ELT : Chapter10 From Theory to Practice

7/27/2019 ELT : Chapter10 From Theory to Practice

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Theories and models of SLA

KRASHEN

INNATIST :

Subconscious acquisitionsuperior to learning and

monitoring

Comprehensible input (i+1) Low affective filter

Natural order of acquisition

zero option for grammar

instruction

COGNITIVIST

Controlled/automatic processing(Mcl)

Focal / peripheral

Restructuring ( McL) Implicit vs.explicit (B)

Unanalyzed vs.analyzed (B)

Form-focus instruction

CONSTRUCTIVIST

Interaction hypothesis

Intake through social interaction

Output hypothesis (Swain)

HIGs (Seliger) Authenticity

Task-based instruction

Berry EllenMcLaughlin Bialystock Mike H.Long
http://c/Users/Teddy%20Atom/Documents/Adobe/Premiere%20Pro/5.0/cognitivism-constructivism.avihttp://localhost/var/www/apps/conversion/tmp/scratch_5/2-TUE-LANGTEACH-N-LEARN-MR.LULUK/krashen-clip.avi


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Best

Language

Acquisition

Affective Filter hypothesis

MotivationSelf-esteem

LADAnxietyInputFilterhighhighLow/zero


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Affective Filter hypothesis

InputFilter

MotivationSelf-esteemAnxiety

lowlowhigh

LADLanguage Acquisition Device


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Three suggestions to join the

community of theory builders :

1.Play both the believing game and the

doubting game.

Try to find something wrong with

someones claim or hypothesis and

also to find truths.


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2. Appreciate both the art and

science of SLA.

We use two research traditions to draw conclusionsof SLA. One tradition is a nomothetic tradition ofempiricism, scientific methodology, and predictions.

On the other hand, a hermeneutic tradition providesus with a means for interpretation andunderstanding in which we do not look of absolutelaws.

Viewing our research of SLA as art is advantageousbecause such a view reduces the need of closureand allows us to see our work in a larger perspectivewith less dogmatism and ego involvement.


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3. Trust (to some extent) your

intuitions.Intuition forms an essential component of our totalintellectual endeavor. Good language teachers havedeveloped good intuition.How do you learn intuition?

There is no simple answer to this question, yet someingredients of a rationale are apparent.

1. You need to internalize essential theoreticalfoundations.

2. There is no substitute for the experience ofstanding on your own two feet in the presence

of real learners in the real world.

3. You must be a willing risk-taker yourself.


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THE ECOLOGY

OF

LANGUAGE ACQUISITION


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INPUT

Problem solving style

cognitive style

personality style:

-intuition

- empathy

Input generator

Seeds ofpredisposition

Teachertalk

Text

booksMaterials

self

Non

verbal

Outside

of class

Other

Students

Innatefactors

LAD

Direct strategiesMemory strategies

Affective strategies

Social strategies

Metacognitivestrategies

Branches of

affectivevariables

Leaves ofComprehension

& production

strategies

Reception rules

Production rules

Interlanguage system

Declarative

knowledge

Phonological rulesGrammatical rules

Discourse rules

Sociolinguistic rules

Pragmatic rules

Inferred

competence

(intake)

Fruit of

Performance

OUTPUT

Climate of Context

Soil of style

Germination

strategies

Roots of

competence

Teachertalk Text

books

Materials

Outside

of class

Other

Students


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at any point the horticulturist (teacher) canIrrigate to create better input

apply fertilizers for richer soil

encourage the use of effective strategies &affective enhancer

and in the greenhouses of our classrooms,

control the contextual climate for optimalgrowth!

What can we do as teachers?


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Plant a seed. Watch it

growIt will go so much farther

than youll ever know.

And whether that seed

be action or word,

Whether harsh or kind,

Its power will be heard.

And whether its fruit willbring you joy or distress

You are the one who will

injure or bless


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The End


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Conclusion

1.All three theories of language learning

inter-relate somehow. Many teachers will

use classroom methods which may be

linked to all three approaches.

