Theories Learning + 1840's 1950's + Structural or Descriptive School of Linguistics (Bloomfield, Sapir, Fries) * Application of scientific principle to the ‘observation of human languages + Role of linguists + Paychology: Empircist/ behaviourist view + The role of the learner's experionce + Learning: the result of external forces acting on the organism + Publicly observable responses — objectively perceived, recorded, measured In Behaviourism: + Human learning = animal learning + Influenced by Darwin’s Origin of Species + No intemal processes — only what you can see + S-R psychology ‘+ Habit formation - conditioning Types of conditioning 1, Classical Conditioning 2. Operant Conditioning 1. Multiple Response Leaming SKINNER, + Considered humans as machines with multiple working parts. + Considered the mind as a “tabula rasa" + 1960's ‘+ Generative Transformational School of Linguistics + Human language cannot be scrutinized ‘simply by observable stimuli or responses of data + Description ofthe language AND ‘explanations in the study of languageRationalist Perspectives of Language Leaming 1. Universal Grammar Language is a species-specific, genetically determined capacity. The ultimate form of any human language is a function of language universals, a ‘set of fixed abstract principles that ere innate ‘There is a CORE grammar (congruent with universal principles) and a PERIPHERAL grammar (features specific ofa lanauage) 1985 - CHOMSKY proposed a Language ‘Acquistion Device (LAD): -children are programmed to acquire language in an innate way -there are fixed abstract elements common to all human languages (a Universal Grammar) 2 Coanitive Theory: Focuses on general cognitive processes Learning results trom internal mental ‘activity - not something imposed from * Outside the leamer Me Laughlin Ausubel: “meaningful learning’ vs “rote leaming’, Schema Theory, oan eng eo are ae edrng 8. Krashen’s Monitor Theory: Five central Hypotheses + the Acquistion-Leaming hypothesis, + the Monitor hypothesis, * the Natural Order hypothesis, + the Input hypothesis, + the Affective Fiter hypothesis. Implications of Krashen’s theory for ‘classroom practice: * Function of classroom: high motivation — low anxiety + Optimal input + Error correction suitable when leering, ‘not when acquiring + Acquisition vs learning in the development of an L2 + Comprehensible input + Relevance during 2nd half of the 20th Century + PIAGET, VYGOTSKY * All human beings construct their own version of reality, therefore, there are ‘multiple contrasting ways of knowing and describing something + The focus is on individuals engaged in social practicesADBIOLINGUALISM, Background Before Workl War I, there wee thee methods: Amodife Direct Method Approech ARealing Approech. A Reading Oral Approach. Problems with hese thre methods “Tay lacked standardization of vorabulary nd grammer. No one could ages whit wat important to teach for begining, intermedit or advanced larec. “They basically lake STRUCTURE” The Army Specialized Training Program The Anny Specialized Training Program (ASTP) wae started in 942. Native speakers acted as un informant of the lnguage “The ASTP continod for wo years and by the 19506 result of many foctors Andoingnatiom became and as @ linguist, as in the Direct Method. Sepleteker teeters Seca, cers ee eeen eae caine ethers rime cisions seen eee eee ae Pee eee Sos aot are oe os ‘materials and for the study and analysis of mode ae Son. Laman eamphasis om listening and speaking‘Theory of Learning: Behaviourism “© tehavonrsts lee tht mane ar apni cpa of earning may Bohai dpe on elements: 5 Simei rng oat ahrions © Response Tiger by ima © Renerement: Mas the response as ing appropri or ot and encourages repeion wich lithe aang Hab feat aes ple mens of arlogy © te ering Ten, Ineemeatl, ative Moving to the not tem cay when the proviso hat ew ly mace, = Langage shuld tbe separate rem ene FEATURI Foreign language learing sa process of mechanical habit © Good habits re acquit by giving comec responses rather than by making mists, © Memovzing dialogues minimizes mistakes; ~The tangs language presented in the oral form Ss, prior wo es writen orm: E Theory of Language ahi © Fxplanaton snot given unt he lamers have riled the language in ate of contexts « Dail can enable learners w forma corect analogy: ® Grammarapproach is inductive; [ A FEW TYPES OF aernTeS © Repetition: know Replacement: Paul inom him denke water Paul “Inflection: Shebought drinks wine, thedall-She bought» Completion: have my the dll. bookand yu.- have my bookand you have + @& thie fntnigthe, — covbment are = Sapree permaIntroduction to ELT methods throughout history iar et tun ‘Ssh int at: tra yee Changes through history + The kind of proficiency the learners needed (from reading comprehension and traslation to oral profielency) + In theories ofthe nature of language (rules of ‘grammar, system of structurally related items, socal rules) + In theories of language learning (applying ules, habit formation, activating mental processes, socal interaction) Grammar Translation Method + 178-100 century: the study of Latin 1840-1940: Grammar Translation Method + Principal characteristics ‘wey stud engage ht apreaces the itegclg ra ate died aie ste ety ic cloned span ote Frowedonts thetic ortting sarees nd Ena ey 19" Century Grammar + Increased opportunities for communications among Europeans created a demand for oral proficiency in foreign language. + Prominent specialist Marcel, Prendergast, and Gouin created new teaching strategies for language teaching. + The work of individual language specialists lke these reflected the changing climate of the ‘times in which they worked. Reform Movement + Ung empha that spec ther Sewer ore os he may tam ot EEE |. peanut peceaceeas eee Iareracereeses ree eecopn nico ang aching eee et Direct Method + Sting rege yin ey {Syren seeders pronurenton 1 Sih serine, demon se pis NS semi tnd een enh ed + Efrat omennpa mar ‘osprey 2208 + Rates me pod ewig ecgAsin pe 46) Degree emcee? plan ot Neto: Arla ene ray poser of Technique: Activ in he cosercom. "Bard Antony phe ndin stmi te Nate Meta mar "is props als to accout for-Eve eue Ne eenc monet Ct tts nt 8) EoecemmUcuere nearer) Method Po eee