.
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Transcript of Saskia Dukek Diana Sudbrink Mette Wilkens 14.11.2008 Explaining Second Language Learning.
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
Explaining Second Explaining Second Language LearningLanguage Learning
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
Table of ContentsTable of Contents
1. Behaviourism
2. The Innatist Perspective
3. Cognitive Perspectives1. Information processing
2. Connectionism
3. The competition model
4. Discussion
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
BehaviourismBehaviourism
• Explains learning in terms of– Stimulus– Response– Reinforcement
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
BehaviourismBehaviourism
• Idea of behaviourism– http://www.youtube.com/watch?v=WyMQE5fe
zEs
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
BehaviourismBehaviourism
• Development– Skinner suggested that the same process
happens in language learning– Strong influence between 1940s and 1970s– Influence on Audiolingual teaching materials– Classroom activities focused on mimicry and
memorization
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
BehaviourismBehaviourism
• Learning the 2nd language– Skinner‘s idea related to language learning– Using stimulus- response-reinforcement
model– In language learning a behaviourist slant is
evident
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
Critique of behaviourismCritique of behaviourism
• By the 1970s behaviourism was seen as an inadequate explanation for 2nd language learning
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
QuestionQuestion
• Which classroom activities were used in language classroom on the background of behaviourism?– Mimicry– Memorization– Dialogues and sentence patterns learned by
heart
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
The Innatist PerspectiveThe Innatist Perspective
• Universal Grammar
• An explanaition for 2nd language learning?
• Different views
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
• UG must be available in FIRST and SECOND language acquisition
• Either same nature and availability of UG
• OR nature of UG alters by acquisition of others languages
The Innatist PerspectiveThe Innatist Perspective
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
• Role of instruction and feedback for 2nd language learners
• Language acquisition based on natural language availability
The Innatist PerspectiveThe Innatist Perspective
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
Krashen’s “monitor model”Krashen’s “monitor model”
• Model of 2nd language acquisition
• Stephen Krashen (theory from 1982)
• Influenced by Chomsky’s theory and based on five hypotheses
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
1. Acquisition-Learning Hypothesis
• Acquisition no conscious attention to language
• Learning conscious attention to language
Krashen’s “monitor model”Krashen’s “monitor model”
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
2. Monitor hypothesis
• Acquired system is responsible for spontaneous language use
• Learned system acts as a monitor
Krashen’s “monitor model”Krashen’s “monitor model”
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
3. Natural order hypothesis
• Language features easily to state are not necessarily the first to be acquired
• Similar to children acquiring 1st language
• Example: Third person singular –s
Krashen’s “monitor model”Krashen’s “monitor model”
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
4. Input hypothesis
Necessary for acquisition:
• Language is comprehensible
• The level of that language is just a step beyond your level
• “i+1”
Krashen’s “monitor model”Krashen’s “monitor model”
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
5. Affective filter hypothesis
• Explains why there are people not acquiring language successfully
• Metaphorical barrier (feelings, motives, needs, attitudes)
Krashen’s “monitor model”Krashen’s “monitor model”
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
The Input Hypothesis ModelThe Input Hypothesis Modelof L2 learning and producionof L2 learning and producion
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
• Krashen’s theories have led to new approaches of language teaching
• However, there has been a lot of critique on the “monitor model”
What do you criticize on this model?
Krashen’s “monitor model”Krashen’s “monitor model”
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
Cognitive/ Developmental Cognitive/ Developmental PerspectivePerspective
= ?
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
Information ProcessingInformation ProcessingN. SegalowitzN. Segalowitz
• knowledge is built up and can be retrieved automatically
• at first learners have to concentrate on aspects of language
• later information processing becomes increasingly automatic
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
Information ProcessingInformation ProcessingR. DeKeyserR. DeKeyser
• Language learning as “skill learning”• declarative knowledge becomes procedural
knowledge• declarative knowledge may disrupt a fluent
speaker later on or may even be forgotten• restructuring (may result in backsliding)
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
Transfer Appropriate ProcessingTransfer Appropriate Processing
• Retrieval of information works best, if it is asked for in similar situations as it was learned in
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
ConnectionismConnectionism
• importance to the environment • only the ability to learn is innate • emphasis on frequency• knowledge is built up through exposure• development of connections
– chunks
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
= ?
learning does not work like a computer:
– connections and generalizations are drawn and may even cause errors (overgeneralization)
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
The Competition ModelThe Competition Model
• Hypothesis:Language acquisition occurs with the necessity
of learners‘ focussed attention or the need for any innate brain module that is specifically for language
• Proposed as an explanation for 1st and 2nd language acquisition
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
The Competition ModelThe Competition Model
• 2nd language acquisition requires that learners learn the relative importance of the different cues appropriate in the language they are learning
• What are cues and how do we use them?– Cues of animacy– Relationship between words in a sentence
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
How to use cues..How to use cues..
‘‘ Box push boy“
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
How to use cuesHow to use cues
• 1st language learning– Cues of animacy of the nouns and knowledge
about how things work– Word order patterns get stronger than
animacy cues– Later on attention to grammatical markers
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
How to use cues…How to use cues…
• 2nd language learners– Il giocattolo guarda il bambino– May have difficulty to understand and
interpret the sentence, because they don‘t know such a weak word order
– Italians focuses on the animacy of the two nouns and draw their conclusion
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
QuestionQuestion
• What is the difference between 2 or 3 year old English speaking children and children by the age of four?– 2/3 years old: use cues on animacy of the
nouns and their knowledge of the way things work
– 4 years old: get an idea about an s-v-o interpretation to strings of words. Word order patterns are stronger than animacy cues
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Saskia Dukek Diana SudbrinkMette Wilkens
14.11.2008
DiscussionDiscussion