TEACHING IN ENGLISH Flashcards by Aicelle Marie Gonzales

20th Century Controversy Theorist

B.F Skinner (1959)
Noam Chomsky (1959)

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Theorist who believe in Nature in Language Development

Noam Chomsky (1959)

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Theorist who believe in Nurture in Language Development

B.F. Skinner (1957)

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Environment and Experience

B.F. Skinner (1957)

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Genetics and Biology

Noam Chomsky (1959)

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Language could be learned primarily imitating caregivers’
speech.

B.F. Skinner (1957)

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We must have some innate predisposition.

Noam Chomsky (1959)

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What evidence supports the idea of a
universal grammar, and how does it explain the
rapid and seemingly effortless language
acquisition in early childhood?

Nature-Oriented Questions

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To what extent do individuals possess innate
language abilities that facilitate learning, and
how might these abilities vary across
individuals?

Nature- Oriented Questions

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What evidence supports or challenge the
notion that there is an optimal time frame for
language acquisition?

Nature-Oriented Questions

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How does the linguistic environment, including
exposure to different languages and types of
language input, influence language
development?

Nurture-Oriented Questions

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To what extent do cultural and social factors
impact language development?

Nurture-Oriented Questions

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How does growing up in a bilingual or
multilingual environment affect language
development?

Nurture-Oriented Questions

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What role do educational interventions and
language enrichment programs play in
fostering language development?

Nurture- Oriented Questions

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There is a fixed span of years during which
language learning can take place naturally and
effortlessly, and after which it is not possible to
be completely successful.

CRITICAL PERIOD HYPOTHESIS

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Children are advantaged but adults may acquire a native
accent.

Pronunciation

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Adults have initial advantage but will be overtaken by
children.

Grammar (15 yrs)

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If a second language is acquired early in life, it is
represented in the same location and used the
same way as a first language.

BILINGUALISM

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____ acquisition in childhood might also proceed
differently and have a more variable outcome
than _______ acquisition because the ___________
are different and highly variable.

L1
L2
Input condition

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Although virtually all children successfully
master a first language, there are enormous
individual differences in the success of L2
acquisition, such as the view that the human
_________ but that we
are left to rely on our differing memories and
analytic abilities for L2 acquisition.

Genome guarantees L1 acquisition

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ADDITIVE BILINGUALISM

NATIVE LANGUAGE (+)
TARGET LANGUAGE (+)

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SUBTRACTIVE BILINGUALISM

NATIVE LANGUAGE (-)
TARGET LANGUAGE (+)

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SEMILINGUALISM

NATIVE LANGUAGE (-)
TARGET LANGUAGE (-)

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MONOLINGUALISM

NATIVE LANGUAGE (+)
TARGET LANGUAGE (-)

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What matters is how much language is used and that the language most recently used is the most likely to recover first.

Obler & Albert (1978)

LANGUAGE and COGNITIVE DEVELOPMENT

1. PIAGET’S THEORY 2. VYGOTSKY’S THEORY 3. EXECUTIVE FUNCTION

Active role of the child in constructing their understanding of the world.

Piaget’s Theory of Cognitive Development

Cognitive Development Theory

Jean Piaget, Psychologist

Cognitive Development Theory 4 stages;

Sensorimotor Preoperational Concrete Operational Formal Operational

Associate words with objects consistently.

Object Permanence

Sensory and motor exploration, with early communication involving gestures, babbling, and simple vocalizations

Language and Sensorimotor Actions *under the Sensorimotor Stage

Birth to 2 Years

Sensorimotor Stage

Pretend play and imagination Express creative thoughts

Symbolic Thought *Preoperational Stage

Primarily for self-expression

Egocentrism *Preoperational Stage

Limited ability to consider multiple perspectives.

Centration and Conservation *Preoperational Stage

Logical thinking and understanding concrete operations.

Operational Thinking * Concrete Operational Stage

More complex sentence structures

Operational Thinking *Concrete Operational Stage

7 to 11 Years

Concrete Operational Stage

Complex ideas, like hypothetical reasoning, and debating abstract concepts.