Teachers who are native speakers tend to

use Krashens Natural Approach more than

others. But this approach has been hotly

disputed and it seems that it took a backseat in the foreign language learning

classroom during the last few years.


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Conclusion

2. It is important to remember that "theory"

and "theoretical research" should not be

the only input into deciding on

methodology and materials.


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Conclusion

3. It is dangerous to rely only on theory.

There are at least three different ways of

arriving at answers in methodology and

materials, and we must consider all of

them. A teacher should be aware of the

different theories and approaches and

use them as a basis for his/her teaching.


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Conclusion

4. The solution to our problems in

language teaching lies not in expensive

equipment, exotic methods,

sophisticated linguistic analyses, or new

laboratories, but in full utilization of

what we already have, speakers of the

languages using them for realcommunication.


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Conclusion

5.the best methods might also be the most

pleasant, and that, strange as it seems,

language acquisition occurs when

language is used for what it was designed

for, communication


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Last but not least

The trends in language teaching were partlythe result of teachers and researchers

communicating with each other.

However, a dysfunction that has beenperpetuated by both sides has accorded

higher status to a researcher/theorist than toa practitioner/teacher.

In fact, we are all practitioners and we are all

theorists. You will be a part of a communityof theory builders that talk with each other

in pursuit of a better theory.


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Note Seliger

HIG high input generator

Those learners who practiced language by initiatinginteraction with the teacher and fellow studentsthereby generating more personalized input tothemselves

LIG Low input generator

Learners who played a passive role in the language

acquisition and did input directed to them LIGs demonstrate little interaction in the target

language beyond their interactions with the teacherduring drill session


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note Input

intake


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input (rain clouds)--> stimulate seeds --> the potency of input is dependent on the appropriate styles

and strategies that a person puts into action (represented as soil)

during germination of language ability--> networks of competence build and grow stronger as theorganism actively engages in comprehension and production of language.

The resulting root system (Inferre input (rain clouds)--> stimulate seeds --> the potency of input is

dependent on the appropriate styles and strategies that a person puts into action (represented as

soil)

during germination of language ability--> networks of competence build and grow stronger as the

organism actively engages in comprehension and production of language.

The resulting root system (Inferred competence -->or intake) is what

through the use of further strategies and affective abilities + the feedback we receive from others(note the tree trunk) --> we ultimately develop full-flowering communicative abilities.

the fruit of our performance (output) --> is conditioned by the climate of innumerable contextual

variables.

at any point the horticulturist (teacher) can irrigate:


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Video links

http://www.youtube.com/watch?v=iCeWR39l

L9E

http://www.youtube.com/watch?v=NiTsduRre

ug
http://www.youtube.com/watch?v=iCeWR39lL9Ehttp://www.youtube.com/watch?v=iCeWR39lL9Ehttp://www.youtube.com/watch?v=NiTsduRreughttp://www.youtube.com/watch?v=NiTsduRreughttp://www.youtube.com/watch?v=NiTsduRreughttp://www.youtube.com/watch?v=NiTsduRreughttp://www.youtube.com/watch?v=iCeWR39lL9Ehttp://www.youtube.com/watch?v=iCeWR39lL9E


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1. input (rain clouds)--> stimulate seeds --> the potency of input is dependent on the appropriate styles

and strategies that a person puts into action (represented as soil)

2. during germination of language ability--> networks of competence build and grow stronger as theorganism actively engages in comprehension and production of language.

3. The resulting root system (Inferred competence --> is what we commonly call intake)

4. through the use of further strategies and affective abilities + the feedback we receive from others

(note the tree trunk) --> we ultimately develop full-flowering communicative abilities.

5. the fruit of our performance (output) --> is conditioned by the climate of innumerable contextual

variables.

at any point the horticulturist (teacher) can

-Irrigate to create better input

-apply fertilizers for richer soil

-encourage the use of effective strategies & affective enhancer

and in the greenhouses of our classrooms, control the contextual climate for

optimal growth!


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