PRIOR KNOWLEDGE Chris Khonngam EDUC 6171 1

Prior Knowledge Effects in SLA

I agree with Malcolm Knowles assumption (2) that An adult accumulates a growing
reservoir of experience, which is a rich resource for learning. (as cited in Merriam, Caffarella,
& Baumgartner, 2007, p. 84). I choose this principle because it is a source of considerable debate
in linguistics as it pertains to Robert Lados Contrastive Analysis Hypothesis (1957) which
suggests that Second Language Acquisition (SLA) may be inhibited by contrasts with the
learners first language (L1), following in the footsteps of behaviorist learning theory. This
would appear to support the contention of authors Mirriam, Mott, and Lee (as cited in Merriam et
al, 2007, p. 86) that certain life experiences can function as barriers to learning. While largely
unsubstantiated via research, Lados ideas have nonetheless been influential in SLA. Proponents
of Selinkers theory of Interlanguage (1972) would argue that in addition to potential negative
transfer effects of a learners L1, there are corresponding positive transfer effects. The latter
is especially significant for linguists who subscribe to Norm Chomskys theory of a Universal
Grammar that all languages share (1957).
In addition to having achieved a higher level of cognitive development, as described by
Piaget (1958), having a vaster body of experience is undeniably the greatest difference between
child and adult learners. Effectively teaching adult learners therefore involves leveraging their
advanced ability in information processing as well as integrating prior knowledge, principles
supported in cognitive learning theory. And yet one cannot ignore the socio-cultural
implications as well, as adults greater pool of experience necessitates assimilating new concepts
into a vastly richer schema as supported by constructivist learning theory. By methodically
scaffolding new concepts upon prior knowledge, teachers can effectively draw from adult
learners experiences.
PRIOR KNOWLEDGE Chris Khonngam EDUC 6171 2


On numerous occasions I have observed language instructors, particularly those
experienced teaching children, falling into what believe is a critical error by teaching adults
subjects rather than language. For example, in a communicative lesson about movie genres, the
instructor unwittingly spends a great deal of time discussing what the different genres mean. But
adult students should already know this subject in their L1. Rather than wasting time teaching
about movies, information adults have already acquired, the effective teacher should concentrate
on transferring students prior knowledge into the L2 vocabulary. This is a major difference in
approach relative to teaching children, who are likely to learn both subject matter and language
at the same time. My strategy would be to show adult students various video clips of different
movie genres, then have them apply English vocabulary terms to the clips they viewed, without
explicitly explaining what the different genres are.
PRIOR KNOWLEDGE Chris Khonngam EDUC 6171 3


References

Chomsky, N. (1957). Syntactic structures. The Hague/Paris: Mouton.

Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers.

University of Michigan Press: Ann Arbor.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
comprehensive guide. John Wiley & Sons.
Piaget, J. & Inhelder, B. (1958). The growth of logical thinking. New York: Basic Books.
Selinker, L. (1972), Interlanguage. International Review of Applied Linguistics, 10, 209-241.