Post 18: Krashen Theory for Second Language Acquisition (5 hypothesis)

Today´s topic "Krashen Theory for Second Language Acquisition (5 hypothesis)", 

Image taken from: http://optimizingimmersion.com/wp-content/uploads/2014/02/67aea35b7ff8a9f58c143c6a331cf2ca.jpg

Second language learning

Krashen believes that there is no fundamental difference between the way we acquire our first language and our subsequent languages. He claims that humans have an innate ability that guides the language learning process. Infants learn their mother tongue simply by listening attentively to spoken language that is (made) meaningful to them. Foreign languages are acquired in the same way.

Krashen synthesizes his theories of second/foreign language learning in what is usually referred to as the Monitor Model.

The Monitor Model has 5 components:


Imagen taken from: http://image.slidesharecdn.com/themonitormodel-111029154558-phpapp01/95/the-monitor-model-2-728.jpg?cb=1319903192

The Acquisition-Learning Hypothesis

There are two ways of developing language ability: by acquisition and by learning. Acquisition is a sub-conscious process, as in the case of a child learning its own language or an adult 'picking up' a second language simply by living and working in a foreign country. Learning is the conscious process of developing a foreign language through language lessons and a focus on the grammatical features of that language.

The Natural Order Hypothesis

Language is acquired in a predictable order by all learners. This order does not depend on the apparent simplicity or complexity of the grammatical features involved. The natural order of acquisition cannot be influenced by direct teaching of features that the learner is not yet ready to acquire.

The Monitor Hypothesis

We are able to use what we have learned (in Krashen's sense) about the rules of a language in monitoring (or self-correcting) our language output. Clearly, this is possible in the correction of written work. It is much more difficult when engaging in regular talk.

The Input Hypothesis

We acquire language in one way only: when we are exposed to input (written or spoken language) that is comprehensible to us. Comprehensible input is the necessary but also sufficient condition for language acquisition to take place. It requires no effort on the part of the learner.

The Affective Filter Hypothesis

Comprehensible input will not result in language acquisition if that input is filtered out before it can reach the brain's language processing faculties. The filtering may occur because of anxiety, poor self-esteem or low motivation.


Visit this blog, which talks more about Krashen's hypothesis
Take a look at these slides for extra information

Stephen Krashen's Input Model (or Monitor Model )
The following information was taken from: http://esl.fis.edu/teachers/support/krashen.htm

Day 23: The influence of linguistic environment in SLA

Image taken from:http://blog.iqmatrix.com/wp-content/uploads/2008/05/linguistic-intelligence-mind-map.jpg

 The influence of linguistic environment  in SLA

In this Prezi, the authors discuss the importance of the Noticing Hypothesis in the linguistic environment and the acquisition of a second language.
 
Also, this Slideshare PowerPoint Presentation, is going to cover the topic and present the Output and Input Hypotheses. 

POST #15 The Critical Period Hypothesis

OBJECTIVE:

• Students present about The Critical Period Hypothesis and The Influence of L1 on the Acquisition of L2.
• Students will answer a test on Popular Ideas about Language Learning

I. THE CRITICAL PERIOD HYPOTHESIS

Retrieved from criticalperiodhtypothesis.blogspot.com  

This is a great link for more information on the topic. Here you can access the Johnson and Newport (1989) studies for reading.

Does age affect the acquisition of a language?

Lennerberg Critical Period Hypothesis

Genie Wileys's case "Feral Child"

Check out the group's presentation here

HOMEWORK:

• Check this blog entry.
• Get ready for APA workshop next week.

Inmersion vs Instruction & Fluency vs Accuracy

Image source: http://www.studentessamatta.com/wp-content/uploads/2012/05/fishey.jpg

Language Inmersion  

vs

Language instruction

Image source: http://www.madlylearning.com/2014/08/design-room-for-language-instruction.html

Fluency and Accuracy 

Image source: https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbDftpZtcHEWAy6OXKg-JFEe92xAybzBzvI-07jdrv52eNFPCA79Gy2mj_kKr-LG4mLUdu3x6Nacbq1czueKPCZxsWCZ1YxQt3MUWynu-j8C4hb7QKWDtrFzR7cp0mhgAYEclMblsU2zk/s1600/fluency+anchor+chart.jpg

Image source: http://image.slidesharecdn.com/accuracyvsfluency-130516011233-phpapp01/95/accuracy-vs-fluency-2-638.jpg?cb=1368666888

 

Taking a good look at BLOOM´S TAXONOMY

I mentioned Bloom´s  Taxonomy yesterday and though to post more information on it. Please take a good look at a tool that can be of great help for you as a future teacher.

