Language Acquisition and Theories.pptx.l

Language Acquisition and Theories.pptx.l

• 1.
  EL 4: Principlesand Theories of Language Acquisition and Learning Chapter 5: The Causative Variable in Second Language Acquisition Factors Influencing Second Language Acquisition (SLA) There are key concepts introduced in Chapter 5, specifically focusing on the causative variables in second language acquisition (SLA). Understanding these variables is crucial for effective language learning and teaching. Second language acquisition is a complex process influenced by numerous interacting factors. This chapter focuses on four key areas: causative variables, exposure variables, age, and acculturation. We will explore how these factors contribute to successful SLA. 1.) Causative Variables - It explores the intrinsic and extrinsic factors that directly influence language learning success. Intrinsic Factors - (Internal Learner Based Factors) These reside within the learner themselves. Think of them as the "internal engine" driving language acquisition. Cognitive Style: How individuals process information (e.g., visual, auditory, kinesthetic learners). Different learning styles necessitate tailored teaching approaches.  Brainpower (Cognitive Abilities): It's not just about being "smart." Specific skills like remembering sounds (phonological memory – crucial for pronunciation!), processing information quickly, and spotting patterns (essential for grammar) all play a role. Aptitude: Natural talent for language learning, encompassing areas like phonological memory and grammatical sensitivity. While aptitude plays a role, it's not deterministic.  Learning Style: Find Your Flow: Are you a visual learner (pictures and videos)? An auditory learner (listening and music)? A kinesthetic learner - (hands on activities)? Understanding your style helps you choose learning methods that work best for you.
• 2.
  Motivation: The learner'sdrive and desire to learn the language. Intrinsic motivation (learning for personal satisfaction) is generally more effective than extrinsic motivation (learning for external rewards).  Motivation: The Fuel of Success: This is HUGE. Are you learning because you want to (intrinsic motivation – the best kind!), or because you have to (extrinsic motivation)? Genuine interest fuels perseverance. Learning Strategies: Active techniques learners employ to improve their - language skills (e.g., vocabulary learning strategies, note taking). Effective strategy use significantly enhances learning outcomes.  Smart Strategies: Learning Hacks: Effective learners aren't just passive sponges. They actively use strategies like flashcards, language learning apps, and seeking out conversation partners. Personality: Personality traits like extroversion or introversion can impact language learning experiences and interactions. Extroverted learners might find it easier to participate in communicative activities.  Introvert or Extrovert? Introverts might prefer quieter study sessions, while extroverts might thrive in language exchange groups. Knowing your personality helps you find learning environments that suit you. Extrinsic Factors: These are environmental factors outside the learner's control: Your learning environment is just as important as your internal drive. Instructional Methods: The teaching approaches used (e.g., communicative - language teaching, grammar translation). Effective methods cater to diverse learning styles and incorporate meaningful communication. Learning Environment: The social and physical context in which learning takes place. Supportive and engaging environments foster better learning. Opportunities for Practice: The availability of chances to use the language in - real life situations. Regular and varied practice is essential for fluency development. Teacher Quality: The expertise and effectiveness of the instructor. Experienced and skilled teachers can significantly impact student outcomes.
• 3.
  2.) Exposure Variables Thequantity and quality of exposure to the target language are critical. Quantity: The sheer amount of time spent interacting with the language. More exposure generally leads to better proficiency, but quality matters more. Quality: The comprehensibility and relevance of the language encountered. Exposure to meaningful and engaging language is more effective than passive exposure. Type of Exposure: The context in which exposure occurs (e.g., formal instruction, - immersion, informal conversations). A mix of contexts is beneficial for well rounded language development. 3.) Age - The age at which language learning begins significantly impacts the outcome. Critical Period Hypothesis: This theory suggests that there is a biologically determined period during childhood when language acquisition is most efficient. While evidence supports some aspects of this hypothesis, it's not absolute; adults can still achieve high levels of proficiency. - Age Related Differences: Younger learners often acquire pronunciation more easily, while older learners may benefit from more developed cognitive abilities and learning strategies. 4.) Acculturation Acculturation is about adapting to a new culture. It's not just about learning words; it's about understanding the context in which those words are used. Feeling a connection to the culture boosts motivation and opens up more opportunities for language practice. The process of adapting to a new culture is closely linked to language learning success.
• 4.
  Social Interaction: Opportunitiesfor interaction with native speakers are crucial for developing fluency and communicative competence. Cultural Integration: Understanding and embracing the target culture facilitates language learning and fosters a deeper connection with the language. Motivation and Identity: Acculturation can positively influence motivation by creating a sense of belonging and identity within the target language community. The topic, "The Causative Variable in Second Language Acquisition (SLA)," touches upon several influential theories in the field. Here are some key theories, categorized for clarity: I. Innatism vs. Empiricism: This foundational debate shapes many SLA theories. Innatist Theories: Propose that humans possess an innate capacity for language learning, a "language acquisition device" (LAD) as proposed by Noam Chomsky. This suggests a biological predisposition for language, explaining the ease with which children acquire their first language. In SLA, this translates to the idea that some aspects of language learning might be easier or faster for learners due to this innate capacity. However, innatist theories don't fully account for the influence of the environment. Empiricist Theories: Emphasize the role of experience and environmental factors in language learning. Behaviorist theories, like those of B.F. Skinner, focus on the role of reinforcement and imitation. Learners learn through repetition and positive feedback, gradually shaping their language skills. While this approach explains some aspects of language learning, it struggles to account for the creativity and complexity of language use. Connectionist theories offer a more nuanced empiricist perspective, focusing on neural networks and the role of input frequency and pattern recognition in language acquisition.
• 5.
  II. Interactionist Theories:These theories bridge the gap between innatism and empiricism, acknowledging the interplay of internal and external factors. Long's Interaction Hypothesis: This theory emphasizes the importance of interaction and negotiation of meaning in SLA. Successful language learning occurs through communicative interactions where learners clarify misunderstandings and refine their language abilities through collaborative efforts. This highlights the social context of language learning. Swain's Output Hypothesis: Suggests that producing language (output) is crucial for language development. Through speaking and writing, learners test their hypotheses about the target language, identify gaps in their knowledge, and refine their understanding. This theory emphasizes the active role of the learner in shaping their own language skills. III. Cognitive Theories: These focus on the cognitive processes involved in language learning. Information Processing Theory: Views language acquisition as a process of acquiring and processing information. Learners gradually build their language knowledge through exposure, practice, and the development of cognitive - strategies. This theory emphasizes the role of memory, attention, and problem solving skills in language learning. Cognitive Load Theory: Focuses on the limitations of working memory and the importance of managing cognitive load during language learning. Effective instruction should minimize unnecessary cognitive demands, allowing learners to focus on essential aspects of the language. IV. Sociocultural Theory: This theory, heavily influenced by Vygotsky's work, emphasizes the social and cultural context of language learning. Vygotsky's Sociocultural Theory: Highlights the role of social interaction and scaffolding in language development. Learners learn best when interacting with more knowledgeable others (MKOs) within their Zone of Proximal Development
• 6.
  (ZPD), a rangeof tasks that they can accomplish with assistance. This theory emphasizes the importance of collaboration, mentoring, and authentic communication in language learning.