Day 5 Notes
July 19, 2011
AGENDA
1) Chapter 5 Social Contexts of SLA
2) Constructivist Activities to help learners construct meaning (Interaction, inductive methods, collaborative
and cooperative activities)
3) EOC and the SPEAKING Model (A form of discourse analysis)
4) See EOC Presentation and practice
5) Mid-term-Final Prep Information (Note: Mid-term (Course test, Part 1 Theories) will be not be Thursday but
next week on Tuesday and then we will have an in-class project (Course test, Part 2 Applications) in the final
class on August 2); in Thursday’s will have a review for the test.
The role of interaction
Types of interaction
Interactive methods
Collaborative learning (peer work)
Cooperative learning (group work)
Instructional conversations (ICs)
Think aloud, read aloud
The Role of Group work in SLA
Problems with group work
Potential benefits of group work
See Michael Long’s paper
Chapter 5 SOCIAL CONTEXTS OF SLA
KEY VOCABULARY
Communicative competence
Language community
Foreigner talk
Direct correction
Indirect correction
Interaction hypothesis (Michael Long)
Symbolic mediation
Interpersonal interaction
Zone of Proximal Development (ZPD)
Scaffolding
Intrapersonal interaction
Acculturation
Additive bilingualism
Subtractive bilingualism
Microsocial level (the potential effects of the immediate surrounding circumstances)
Macrosocial level (the broader cultural, political, and educational environments)
EDCE 5800c (0424/2MM) Theories of SLA Tues, Thurs 2:30 – 7:15 P.M.
Room: NA-3222
7/5-8/2
KASTNER
What must L2 learners know and be able to do in order to communicate effectively?
Communicative Competence (Dell Hymes)
Ethnography of Communication (EOC) and the SPEAKING Model (a kind of discourse analysis)
Language community , speech event (communicative event), speech act (utterance), language functions
Microsocial Factors
Social contexts for SLA vary greatly
SES is important
L2 variation
Variation in Learner Language
Communicative contexts:
Input and Interaction
Input to intake
Comprehensible input
Nature of Input Modifications
Foreigner talk (modification of input) speech from L1 speakers to L2 learners that differs in systematic ways
from language addressed to native or very fluent speakers
Accommodation Theory:
Interactional modification
Speech and written modifications
Scaffolding
EDCE 5800c (0424/2MM) Theories of SLA Tues, Thurs 2:30 – 7:15 P.M.
Room: NA-3222
7/5-8/2
KASTNER
Feedback
Direct correction
Indirect correct
Intake to Cognitive Processing
The Interaction Hypothesis (Michael Long)
Interaction as the Genesis of Language
Sociocultural (S-C) Theory
Constructivism
EDCE 5800c (0424/2MM) Theories of SLA Tues, Thurs 2:30 – 7:15 P.M.
Room: NA-3222
7/5-8/2
KASTNER
A key concept in this approach is that interaction not only facilitates language learning but is a causative force in
acquisition.
Symbolic mediation: a link between a person’s current mental state and higher order functions that is
provided primarily by language.
Vygotsky pointed out two main ways language is used as a tool by humans: 1) Interpersonal interaction:
Language for others, i.e., the social use of language, and 2) Intrapersonal interaction: language for self
as a tool for personal use and mental operations. He viewed language as first for others and secondly for
personal use, and that learning language follows a similar course.
Private speech, i.e., self-talk which many children engage in that leads to inner speech.
Private speech and private writing, i.e., voice (internalizing language use)
Interpersonal Interaction
Children learn in communities and through communicative events
Zone of Proximal Development (ZPD):
One important context for symbolic mediation is interpersonal
interaction between learners and “experts” (experts include teachers and more knowledgeable learners).
Scaffolding
Intersubjectivity
Acquisition without interaction; interaction without acquisition
Other strategies are used for communication:
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Background knowledge and experience which help individuals organize new information and make guesses
about what is going on and what will happen next
Understanding of the overall situation or event, including its goal, the relationships among participants, and
what they expect one another to say and do
Extralinguistic context, including physical setting and objects
Knowledge of genre-specific discourse structures: e.g., what rules for interaction are expected in a conversation
versus a lesson at school, and what sequence of actions is likely
Gestures, facial expressions, and other non-verbal signs
Prosodic features of tone and stress to convey emotional state
Macrosocial Factors
Ethnography of Communication (EOC) and Social Psychology
Identity, status, and values
 Global and national statuse of L1 and L2
 Boundaries and identities
EDCE 5800c (0424/2MM) Theories of SLA Tues, Thurs 2:30 – 7:15 P.M.