BLOOM´S TAXONOMY

From www.fractuslearning.com

Over sixty years ago, Benjamin Bloom directed the committee of educators responsible for delivering what we all know today as BLOOM´S TAXONOMY, in an effort to promote higher forms of thinking  in education. The idea was to make students analyze and evaluate information rather than just remembering facts.

This classification is a key foundation to many modern  teaching  philosophies and learning  methodologies. Bloom´s Taxonomy gives a theoretical progression to help classify learning objectives

For a teacher, Bloom´s Taxonomy is an excellent tool to write learning objectives. Watch this video to learn more about the six levels of the taxonomy and how to write a learning objective.

You can also click here to obtain a copy of Bloom´s Wheel to help you write learning objectives.

POST #16: The Critical Period Hypothesis and The Influence of L1 on the Acquisition of L2

OBJECTIVE:

• Students present about The Critical Period Hypothesis and The Influence of L1 on the Acquisition of L2.

I. THE CRITICAL PERIOD HYPOTHESIS

Retrieved from criticalperiodhtypothesis.blogspot.com  

This is a great link for more information on the topic. Here you can access the Johnson and Newport (1989) studies for reading.

Does age affect the acquisition of a language?

Lennerberg Critical Period Hypothesis

Genie Wileys's case "Feral Child"

Group presentation here
Group video here

II. The Influence of native tongue in the acquisition of a second language

Image taken from: https://letcteachers.files.wordpress.com/2013/11/pizarro-cognates.jpg?w=432&h=288

There are several phrases to choose from when referring to the phenomenon of Language transfer: L1 interference, linguistic interference, and crosslinguistic influence.
This is the situation arisen when a speaker applies knowledge of linguistic features from one language to another language. It is a common phenomenon when someone does not have a native-level command of a second language.
Language Transfer is caused by such phenomena as borrowing patterns from the mother tongue, extending patters from the target language, and expressing meanings using the vocabulary and syntax which are already known (Richards, Platt, & Platt, 1992).


Examples of language transfer errors made by speakers of Spanish when they speak English:

Vocabulary	Transfer error	Real meaning in Spanish
Actually	Actualidad	En realidad
Carpet	Folder	Alfombra
Library	Librería	Biblioteca

I will read my book and the yours also.(Voy a leer mi libro y el tuyo también.)
Our uncle is doctor. (Nuestro tio es doctor.)
The other childs got lost. (Los otros niños se perdieron.)
He found two shirts of different colors and bought the blue. (El encontro dos camisas de diferentes colores y compró la azul.)
For what did they come? (¿Para qué vinieron?)
I live here since 1995. (Vivo aqui desde 1995.)
Every child should assist to school. (Todos los niños deben asistir a la escuela.)

One definition of transfer is the influence resulting from the similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly acquired) (Odlin, 1989, p. 7).

Group presentation here
Group video here

HOMEWORK:

• Check the blog
• Keep reading the article Popular Ideas about Language Learning

POST #19 Individual Differences in SLA and Learning Strategies in SLA

OBJECTIVE: Students present about Individual Differences in Second Language Acquisition and Learning Strategies in Second Language Acquisition.

I. Individual Differences in SLA: Aptitude and Motivation

 Aptitude 

This website contains useful information about aptitude.

Motivation

Problems with motivation? Read these tips

Check your classmates' presentation here

II. Learning Strategies in Second Language Acquisition

Here you can find very useful information about the topic.

Check out the group's presentation here

HOMEWORK:

• Study for next quizzes
• Study for next exam
• Get ready for assignment 3

Day 22: Sociolinguistics and its importance for the language classroom

 

Image taken from: https://sites.google.com/a/sheffield.ac.uk/all-about-linguistics-2013-release/branches/sociolinguistics

 Objective: 

Students will be able to:

1. discuss the importance of key concepts and areas of study in sociolinguistics. 
2. discuss the importance of developing sociolinguistic competence when learning a second language. 

