La Teora de las Inteligencias Mltiples

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Learning a foreign/second language
Theories of Second Language Acquisition
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Krashens Input Hypothesis

• The Acquisition vs. Learning Hypothesis
• The Monitoy Hypothesis
• The Natural Order Hypothesis
• The (Comprehensible) Input Hypothesis
• The Affective Filter Hypothesis

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The IH Acquisition vs. Learning (I)

• The distinction is applicable to the
  internalization, storage and use of the language
• internalization
• Conscious learning does not become acquisition
  (the non-interface position)
• Acquisition occurs subconsciously as a result of
  participating in natural communication where the
  focus in on meaning
• Learning is a conscious process that results
  from the conscious attention to formal rules

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The IH Acquisition vs. Learning (II)

• storage
• Acquired knowledge is stored in the left
  hemisphere of the brain (in most users) in the
  language areas
• Learned knowledge is also stored in the left
  hemisphere, but not necessarily in the language
  areas

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The IH Acquisition vs. Learning (III)

• performance
• Acquired knowledge serves as the major source
  for initiating both the comprehension and
  production of utterances, whereas learnt
  knowledge is available for use only by the
  Monitor

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The Acquisition vsLearning Distinction
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The IH The Monitor Hypothesis

• Learning has the exclusive role of functioning as
  an editor or monitor- of utterances generated by
  the acquired system, which is responsible for
  fluency.
• Pedagogical implications
• 1. Language teaching should not be rule-learning,
  but communication
• 2. Teaching should aim at producing optimal
  Monitor users who will use the Monitor when
  appropriate (eg in writing) and when it does not
  interfere with communication

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The IH The Natural Order Hypothesis

• Learners follow a more or less invariant order of
  acquisition of the rules of a language,
  irrespectively of the type of exposure to that
  language
• The standard order will manifest itself when the
  learner is engaged in communication

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The natural order hypothesis (Krashen, 1977)

• Present progressive -ing
• Plural -s
• Copula
• Auxiliary be
• Articles the and a
• Irregular past forms
• Regular past -ed
• Third person singular present
• Possessives

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The IH The Input Hypothesis

• SLA takes place when the learner understands
  comprehensible input (input that is a little
  beyond the current level of his/her competence
  (the i 1 level))
• The IH includes the recommendation that speaking
  should not be taught directly or very soon in the
  language classroom speech will emerge once the
  acquirer has built up enough comprehensible input
  (i 1) (the silent period)

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Comprehensible Input
Succcessful acquisition
i 1
i 1
i1 a little beyond your level
i current level
Non-comprehensible Input
Acquisition does not take place
i 2, 3,...
i1 a little beyond your level
i current level
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The IH The Affective Filter Hypothesis

• The filter is part of the internal processing
  system that controls the kind of input that is
  attended to, and how much of that input is turned
  into intake by the reaching the LAD

• Different degrees of motivation, self-confidence
  and anxiety will determine the amount of input
  that is obtained and let in, and, therefore, the
  level of competence acquired

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The Affective Filter Hypothesis

• An ineffective Language Teacher

• An effective Language Teacher

A great deal of comprehensive input
A great deal of comprehensive input
Low motivation
High Motivation
Self Confidence
Lack of Self Confidence
Low Anxiety
High Anxiety
High language learning filter Lower defense from
the students Most inut material is blocked in
the process
Lower filter High defense More inut pass the
filter
Lowercompetence in second language
Higher competence in second language
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Cognitive models of SLA
The process of automatisation
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The Contrastive Hypothesis and the role of the
learners L1 Introduction

• Popular beliefs about the role of the L1 in SLA
• 1. SLA is strongly influenced by the learners
  L1 (foreign accents)
• 2. The role of the L1 in SLA is a negative one
  (i.e. the L1 interferes with the learning of the
  L2, and features of the L1 are transferred into
  the L2)
• In the past, the role of L1 was seen in terms of
  transfer theory (behaviourism) ? Errors were the
  result from interference from the entrenched
  habits of the L1

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The Contrastive Hypothesis and the role of the
learners L1

• Contrastive Analysis (CA) was developed in order
  to predict the areas of difficulties that
  learners with specific L1s would experience
• Research showed that many of the many of the
  errors predicted by CA did not in fact arise
  many errors which were not predicted did occur
• The CAH was incorporated into a cognitive
  framework by reinterpreting interference as a
  strategy for communicating when there were
  insufficient L2 resources

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The role of the learners L1 in SLA

• The learners L1 is an important -but not the
  only- determinant of the SLA process
• The L1 is a source of knowledge which learners
  will use (consciously and subconsciously) to
  interpret the L2
• The influence of the L1 is likely to be most
  evident in L2 phonology (the foreign accent)
  but it will occur in all aspects of the L2
• The learnerss L1 can be viewed as a contributing
  factor to SLA, which, as the learners
  proficiency grows, will become less powerful

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The Interlanguage Hypothesis (I)

• L2 learning is now seen as a creative process of
  constructing a system in which learners are
  consciously testing hypothesis about the target
  language (TL) from a number of possible sources
  of knowledge
• The learners construct what to them is a
  legitimate system of language in its own right -
  a structured set of rules- which for the time
  being provide order to the linguistic chaos that
  confronts them

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The Interlanguage Hypothesis (II)

• L2 acquisition is a gradual process of trial and
  error and hypothesis testing (closer and closer
  approximations to the system used by native
  speakers of the language)

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The Interlanguage Hypothesis (III)

• Definition I a system which has a structurally
  intermediate status between the native and the
  TL, based upon the best attempt of learners to
  provide order and structure to the linguistic
  stimuli surrounding them
• Interlanguage theory generated empirical
  research into SLA (Initially, Error Analysis)
  many of the errors that L2 learners made were no
  traceable to the L1
• Increasingly, SLA research focused on
  identifying the developmental route along which
  learners passed
• Like L1 learners, L2 learners tend to follow
  natural sequences in internalizing the system (in
  main outline, these sequences are similar for
  different learners)

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The Interlanguage Hypothesis (IV)

• As well as forming rules on the basis of the
  data they are exposed to, learners also imitate
  and memorise specific utterances, without
  analysing their internal structure
  (habit-formation principles should not therefore
  be discarded but integrated into a broader
  framework)
• ? Reassessment of errors external manifestation
  the hypothesis-testing process which is
  responsible for the continual revision of the
  interlanguage system, i.e. evidence of the
  learners active contribution to acquisition

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The Interlanguage Hypothesis and error treatment

• By treating errors, students are helped to move
  ahead in their interlanguage development
• However, mistimed error treatment may be harmful
  if aimed at structures which are beyond the L2
  learners in terms of their stage of Interlanguage
  development
• There may be many such instances in which the
  wisest thing to do is to ignore an error
• Problem since the output of any learner in a
  classroom may serve as input to her/himself, to
  any other learner, as well as to the entire class
  ? complexity of error treatment

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Which of the theories/hypotheses/aspects which
have been discussed in this session contribute
most to the understanding of your own language
learning process as a whole or of one
particularly relevant (to you) feature of that
process? Give reasons.