Second-language Acquisition and models of instruction

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Second-language Acquisition and models of
instruction

• 0951075 ???

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Abstract

• The chapter attempts to define the relevant terms
  relating to the CALL based on the hypothesis of
  how second language are learned they are as
  following
• Second-language Acquisition
• Comprehensible input and output
• Behaviorism Programmed instruction
• Mastery
  learning
• Constructivism

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Index of Chapter5

• 5.1 Concepts in SLA, Behaviorism and
  Constructivism
• 5.2 Comprehensible input and output
• 5.3 Criticism of comprehensible input and
  output theory
• 5.5 Behaviorist models in instruction
• 5.5.1 Programmed instruction
• 5.5.2 Mastery learning
• 5.5.3 Summarizing behaviorism
• 5.6 Constructivism models in instruction
• 5.6.1 Schema theory
• 5.6.2 How Constructivism differs from
  Behaviorism
• 5.6.3 Contribution of Vygotsky
• 5.7 The role of collaboration and negotiation of
  meaning in the two models

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Concepts in SLA, Behaviorism and Constructivism

• The definition of SLA
• Negotiation of meanings
• Pica on negotiation of meaning/on theory in SLA
• SLA theory is in its infancy

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Comprehensible input and output

• Ellis on comprehensible input
• --Access to comprehensible input
• --Interaction
• Different researchers argue differently
• Swain called out the importance of comprehensible
  output
• its not enough to see and hear language in
  use, but learners need the chance to use target
  language.

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Characteristics of optimal input CALL Problem

• Characteristics
• --1. comprehensible
• --2. interesting/authentic
• --3. not grammatically sequenced
• --4. in sufficient quantity
• CALL Problem
• -to ensure the input is too easy or hard for
  learners
• CAT (computer-adaptive testing)
• http//edres.org/scripts/cat/startcat.htm

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Criticism of comprehensible input and output
theory

• 1. Comprehensible input and output theory focus
  on fluency at expense of accuracy
• 2. Intuitive aspects are not quantitatively
  measured
• 3. Impossible challenge for computer to make
  decision on what to be tolerated and what to be
  corrected.

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Behaviorist models in instruction

• Programmed instruction--presenting new subject to
  students in a graded sequence of controlled
  steps.
• http//www.coe.uh.edu/courses/cuin6373/idhistory/p
  rogrammed_instruction.html
• http//academic.uofs.edu/department/psych/PI/frame
  s.html
• Mastery learning(????)-- idea of teaching should
  organize learning through ordered steps and
  engages learners in multiple instructional
  methods, learning levels and multiple cognitive
  thinking types.

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Summarizing behaviorism

• Features
• 1. Subject should be broken into to
  instructional steps and rules
• 2. Simple to complex with frequent review
• 3. Repetition on failure until one master it.
• Criticism
• 1. Doesnt fit with highly complex activity of
  SLA
• 2. Repetitive drills are boring, not true
  picture of learners mind

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Constructivism models in instruction

• The main idea of constructivism suggests learning
  is a process by which learners construct concepts
  by making use of ones own experiences
• Schema theory
• --Discourse is interpreted according to ones
  background knowledge
• Mind map software
• http//www.inspiration.com
• http//www.learn4good.com/games/
• http//www.magickeys.com/books/farm/page1.html

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How Constructivism differs from Behaviorism

• Behaviorism assumes that learners mind is a
  blank slate, waiting to be written on.
  Constructivism assumes that learners comes to the
  classroom with background knowledge and encourage
  learners to go beyond the simple collection and
  memorization.
• Collaboration and negotiation of meaning are two
  major ideas of Constructivism.

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Contribution of Vygotsky

• ZPD (zone of proximal development)?????
• The distance between a learner's current or
  actual ability and potential skills aimed by
  teacher guideline or peer collaboration.
• CALL implication
• Interaction between social level and
  individual level.

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Conclusion

• The chapter provides theoretical background of
  behaviorism and constructivism with application
  of CALL and resulting methods, including
  programmed instruction and mastery learning.
  Also, constructivism makes use of schema theory
  to facilitate collaboration and negotiation
  meaning.