UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADORINSTITUTO PEDAGÓGICO DE CARACAS

DEPARTAMENTO DE IDIOMAS MODERNOSPROGRAMA DE INGLÉS

CÁTEDRA DE LINGÜÍSTICA

MODELS OF SECOND LANGUAGE ACQUISITION

Teacher: Mirna Quintero Student: Francisco de Barnola

MODELS OF SECOND LANGUAGE ACQUISITION

Krashen’s Model of SLA

"Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill." Stephen Krashen (cited by Schütz, 2007)

Krashen's theory of second language acquisition consists of five main hypotheses:

the Acquisition-Learning hypothesisthe Monitor hypothesisthe Natural Order hypothesisthe Input hypothesisthe Affective Filter hypothesis.

ACQUISITION-LEARNING HYPOTHESIS

According to Krashen there are two independent systems of second language performance: 'the acquired system' and 'the learned system'.

THE ACQUIRE SYSTEM THE LEARNED SYSTEM

It is very similar to L1 acquisition. It requires meaningful interaction in the target language. The speakers are concentrated not in the form of their utterances, but in the communicative act.

It is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules.

MONITOR HYPOTHESIS

Conscious learning operates only as a monitor or editor that checks or repairs the output of what has been acquired. (Acquire and Learned systems)

NATURAL ORDER HYPOTHESIS

Grammatical structures are acquired in a predictable order and it does little good to try to learn them in another order. (some grammatical structures tend to be acquired early while others late)

INPUT HYPOTHESIS

An acquirer can "move" from a stage I to a stage I + 1.

AFFECTIVE FILTER HYPOTHESIS

The learner's emotional state can act as a filter that impedes or blocks input necessary to acquisition. (motivation, self-confidence and low anxiety)

CONNECTIONISM

Connectionism is a set of approaches in the fields of artificial intelligence, cognitive psychology, cognitive science, neuroscience and philosophy of mind, that models mental or behavioral phenomena as the emergent processes of interconnected networks of simple units.

BASIC PRINCIPLES

1. Spreading Activation2. Neural Networks 3. Biological realism 4. Learning

HISTORY

1. Parallel distributed processing (PDP)

BASIC PRINCIPLES

SPREADING ACTIVATION

The idea started from the assumption that memory contains concepts. These are associated. Those that are more ‘activated’ are easier to recall. The activation of a given concept depends on two things: the base activation of that concept and the sum of the activation of associated concepts multiplied by the strength of association.

BASIC PRINCIPLES

NEURAL NETWORK

The simplest architecture for a neural network has a feedforward structure , in which information flows only in one direction: i.e. from the input layer to the output layer, and in general via one or more layers of intermediate, hidden nodes.

Biological Realism

BASIC PRINCIPLES

The focus of Biological Realism is the study of subjective phenomenal experiences rather than abstract relations between the mind and external objects.

BASIC PRINCIPLES

LEARNING

Learning is a process of connecting specialized nodes or information sources.

A learner can exponentially improve their own learning by plugging into an existing network. Learning may reside in non-human appliances.

Learning (in the sense that something is known, but not necessarily actuated) can rest in a community, a network, or a database.

HISTORY

Connectionism can be traced to ideas more than a century old, which were little more than speculation until the mid-to-late 20th century. It wasn't until the 1980s that connectionism became a popular perspective among scientists.

PARALLEL DISTRIBUTED PROCESSING

The prevailing connectionist approach today was originally known as parallel distributed processing (PDP). It was an artificial neural network approach that stressed the parallel nature of neural processing, and the distributed nature of neural representations. It provided a general mathematical framework for researchers to operate in.

INFO PROCESSING

Information processing, uses the computer as a model for human learning. Like the computer, the human mind takes in information, performs operations on it to change its form and content, stores and locates it and generates responses to it.

INFO PROCESSING

SENSORY MEMORY

Sensory memory is the shortest-term element of memory. It is the ability to retain impressions of sensory information after the original stimuli have ended. It acts as a kind of buffer for stimuli received through the five senses of sight, hearing, smell, taste and touch, which are retained accurately, but very briefly. For example, the ability to look at something and remember what it looked like with just a second of observation is an example of sensory memory.

INFO PROCESSING

WORKING MEMORY

Working memory has been defined as the system which actively holds information in the mind to do verbal and nonverbal tasks such as reasoning and comprehension, and to make it available for further information processing.

LONG TERM MEMORY

Long-term memory refers to the continuing storage of information. In Freudian psychology, long term memory would be call the preconscious and unconscious. This information is largely outside of our awareness, but can be called into working memory to be used when needed. Some of this information is fairly easy to recall, while other memories are much more difficult to access.

CONNECTIVISM

Connectivism is a learning theory for the digital age. Learning has changed over the last several decades. The theories of behaviourism, cognitivism, and constructivism provide an effect view of learning in many environments. They fall short, however, when learning moves into informal, networked, technology-enabled arena.

PRINCIPLES OF CONNECTIVISM

Learning and knowledge rests in diversity of opinions.

Learning is a process of connecting specialized nodes or information sources.

Learning may reside in non-human appliances.

Capacity to know more is more critical than what is currently known

Nurturing and maintaining connections is needed to facilitate continual learning.

PRINCIPLES OF CONNECTIVISM

Ability to see connections between fields, ideas, and concepts is a core skill.

Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.

Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality.

While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

SOCIOCULTURAL THEORY

The work of sociocultural theory is to explain how individual mental functioning is related to cultural, institutional, and historical context; hence, the focus of the sociocultural perspective is on the roles that participation in social interactions and culturally organized activities play in influencing psychological development.

MEDIATION

Mediation refers to the part played by other significant people in the learners lives, people who enhance their learning by selecting and shaping the learning experiences presented to them. The secret of effective learning lies in the nature of the social interaction between two or more people with different levels of skills and knowledge. This involves helping the learner to move into and through the next layer of knowledge or understanding.

INTERNALIZATION

Internalization is the process through which members of communities of practice appropriate the symbolic tools used in communicative activity and convert them into psychological tools that mediate their mental activity

IMITATION

Vygotsky (1987) cited in Lantolf (2006), proposed that the internalization of socially constructed forms of mediation occurs through the mechanism of imitation. It is a method of absorbing what is present in others and of making it over in forms peculiar to one’s own temper and valuable to one’s own genius

THANKS!

REFERENCES

Lantolf, J (2006) . Introducing sociocultural theory. [Document Online] Available :

http://fdslive.oup.com/www.oup.com/pdf/elt/catalogue/0-19-442160-0-a.pdfhttp://www.everythingesl.net/inservices/language_stages.php [Consulted : June, 12, 2012]

About (2012) . Connectivism. [Document Online] Available : http://www.connectivism.ca/about.html [Consulted : June, 12, 2012]

Siemens, G (2005) . Connectivism:A Learning Theory for the Digital Age. [Document Online] Available : http://www.itdl.org/Journal/Jan_05/article01.htm [Consulted : June, 12, 2012]

REFERENCES

Chatzopoulos, A (2008) . Biological Realism: A Different Point of View. [Document Online] Available : http://www.qualia.se/archives/225 [Consulted : June, 11, 2012]

Revised Pages (2006) . Working Memory: Chapter 6 [Document Online] Available : http://www-psych.stanford.edu/~ashas/Cognition%20Textbook/chapter6.pdf [Consulted : June, 10, 2012]

Vivian C. (2012) . Krashen´s Comprehension Hypothesis Model ofL2 learning [Document Online] Available http://homepage.ntlworld.com/vivian.c/SLA/Krashen.htm [Consulted : June, 10, 2012]