1. 1. By: Maria Fernanda Morocho PRINCIPLES OF LANGUAGE LEARNING AND TEACHING
2. 2. LANGUAGE LEARNING AND TEACHING Many variables are involved in the acquisition of second languuage. CURRENT ISSUES IN SLA May be initially approached as a multitude of questions that are being asked about this complex process.
3. 3. LANGUAGE Is a complex, specialized skill, whch develops in the child spontaneously, without conscious effort of formal instruction. Language is systematic Langugae is a seto of arbitrary symbols. Those symbols are primarily vocal, but may also be visual. Language is used for communication. Language operates in a speech community or culture.
4. 4. Learning and teaching Learning is acquisition or getting Learning is retention of information or skill Learning involves active, conscious focus on and acting upon. Learning is relatively permanet but subject to forgetting. Involves some form of practice. Learning is a change bahaviour. Teaching is guiding and facilitating learning, enabling the lerner to learn, setting the conditions for learning.
5. 5. Schools of thought in SLA Structuralism Languages can differ from each other without limit. Behaviourism Focuses on publicy observable responses that can be perceives, recorded and measure. Cognitive Psychology Cognitive psychologists asserted that meaning, understanding, and knowing were significant data for psychological study. Constructivism Individuals engages in social practices, on a collaborative group on a global community.
6. 6. Language teaching methodology Grammar Translation Method Classes are taught in mother tongue, with litte active use of target language. Often the only drills are esxercises in translating disconected sentences from the target language into the mother tongue.
7. 7. FIRST LANGUAGE ACQUISITION
8. 8. Theories of first language acquisition Behaviourist approach Inmediately perceptible aspects of linguitic behavior and the relatinships or associations between those responses and events in the world surrounding them. Nativist Approach This approach studies the child language Functional Cognition and language development Social interaction and language development Mediation theory Mediation response
9. 9. Issues in first language acquisition Competence and performance Comprehension and production Universals Systematicity and variability Langugae and Thought Imitation Practice Input Discourse
10. 10. AGE AND ACQUISITION
11. 11. DISPELLING MYTHS In language teaching, we must practice and practice Lnaguage learning is mainly a metter of imitation. First, we practice the separate sounds, then words then sentences. A small child listens and speaks no one would dream making hom read or write.
12. 12. Neurological considerations Cognitive considerations Hemispheric lateralization Biological timetables Right hemispheric participation Anthropological evidence Sensorimotor stage Preoperational stage Operational stage Concrete operational stage Formal operationsl stage
13. 13. Linguistics considerations Bilingualism Interference between first ans second language Interference in asults Order of acquisition
14. 14. HUMAN LEARNING
15. 15. Learning and training PAVLOVS CLASSICAL BEHAVIOURISM Respondent conditioning Elicit response. SKINNERS OPERANT CONDOTIONING Governed by COGNITIVE Meaningful = powerful Subsumption Association Systematic forgetting CONSTRUCTIVIST Fully functioning person Learn how to learn Community of learners Empowerment
16. 16. Theories of learning Signal learning Stimilus-response learning Chaining Verbal association Multiple discrimination Concept learning Principle learning Problem solving
17. 17. STYLE AND STRATEGIES
18. 18. LEFT-BRAIN DOMINANCE RIGHT-BRAIN DOMINANCE Intellectual Remembers names Responds to verbal instructions and explanations Makes objective judments Planned and structured Intuitive Remembers faces Responds to demostrated, illustrated, or symbolic instructions. Makes subjective judments Fluid and spontaneous
19. 19. LEARNING STRATEGIES COGNITIVE STRATEGIES SOCIOAFFECTIVE STRATEGIES Deduction Recombination Imagery Auditory representation Keyword Contextualization Elaboration Ttranfer Infericing Cooperation Question for clarification
20. 20. AVOIDANCE STRATEGIES COMPENSATORY STRATEGIES Message abandonment Topic avoidance Circumlocution Approximation Use of all purpose words Word coinage Prefabricated patterns Literal translation
21. 21. PERSONALITY FACTORS
22. 22. Myres-Briggs character types Extroversion (E) Introversion (I) Sociability Interaction External Breadth Extensive Multiplicity of relationships Expenditure of energies Territorial Concentration Internal Depth Intensive Likmited relationships Conservation of energies
23. 23. Sensing (S) Intuition (N) Experience Past Realistic Perspiration Actual Down-to-earth Utility Fact Hunches Future Speculative Inspiration Possible Head-in-clouds Fantasy Fiction
24. 24. Thinking (T) Feeling (F) Objective Principles Policy Laws Criterion Firmness Impersonal Justice Subjective Values Social values Extenuating circumstances Intimacy Persuasion Personal Humace
25. 25. Judging (J) Perceiving (P) Settled Decide Fixed Plan ahead Run ones life Clousure Decision.making Planned Completed Pending Gather more data Flexible Adapt as you go Let life happen Open options Treasure hunting Open ended Emergent
26. 26. SOCIOCULTURAL FACTORS
27. 27. Differences in teacher/studen and student/teacher interaction related to the individualism versus collectivism dimension Collectivist Societies Individualist Societies Positive association in society with whatever is rooted in tradition The young should learn; adults cannot accept student role Students excet to learn how to do Positive association in society with whatever is new One is never too old to learn permanent education Students expect to learn how to learn
28. 28. CROSS LINGUISTIC INFLUENCE AND LEARNER LANGUAGE
29. 29. LEVEL O: Transfer LEVEL 1: Coalescence LEVEL 2: Underdifferentiation LEVEL 3: Reinterpretation LEVEL 4. Overdifferentiation LEVEL 5: Split
30. 30. Typical English intralingual errors in the use of articles Omission of THE The used insted of O A Insted of the A insted of O Omission of A