Sociolinguistics
Key concepts
Code-switching Diglossia Language change Language ideology Language planning Multilingualism Prestige
Areas of study
Accent Dialect Discourse analysis Language varieties Linguistic description Pragmatics Variation

 Taken from: https://en.wikipedia.org/wiki/Sociolinguistics

Sociolinguistics, the study of the sociological aspects of language. The discipline concerns itself with the part language plays in maintaining the social roles in a community. Sociolinguists attempt to isolate those linguistic features that are used in particular situations and that mark the various social relationships among the participants and the significant elements of the situation. Influences on the choice of sounds, grammatical elements, and vocabulary items may include such factors as age, sex,education, occupation, race, and peer-group identification, among others. For example, an American English speaker may use such forms as “He don’t know nothing” or “He doesn’t know anything,” depending on such considerations as his level of education, race, social class or consciousness, or the effect he wishes to produce on the person he is addressing. In some languages, such as Japanese, there is an intricate system of linguistic forms that indicate the social relationship of the speaker to the hearer. Social dialects, which exhibit a number of socially significant language forms, serve to identify the status of speakers; this is especially evident in England, where social dialects transcend regional dialect boundaries.


Code-switching occurs when a speaker alternates between two or more languages, or language varieties, in the context of a single conversation. Multilinguals, speakers of more than one language, sometimes use elements of multiple languages when conversing with each other. Thus, code-switching is the use of more than one linguistic variety in a manner consistent with the syntax and phonology of each variety. Read more.


Multilingualism is ‘the ability of societies, institutions, groups and individuals to engage, on a regular basis, with more than one language in their day-to-day lives’ (EC 2007:6, see also PDF). Multilingualism can often be seen to refer more to societies and states rather than individuals. When it comes to individuals’ abilities in more than one language, the term plurilingualism might be more appropriate and this has been defined by the Council of Europe (2007:17) as the use of ‘languages for the purposes of communication … where a person … has proficiency, of varying degrees, in several languages and experience of several cultures’. Note that we can talk of different levels of ability in the same individual: a person may speak one of his or her languages more easily than another, but she/he remains ‘plurilingual’.

Read more on this website




Linguistic Prestige. In sociolinguistics, the degree of esteem and social value attached by members of a speech community to certain languages, dialects, or features of a language variety.(Read more on this website)




Dialect, a variety of a language that signals where a person comes from. The notion is usually interpreted geographically (regional dialect), but it also has some application in relation to a person’s social background (class dialect) or occupation (occupational dialect).

Normally, dialects of the same language are considered to be mutually intelligible, while different languages are not. Intelligibility between dialects is, however, almost never absolutely complete. On the other hand, speakers of closely related languages can still communicate to a certain extent when each uses his own mother tongue. Thus, the criterion of intelligibility is quite relative. In more-developed societies the distinction between dialects and related languages is easier to make because of the existence of standard languages. (Want to Read more?)


Pragmatics focuses on how speakers use language to present information and how hearers draw inferences from what is said about the speaker’s communicative intention. Some of the issues addressed are how particular ways of speaking (including the choice of words, sentence forms, and prosody (intonation, rhythm, pitch)) convey subtle features of messages; how language conveys ‘who did what, when, where, why, and how;’ how we use language to accomplish ‘speech acts’ (e.g. apologies, declarations, requests, threats) that bring us closer together or take us further apart.
(More information on this website)

References:

About education. (n.d.) Linguistic prestige. http://grammar.about.com/od/pq/g/Prestige.htm 

Encyclopedia Britannica. (n.d.). Dialect. Recovered on March 16, 2016, from: http://www.britannica.com/topic/dialect

Encyclopedia Britannica. (n.d.). Sociolinguistics. Recovered on March 16, 2016, from: http://www.britannica.com/science/sociolinguistics 

Wikipedia. (n.d.) Code-switching. Recovered on March 16, 2016, from: https://en.wikipedia.org/wiki/Code-switching

Post 21: The influence of native tongue in the acquisition of a second language and Learning Strategies for Second Language Acquisition

The Influence of native tongue in the acquisition of a second language

Image taken from: https://letcteachers.files.wordpress.com/2013/11/pizarro-cognates.jpg?w=432&h=288


Objective:
To discuss the impact of the learner's L1 on the acquisition of a L2.


There are several phrases to choose from when referring to the phenomenon of Language transfer: L1 interference, linguistic interference, and crosslinguistic influence.
This is the situation arisen when a speaker applies knowledge of linguistic features from one language to another language. It is a common phenomenon when someone does not have a native-level command of a second language.
Language Transfer is caused by such phenomena as borrowing patterns from the mother tongue, extending patters from the target language, and expressing meanings using the vocabulary and syntax which are already known (Richards, Platt, & Platt, 1992).