Abstract Thinking *Formal Operational Stage

reflect on and discuss one's thoughts, beliefs, and experiences

Metacognition *Formal Operational Stage

11 Years and Beyond

Formal Operational Stage

Social interaction and cultural context

Vygotsky’s Socio-Cultural Theory

Socio-Cultural Theory

Lev Vygotsky, Psychologist

Range of tasks that a child can perform with the help of a more knowledgeable person

Zone of Proximal Development (ZPD) Concept

knowledgeable person (often an adult) can support the child's language development by providing assistance

Zone of Proximal Development (ZPD) as Language Development

Providing temporary support to a child within their ZPD, gradually withdrawn as the child becomes more competent

Scaffolding (concept)

linguistic support, such as offering explanations, modeling correct language use, and encouraging conversation.

Scaffolding (Language Development)

Symbolic systems, including language, that mediate thought and shape behavior

Cultural Tools and Signs (Concept)

Language is intimately connected to thought and the development of language and cognition is intertwined.

Cultural Tools and Signs (Language Development)

Form of self-regulation and thought organization

Private Speech (concept)

Internalization of language for problem-solving

Private Speech (Language Development)

Social interactions and cultural influences

Language as a Social Activity (concept)

Dialogues, conversations, and collaborative activities

Language as a Social Activity (Language Development)

Managing and regulating various mental processes to achieve a goal

Executive Function

individuals hold and process linguistic elements, such as words and sentence structures

Executive Function Relation to Language

filter out distractions and focus on relevant linguistic information

Inhibitory Control

Prevent impulsive or inappropriate language use

Inhibitory Control

Understanding and use of multiple meanings, ambiguous words, and various language rules.

Cognitive Flexibility

Sustain attention during reading, listening, or speaking tasks

Attentional Control

Organize their thoughts, plan the structure of sentences and discourse, and convey information logically

Planning and Organization

Detecting and correcting errors in speech or writing

Self-Monitoring

FACTORS INFLUENCING LANGUAGE DEVELOPMENT

INTERNAL FACTORS EXTERNAL FACTORS

INTERNAL FACTORS

Language Transfer Motivation Attitude and Aptitude

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)

Transfer

According to him, 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)

arises as a result of lack of knowledge and represents a lack of competence

Errors (negative transfer)

Manifests correct use of a target language feature

Facilitation (positive transfer)

reduced numbers of errors

Facilitation (positive transfer)

affects the extent to which individual learners persevere in learning the L2, the kinds of learning behaviors they employ (e.g. their level of participation in the classroom), and their actual achievement.

Motivation

Socio-Cultural Model

Integrative Motivation Instrumental Motivation

an interest in learning an L2 because of a ‘a sincere and personal interest in the people and culture represented by the other language group’ (Lambert, 1974)

Integrative Motivation

Language is an instrument as a means to achieve practical goals or outcomes

Instrumental Motivation

According to him, Integrative Motivation an interest in learning an L2 because of a ‘a sincere and personal interest in the people and culture represented by the other language group’

(Lambert, 1974)

Self-Determination Theory

Intrinsic Extrinsic Amotivation

Individuals cannot perceive a relationship between their behavior and that behavior’s subsequent outcome (Deci & Ryan, 1985; 2002).

Amotivation

According to them Amotivatin is Individuals cannot perceive a relationship between their behavior and that behavior’s subsequent outcome

(Deci & Ryan, 1985; 2002).

Proponentof Self-Determination theory

(Deci & Ryan, 1985; 2002).

Language attitudes are the feelings people have about their own language variety or the languages or the language varieties of others. ... associated with language acquisition

Attitude

Characteristics of Attitude

1. Attitudes are cognitive and affective. 2. Attitudes are dimensional rather than bipolar- they vary in degree of favorability/unfavorability. 3. Attitudes tend to persist but they are modified by experience. 4. Attitudes are learnt, not inherited or genetically endowed. 5. Attitudes predispose a person to act in a certain way, but the relationship between attitudes and actions us not a strong one.

Characteristics of Attitude according to?

Baker (1988)

a capability of learning a task which depends on some combination of more or less enduring characteristics of the learner (Carroll, 1981). ... associated with conscious learning.

According to her, Aptitude is a capability of learning a task which depends on some combination of more or less enduring characteristics of the learner

(Carroll, 1981).

Factors in Language Aptitude according ?

Carroll (1965)

Factors in Language Aptitude according to Carroll (1965)

Phonemic coding ability Grammatical sensitivity Rote learning ability Inductive language learning ability

TEACHING IN ENGLISH Flashcards

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