SLA Theories

1 Behaviourism 2 Innatism ----------------------------------------3 2 major concepts: scaffolding noticing

Behaviourism
Ivan Pavlov (Classical Represantativ for Classical or Respondent Conditioning) What is it? Stimulus (Reiz) ---------> Black Box ----------------> Response interner Prozess Pavlov's Dog Operantes Konditionieren: Skinnerbox Bandura: Film Adult playing with toys and insults, beats and kicks a clown puppet Feedback: 1. Punishment 2. Praise 3. No reaction Results: Group 2+3 behaved thelike Group 1 was much less aggressive

Attention

----> Silent period

----> Word-Object-Relation ----> Observing speakers ----> Repetition FEEDBACK

Memorizing ----> Backsliding common Reproduction ----> Practicing Motivation ---->

CAH (Contrastive Analysis Hypothesis) simmilaritys = easy progress e.g: house = haus differences = difficulties e.g: Himmel not sky/(Heaven) false friends

BEHAVIOURISM = BASES OF AUDIO-LINGUAL !!!!!

Innatism

John Locke: The mind is a 'blank slate' at birth Philosophical model Children are born with knowledge / ideas Children 'know about' language structures Innate abilities; biologically programmed for language Talking is like walking Innate knowledge

innate knowledge = Universal Grammar (Chomsky, 1981) UG : set of principles which are common to all languages what children have to learn how language makes use of principles Competence: underlying knowledge og language performance knowledge of language learnes versus Input UG must be available therefore can be used for SLA

Competence which underlies language competence of S2Learners Same with competence of L1 Learners?

Monitor Model
The acquisition-learning hypothesis

Acquisition we are exposed to samples of S2 we understand with no concious attention to language form Acqusition more important than the learning process Learning may turn into acquisition Learners know rules but fail to apply them (acquisition for communacative) the monitor hypothesis -acquired system vs. learning system acts to initate the speaker's utterances responsible for fluency Focus of L2 teaching should be on acquisition

The Natural order hypothesis in a predictable sequence easiest not first acquired The Input hypothesis - exposure to comprehensible input input i+1 : just beyond the level of learner's competence Comprehension and acquisition will occure Lack of success when comprehensible input is available The affective filter hypo. Affect refers to eg motives, needs, attitudes, emotional states, . imaginary barrier: prevents learners from acquiring Teachers should help to lower the affective filter The monitor model: supporting communicative language teaching ( focus on using language rather than on learning rules) Hypothesis are hard to be tested

In the classroom
Focus on Performance Monolingual Class

Two major concepts scaffolding siehe Hand-out noticing vers awerness raising noticing

Summarizing : Behaviourism stimulus response Pavlov's dogs word object relation Bandura / Skinner CAH audio-lingual method Black box model Scaffolding and noticing comprehensible input support ZPD (zone of proximal development) interaction Innatism - Universal Grammar - competence - monitor model - monolingual classroom - acquisition - learning - input - performance