Room: NA-3222
7/5-8/2
KASTNER
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Institutional forces and constraints
Social categories
Circumstances of learning
Global and National Status of L1 and L2
Languages have power and status at global and national levels for both symbolic and practical reasons.
Political identification and cohesion
Nation building and conquest
Economic and political benefits
Boundaries and Identities
Full participation often requires learning the culture of that community and adapting to those values and
behavioral patterns, i.e., acculturation. Whether that occurs depends largely on group motivation.
Acculturation Model,
John Schumann
Acculturation
Social distance
Perceived social distance
Optimal social distance
Institutional Forces and Constraints
Social institutions are systems which are established by law, custom, or practice to regulate and organize the life of
people in public domains, e.g., politics, religion, and education. Many of these involve power, authority, and influence
related to SLA (social control, determination of access to knowledge, and other instances of privilege or discrimination.
Social Categories
For examples, age, sex, ethnicity, education level, occupation, and economic status (socioeconomic status)
For example, different learning conditions for males and females, casts
Other Ideas:
Culture shock model/theory
EOC and the SPEAKING Model
Some Conclusions for the course
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Four major influences that affect teaching SLA: Cognitive (information processing), Constructivist, and EOC
Two major systems in acquisition: 1) Grammatical/Conventional and 2) Pragmatic
Still no laws (but many theories and hypotheses)
Chapter 6 Review
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Communicative competence review
EDCE 5800c (0424/2MM) Theories of SLA Tues, Thurs 2:30 – 7:15 P.M.
Room: NA-3222
7/5-8/2
KASTNER
Review for Part 1 of Course Test
Cognitive/ Information
Processing (IP)
Sociocultural (S-C)
Theory
Ethnography of
Communication (EOC)
Innate Linguistic
Perspectives
The roles of cognition and
information processing
Processability
The role of affective factors
Input to intake
Output
Task-based Learning
Content-based learning
Academic competence
Strategies-based instruction
(SBI)
Learning strategies
Metacognitive, Cognitive,
Communicative, Socioaffective, and Task-based
strategies (reading, writing,
speaking, listening strategies)
Learning styles
Interlanguage (IL)
Stages of language
development
Connectionism
Parallel Distributed Processing
(PDP)
Language transfer, negative
transfer (interference)
Error analysis(EA)
Declarative and procedural
knowledge
Schema theory
Top-down and bottom-up
processing
Constructivism
Constructing meaning
Social interaction
Scaffolding
Zone of Proximal Development
(ZPD)
Symbolic mediation
Inner speech/self-talk
Collaborative/ Cooperative
learning (group work)
socialization
Discourse analysis
Speech communities, speech
events (communicative
situations), speech acts
(utterances)
Language functions
registers
Pragmatic competence
The SPEAKING Model
Communicative competence
Interpersonal competence
Pragmatic competence
Inner speech (self-talk or
private speech)
Innate capacity
Language Acquisition Device
(LAD)
Language Universals (e.g.,
Universal grammar, UG) =
Principals and parameters
The role of input (e.g.,
comprehensible input)
Competence vs. performance
Natural order of acquisition
Critical period hypothesis
Interlanguage (IL)
Acquisition vs. learning
See Krashen’s five major
hypotheses
The silent period
*HONORABLE MENTION: Behaviorism has made several significant contributions to learning and second language
learning, e.g., S-R conditioning, operant conditioning, reinforcement, contrastive analysis (CA), etc.
Other Important Concepts and Terms
Structural Linguistics (Structuralism)
Transformational-generative (Generative) Linguistics
Functional Linguistics (Functionalism)
Neurolinguistic
Corpus linguistics
Sociolinguistics
Behaviorism
Cognitive Psychology
Constructivism
EDCE 5800c (0424/2MM) Theories of SLA Tues, Thurs 2:30 – 7:15 P.M.
Room: NA-3222
7/5-8/2
KASTNER
Grammar-translation method
Communicative language teaching (CLT)
TPR
Natural Learning (from Stephen Krashen’s Monitor Model)
Eclecticism
CALLA
Task-based learning
Strategies-based instruction
SIOP
QTEL
Inquiry-based learning
BICS
CALP
Contextualization (context-reduced and context-embedded input/instruction)
Modeling
Restructuring
Cognitive dissonance
SIFE
EDCE 5800c (0424/2MM) Theories of SLA Tues, Thurs 2:30 – 7:15 P.M.
Room: NA-3222
7/5-8/2
KASTNER