Date post: | 12-May-2015 |
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Education |
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Language Acquisition vs.
Learning a Language
Magda Enriquez-BeitlerOne Click! Your Solution
Communication is a pre-requisite for learning
Linguistic knowledge
Metalinguistic knowledge
Discussion
The Behaviorist
Model
The Chomsky
Revolution
Several implications for instruction
1 - The need for a Language acquisition-rich environment.
2- The learner needs to communicate and is pushed to communicate.
3 - There is abundant opportunity for negotiating meaning.
4- There is abundant opportunity for children to communicate in a social context.
Krashen & The NaturalApproach
Krashen focuses on
Input'interlanguage
+ 1' level =
Emotional preparedness for acquisition to take place
ComprehensibleInput
THE NATURAL APPROACH
5 Hypothesis
Acquisition-Learning Hypothesis
1
"There are two independent ways of developing ability in second languages. 'Acquisition' is a subconscious process identical in all important ways to the process children utilize in acquiring their first language, ... [and] ‘learning’... [which is] a conscious process that results in 'knowing about' [the rules of] language" (Krashen 1985:1).
Natural Order Hypothesis
2
The acquisition of grammatical structures proceeds in a predicted progression. Certain grammatical structures or morphemes are acquired before others in L1 acquisition and there is a similar natural order in L2
Input Hypothesis
3
People acquire language best by understanding input that is a little beyond their present level of competence
Monitor Hypothesis4
1. Second language learners have two means for internalizing the target language:
1 - 'acquisition' which is a subconscious and intuitive process of constructing the system of a language. 2 - conscious learning process in which learners attend to form, figure out rules and are generally aware of their own process. The 'monitor' should play a minor role editing and making alterations or corrections as they are consciously perceived. Students should do as much acquiring as possible for the purpose of achieving communicative fluency. Krashen suggests three conditions for its use: ( 1) there must be enough time( 2) the focus must be on form and not on meaning (3) the learner must know the rule
Affective Filter Hypothesis
5
The learner's emotional state is like an adjustable filter which freely passes or hinders input necessary to acquisition. The filter is 'affective' because the factors which regulate its strength are self-confidence, motivation and anxiety state
Characteristics of an Effective Program
Supportive whole-school contexts
High expectations for language minority students
Frequentstudent interaction
Intensive staff development programs
Expert instructional leaders and teachers
Teachers withhigh commitment
Emphasis on functional communication
Organization of the instruction
Principals supportive
of their instructional
staff and of teacher
autonomy
Involvement of majority and minority parents
The ESL Classroom
Teachers adapt their language to the proficiency level of the students.
Teachers use English as the medium for providing content area instruction,
There are abundant opportunities for teachers and students to negotiate meaning.
Instruction focuses on content rather than language.
Teachers use gestures and visual aids to help students understand.
Principles operating in an ESL classroom
Focus is on meaning rather than on form. There is no overt error correction. Linguistic modifications, such as simplified or caretaker speech and controlled vocabulary and sentence length are used.
Subject matter concepts are presented using contextual clues, such as demonstrations, experiments, and map activities, to help convey meaning
Conversational interaction is interesting and relevant to the students
Components of an ESL Lesson
Students are allowed a pre-speech stage or silent period and do not have to speak until they are ready (Krashen and Terrell 1983, Krashen 1984, 1985).
All instruction is in English and is simplified to ensure comprehension.
Simple sentences are used with a set of already developed standard directions
Vocabulary is controlled
The teacher should speak at his/her normal rate of speech, the pauses between sentence boundaries (i.e., where there would be a comma, period, or question mark if speech were written down) can be lengthened slightly. .
Emphasis is on the development of reading, writing, and thinking skills.