Lecture #2 Second Language Theories: Research and Practice © 2014 MARY RIGGS 1.

© 2014 MARY RIGGS 1

Lecture #2Second Language Theories:Research and Practice


Stephen Krashen: Learning vs. acquisition Natural order Monitor Input (I + 1) Affective filter

Second Language Acquisition


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


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



Iceberg Theory:


BICS

CALP


Dimensions of Language Proficiency


Cognitively undemanding (easy)

Cognitively demanding (difficult)

Contextualized(visuals, realia, audio)

Decontextualized(little or no context)

B

A C

D


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”


Student Status

Status characteristics

ExpectationsPrevious

experiencesAttitudes

Outcomes Behavior

Change or

reinforce

Status ranking


Krashen’s Model:


Comprehensible Input

The Affective

Filter

Language Acquisition Device

Basic Interpersonal Communication Skills

Monitor


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


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


1. Excitement and euphoria: the“Wow! Here I am in Disneyland!” effect

Stages of Acculturation


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



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



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


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


Brain Functions Verbal Analytical Rational Logical Linear

Left: Time/Sequence

Visual Perceptual Holistic Sensory Metaphoric

Right: Space/Intuition

FRONT

BACK

LEFT RIGHT


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


End of Lecture #2

Lecture #2 Second Language Theories: Research and Practice © 2014 MARY RIGGS 1.

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Transcript of Lecture #2 Second Language Theories: Research and Practice © 2014 MARY RIGGS 1.