Psycholinguistics by Mariana De Luca mariana delucacms k

Psycholinguistics by Mariana De Luca mariana. deluca@cms. k 12. nc. us

First Language Acquisition Theories Behaviorism Imitation Reinforcement Analogy Skinner The Innateness Hypothesis Universal Grammar Construction Chomsky

Stages in Language Aquisition ● ● ● Pre-linguistic stage (birth to six months): The baby cries, coos, laughs, and makes other sounds. Babbling (six to 12 months): The baby makes nonspecific sounds from all human languages. One-word (holophrastic) stage (1 year): The child speaks single words in isolation, in his or her first language. Two-word stage (24 months): The child forms two-word phrases or strings that reflect the language being acquired. The vocabulary increases; the child begins to learn words at the rate of one word every two waking hours. Telegraphic speech (30 months): Children begin to utter short phrases like telegraph messages, without formal grammatical structure. Fluent speech (three years +): The child learns grammar and syntax (patterns of sentence formation) with surprising rapidity and accuracy; sentences increase in length and complexity.

Theories of Second Language Learning Behaviorist -Tabula rasa -Stimuli -Conditioning - Reinforcement Cognitive Constructivist -Innate predispositions -Systematic, rule governed acquisition -Creative construction -Whole person -Social interaction -Cognition and context -Discovery Learning -Learn how to learn Empowerment

Instructional Implications Behaviorist ● ● ● Language from dialogues, and drills from teachers Structured by grammatical complexity Similar proficiency levels Structured repetitions and drills Students repeat immediately Errors corrected immediately Cognitive ● ● ● Natural language from the teacher, classmates or books Unstructured but made comprehensible by teacher Similar proficiency levels Language production is expected to occur naturally Silent period Errors not corrected Constructivist Natural language from the teacher, classmates or books ● Unstructured but focused on communication ●

An Innatist Model: Krashen’s Input Hypothesis 1. 2. 3. 4. 5. Acquisition – Learning Hypothesis Monitor Hypothesis Natural Order Hypothesis Input Hypothesis Affective Filter Hypothesis

Acquisition • Natural Development • Meaningful Interactions Learning • Formal study of forms and functions • Conscious process The Acquisition-Learning Hypothesis

• Sufficient Time • Focus on Grammar Conditions • Explicit knowledge of rules • Correct Language Use Monitors Monitor Hypothesis

Predictable Sequence 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Present Progressive (-ing) In-on Plural (-s) Past Irregular Possessive (‘s) Is, am, are Article (a, the) Past regular (-ed) Third person regular (-s) Third person irregular (Brown, 2007) Natural Order Hypothesis

Background knowledge Hands-on activities Simplified language Comprehensible Input I+1 Pre-teaching Vocabulary Extralinguistic features Input Hypothesis Context

Low-anxiety Learning Environment ● Motivation ● Self-confidence ● Self-esteem ● Affective Filter Hypothesis

● Find your partner ● Take turns to ask questions and complete your graphic organizer ● 5 minutes Information Gap

Bilingualism vs. Second Language Acquisition Bilingualism SLA Simultaneous acquisition of two languages Acquisition of L 1 Acquisition of L 2 • Unitary system hypothesis • Separate systems hypothesis Fundamental difference hypothesis Same stages of LA as monolingual children L 2 ers construct interlanguage grammars Unconscious process Codeswitching L 1 Interference

Using your book “Principles of Language Learning and Teaching”, complete the Key Terms Graphic Organizer (7 minutes) ● ● ● Transfer, Interference, overgeneralization (pp. 102, 103) Zone of Proximal Development (p. 13) Fossilization (p. 270) Codeswitching (p. 139) Interlanguage (p. 256) Key terms

● At your table, use the classification of learner variables to discuss how different factors can affect language learning and what the teacher can do to address them. (5 minutes) Factors Affecting Language Learning