Examples of language transfer errors made by speakers of Spanish when they speak English:

Vocabulary	Transfer error	Real meaning in Spanish
Actually	Actualidad	En realidad
Carpet	Folder	Carpeta
Library	Biblioteca	Bookstore

I will read my book and the yours also.(Voy a leer mi libro y el tuyo también.)
Our uncle is doctor. (Nuestro tio es doctor.)
The other childs got lost. (Los otros niños se perdieron.)
He found two shirts of different colors and bought the blue. (El encontro dos camisas de diferentes colores y compró la azul.)
For what did they come? (¿Para qué vinieron?)
I live here since 1995. (Vivo aqui desde 1995.)
Every child should assist to school. (Todos los niños deben asistir a la escuela.)

One definition of transfer is the influence resulting from the similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly acquired) (Odlin, 1989, p. 7).

Learning Strategies in Second Language Acquisition 

If you want to know more about learning strategies this is a very good article.

Maslow's Hierarchy of Needs

I. MASLOW'S HIERARCHY OF NEEDS (HUMANISM)

Conversation Circles. Students in charge: Sharon Casco and Edgard Rapalo
Here is their PowerPoint Presentation.

Discussing Feral Children

FERAL CHILDREN

"In every generation, the idea of a child growing up in isolation from society provokes deep and persistent questions about what it means to be human. Which parts of ourselves are determined by biology and which by culture? To what extent is language innate? Can moral instincts develop without instruction? Is even walking on two feet dependent on cultural transmission? Some philosophers have argued that society contaminates human beings, others that it ennobles us. For both sides, the way to resolve these questions, to “definitively reveal ourselves to ourselves,” has seemed in equal measures tantalizing and taboo: the forbidden experiment, Benzaquén calls it" (Saxe, 2006).

The cases of Genie and Victor

Questions to think about:

1. How old was Genie when she was found? And Victor?
2. How are Genie's first years different from Victor's?
3. Was Genie retarded from birth?
4. Why is Genie's case interesting to the scientific community?
5. Which side of the Nature vs Nurture debate do these cases support? 
6. What were the ethical problems associated with these two cases?

Homework
Please, read the contents of this post. Try to answer the questions above to the best of your understanding. Give an answer to each question and bring it in a separate sheet for presentation.

Astrid, this reading is good.

Astrid,
Esta reading se las doy cuando vamos a empezar a discutir SECOND LANGUAGE ACQUISITION.

Popular Ideas about Second Language Acquisition 
Soon we will discuss this article. Please dedicate time to read it.

Post : The Theory of Multiple Intelligences

Howard Gardner, Multiple Intelligences and Education

                                                                    

OBJECTIVES:
Students will be able to

• list the different types of intelligence humans may possess.

  
  

  
  

• learn about the implications of the Theory of Multiple Intelligences in the classroom.

Howard Gardner viewed intelligence as ‘the capacity to solve problems or to fashion products that are valued in one or more cultural setting’ (Gardner & Hatch, 1989).

Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called ‘personal intelligences’ (Gardner 1999: 41-43).


Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.


Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner’s words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.


Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.


Bodily-kinesthetic intelligence entails the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.


Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.


Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counselors all need a well-developed interpersonal intelligence.


Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations. In Howard Gardner’s view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.


Naturalistic intelligence. These learners flourish from being able to touch, feel, hold, and try practical hands-on experiences, but generally outdoors within the environment, nature and animals. Being Naturalistic generally means you are very interested and curious of your surroundings. You like star-gazing, collecting bugs or rocks, gardening, looking after animals, cooking or even just playing out with friends.


This video will give you ideas on how to implement the Multiple Intelligences Theory of Learning in the classroom.

Watch Dr. Gardner talking about his learning theory.

What type(s) of intelligence do you have? Here are two tests you can take to find out:
http://www.literacynet.org/mi/assessment/findyourstrengths.html


Homework: 
Popular Ideas about Second Language Acquisition 
Soon we will discuss this article. Please dedicate time to read it.


Sources

Carman, A. Video: Multiple Intelligences in the classroom.mov. Retrieved from: http://www.youtube.com/watch?v=zGX458fHRF4
Image of Dr. Garner retrieved from: http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
Material for this posting retrieved entirely from: http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
Purefoy, D. Video. Howard Gardner of Multiple Intelligence Theory. Retrieved from: http://www.youtube.com/watch?v=l2QtSbP4FRg

POST 17 FIRST LANGUAGE ACQUISITION AND UNIVERSAL GRAMMAR

OBJECTIVE: students will be able to present about First Language Acquisition and Universal Grammar Theories.

