lecture #2 second language theories: research and practice © 2014 mary riggs 1
TRANSCRIPT
© 2014 MARY RIGGS 1
Lecture #2Second Language Theories:Research and Practice
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Stephen Krashen: Learning vs. acquisition Natural order Monitor Input (I + 1) Affective filter
Second Language Acquisition
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Jim Cummins: Linguistic threshold Degree of L1 proficiency Effects of student status Context and cognitive load Dimensions of proficiency: Iceberg Common underlying proficiency Effects of prior literacy
Second Language Hypotheses
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Other Significant Hypotheses: 2-way interaction: display vs. referential questions (Long) Acculturation (Schumann) Critical vs. sensitive period (Lenneberg and others) Optimal age for 2LA (Collier & Thomas) Older = better Diminishing returns for LOR
Second Language Hypotheses
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Iceberg Theory:
Second Language Hypotheses
BICS
CALP
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Dimensions of Language Proficiency
Second Language Hypotheses
Cognitively undemanding (easy)
Cognitively demanding (difficult)
Contextualized(visuals, realia, audio)
Decontextualized(little or no context)
B
A C
D
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Range of Contextual Support and Degree of Cognitive Involvement in Communicative Activities
Cognitively undemanding
Cognitively demanding
Context embedded Context reduced
B
A C
D
ESL/T.P.R. Art, music, P.E. Following directions Face-to-face conversation
Demonstrations A-V assisted lesson Math computations Science experiments Social studies projects (map activities, etc.)
Telephone conversation Note on refrigerator Written directions (no diagrams or
examples)
Standardized tests Reading/writing Math concepts & applications Explanations of new abstract concepts Lecture with few illustrations
From J. Cummins, “The Role of Primary Language Development in Promoting Educational Success for Language Minority Students”
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Student Status
Status characteristics
ExpectationsPrevious
experiencesAttitudes
Outcomes Behavior
Change or
reinforce
Status ranking
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Krashen’s Model:
Second Language Hypotheses
Comprehensible Input
The Affective
Filter
Language Acquisition Device
Basic Interpersonal Communication Skills
Monitor
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Learning vs. Acquisition Learning: Grammar-based syllabus Mastery of linguistic forms Conscious memorization Drills and exercises Teacher-directed Contrastive analysis Error correction Production skills emphasized
Acquisition: Syllabus based on students’
needs, desires, interests Developmental emphasis Communicative goals Subconscious internalization Student-centered Errors not overtly corrected Comprehension skills emphasized
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Acquiring a Second Language Ineffective Practices: Sentence patterns out of context Drills, discrete repetitions Watered-down, boring stories Grammatical analysis Frequent correction of all errors Judgmental attitude Assumption that all learners
can/will react the same way
Effective Practices: Comprehensible input that is
relevant and interesting Visuals, gestures, realia Challenging questions/stories Interaction on real-world tasks Response to content of student
responses/writing Tolerance and sense of humor Sensitivity to cultural difference
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1. Excitement and euphoria: the“Wow! Here I am in Disneyland!” effect
Stages of Acculturation
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2. Culture Shock: effects ranging from irritability to physiological and psychological panic and crisis:Anger, annoyance at others’ inattentiveness, constant complaining, disorientation, dissatisfaction, escapism, estrangement, frustration, homesickness, indecision, insecurity, loneliness, physical illness, resentment, sadness, self-pity, self-questioning of competence, social uncertainty
Stages of Acculturation
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3. Culture stress: progress is made but individual may feel anomie, the sense that one belongs to neither culture.
4. Acculturation or assimilation: near or full recovery
Stages of Acculturation
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Linguistic ThresholdProficiency Level Outcome
Proficient Bilingualism Positive cognitive & academic effects
Partial Bilingualism (native-like level in one of the languages)
Neither positive nor negative effects
Limited Bilingualism (low proficiency in both languages)
Negative Effects
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1. Display Question: In what year did Columbus arrive in the New World?(Everyone knows the teacher knows the answer to this; the student must display his/her knowledge.)
2. Referential Question: If you had sailed with Columbus, what sort of job would you have had on the ship?(No one knows what answer the student might give; the instructional conversation is open-ended.)
Two-Way Interactions
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Brain Functions Verbal Analytical Rational Logical Linear
Left: Time/Sequence
Visual Perceptual Holistic Sensory Metaphoric
Right: Space/Intuition
FRONT
BACK
LEFT RIGHT
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Brain Products/Output Reading Speech Writing Mathematics Reason Analysis Sequence
Left: Ordering
Feeling Voice Intonation Expression Movement Gestures Arrangement
Right: Wholeness
FRONT
BACK
LEFT RIGHT
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End of Lecture #2