PRIOR KNOWLEDGE Chris Khonngam EDUC 6171 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 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 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.