I. First Language Acquisition. Nature vs Nurture

Image taken from: http://michuchutren.com/stages-second-language-acquisition/

THE NATURE VS NURTURE 

kerry43.hubpages.com

The Nativist/Innate (Nature) View proposes that humans are pre-wired for language learning.

 Language is a process of free creation; its laws and principles
are fixed, but the manner in which the principles of generation 
are used is free and infinitely varied. Even the interpretation and
use of words involves a process of free creation. Noam Chomsky

Language is a process of free creation; its laws and principles are fixed, but the manner in which the principles of generation are used is free and infinitely varied. Even the interpretation and use of words involves a process of free creation.

Noam Chomsky

Read more at http://www.brainyquote.com/quotes/authors/n/noam_chomsky.html#X2P8rIF0QUYZ5Oc6.99

Language is a process of free creation; its laws and principles are fixed, but the manner in which the principles of generation are used is free and infinitely varied. Even the interpretation and use of words involves a process of free creation.

Noam Chomsky

Read more at http://www.brainyquote.com/quotes/authors/n/noam_chomsky.html#X2P8rIF0QUYZ5Oc6.99

The Empiricist (Nurture) View proposes that language is an entirely learned behavior.

"Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action."
-Albert Bandura, Social Learning Theory, 1977

You can take a look to your classmates' presentation about Language Acquisition here and if you have problems watching the videos you can go here.

II. The work of Noam Chomsky. The Theory of Universal Grammar

Noam Chomsky

Image from: https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgt4tSYdwS44M6EAW1cbZiOn8j6g9Qo9J5WvX2EJTgI-yeX-cc1L_VpEulP1IruCq-OV950S2AW9NHlUGvg2Lw6NcVj-Lw_ngRWNt82xG-Zj40T721m225LtEaiGcUKRxT0t2nagFr856Bf/s1600/1_NoamChomsky2b.jpg

Noam Chomsky was born on December 7, 1928 in Philadelphia, Pennsylvania. His undergraduate and graduate years were spent at the University of Pennsylvania where he received his PhD in linguistics in 1955.

Chomsky, who has taught at the Massachusetts Institute of Technology since 1955, developed a theory of transformational (sometimes called generative or transformational-generative) grammar that revolutionized the scientific study of language. He first set out his abstract analysis of language in his doctoral dissertation (1955) and Syntactic Structures (1957). Instead of starting with minimal sounds, as the structural linguists had done, Chomsky began with the rudimentary or primitive sentence; from this base he developed his argument that innumerable syntactic combinations can be generated by means of a complex series of rules.
According to transformational grammar, every intelligible sentence conforms not only to grammatical rules peculiar to its particular language, but also to “deep structures,” a universal grammar underlying  all languages and corresponding to an innate capacity of the human brain. Chomsky and other linguists who built on his work formulated transformational rules, which transform a sentence with a given grammatical structure (e.g., “John saw Mary”) into a sentence with a different grammatical structure but the same essential meaning (“Mary was seen by John”). Transformational linguistics has been influential in psycholinguistics, particularly in the study of language acquisition by children.

Universal Grammar

Universal grammar consists of a set of unconscious constraints that let us decide whether a sentence is correctly formed. This mental grammar is not necessarily the same for all languages. But according to Chomskyian theorists, the process by which, in any given language, certain sentences are perceived as correct while others are not, is universal and independent of meaning.

Thus, we immediately perceive that the sentence “Robert book reads the” is not correct English, even though we have a pretty good idea of what it means. Conversely, we recognize that a sentence such as “Colorless green ideas sleep furiously.” is grammatically correct English, even though it is nonsense.
A pair of dice offers a useful metaphor to explain what Chomsky means when he refers to universal grammar as a “set of constraints”. Before we throw the pair of dice, we know that the result will be a number from 2 to 12, but nobody would take a bet on its being 3.143. Similarly, a newborn baby has the potential to speak any of a number of languages, depending on what country it is born in, but it will not just speak them any way it likes: it will adopt certain preferred, innate structures.

One way to describe these structures would be that they are not things that babies and children learn, but rather things that happen to them. Just as babies naturally develop arms and not wings while they are still in the womb, once they are born they naturally learn to speak, and not to chirp or neigh.

I think this SlideShare presentation may clarify the concept of Universal Grammar.

 You can take a look to your classmates' presentation about Universal Grammar here.

Homework: review the topics learned today and keep reading the article assigned last week.