Explaining second language learning

EXPLAINING SECOND
LANGUAGE LEARNING
I
by Lis a Kaci, Jos e phin Obe rhokam p, He ndrik Fitz ne r & Cam illa
Hone rlage


Table of content
Questions
Behaviourism

1.
2.



The innatist perspective

3.




Universal Grammar
“Monitor Model”

Psychological theories

4.






5.

Mimicry and memorization

Cognitivist/developmental perspective
Information processing
Connectionism
The competition model

Discussion


Questions
1.

2.

3.

4.

5.

What are the steps with which Behaviorism explains
language? Name them and give an example.
What are the two different theories about the nature of
Universal Grammar?

What are the 5 hypotheses of Krashen’s “Monitor Model?
Explain two of them briefly.
To what refer “declarative knowledge” and “procedural
knowledge”?
What does the Competition Model explain?


Behaviourism


Theory of learning



Very influential between the 1940s and 1970s



Nurture  Environment has great importance


Behaviourism


Explains learning in terms of:
 Imitation
 Practice

(mimicry)
 Reinforcement

 Formation of habit =language development


Behaviourism


Video: Learning English, Spanglish



Video: Some funny guy learning English


Behaviourism


Influence on development of audiolingual
teaching and material
 great emphasis on mimicry and
memorization


Behaviourism


Contrastive Analysis Hypothesis assumes:

Firs t and targ e t lang uag e
s imilar

Targ e t lang uag e is
le arne d with e as e

First and target language
different

Target language is learned
with difficulty


Behaviourism


But: learners did not do the predicted errors
All learners made nearly the same errors



Influence of first language is the process of
finding similarities


Criticism on Behaviourism and
CAH


Behaviourism +Contrastive Analysis
Hypothesis are inadequate explanations for
second language acquisition

Universal Grammar


Noam Chomsky



Innate linguistic
knowledge which
consists of a set of
principles common to
all languages



Explanation for
second language
acquisition?


Universal Grammar


Lydia White:
 best perspective

for second language acquisition;
but nature of Universal Grammar is altered



Robert Bley-Vroman/J acquelyn Schachter:
 Not a

good explanation for second language
acquisition: critical period is passed



Vivian Cook
 Learners

have more knowledge than input could
give them


Universal Grammar


Different theories about its nature



Nature and availability of Universal Grammar
are the same in first language acquisition and
second language acquisition



Universal Grammar that is present to second
language learners has been altered in its
nature by acquisition of other languages


Monitor Model


Stephen Krashen



Model of second
language acquisition



Influenced by
Chomsky‘s theory of
first language
acquisition


Monitor Model
Based on 5 hypotheses:
1.
2.
3.
4.

5.

Acquisition-Learning Hypothesis
Monitor Hypothesis
Natural Order Hypothesis
Input Hypothesis
Affective Filter Hypothesis


Monitor Model


Psychological theories:
cognitivist/developmental
perspective




Since 1990 central role in second language
acquisition
Computer as metaphor for mind
 Capacities





for storage, integration and retrieval

No specific module in brain for
acquisition/learning
UG as explanation for first language
acquisition
 Less successful for second language acquisition


Psychological theories:
cognitivist/developmental
perspective


Theories:
 Information processing
 Connectionism
 The

competition model


Information processing


Norman Segalowitz:
 Second language

acquisition as the building up of
knowledge for automatic use of speaking and
understanding
 Learner first pays attention to any aspect of

language for understanding/production
 controlled processing
 Experience/practice  easier process of
information
 quicker automatic access


Information processing
Co ntro lle d pro c e s s ing





Slow access
Under control of
attention
Limited in capacity

Auto matic pro c e s s ing





Quick access
Requires little
attention
Needs little capacity
to perform

Information processing


Robert DeKeyser:
 Second language

acquisition as “skill learning”
 Learning starts with declarative knowledge
 Becomes procedural knowledge through practice
 Processes become proceduralized/automized like
other skills
 Parallel to development from controlled to
automatic processing


Information processing
De c larative kno wle dg e




Involves acquisition of
isolated facts and rules
 knowing that

e .g. knowing that a car
can be drive n

Pro c e dural kno wle dg e





Requires practice
Involves processing of
longer units and
increasing automization
knowing how
e .g. knowing ho w to
drive a car


Information processing


Example: car driving
 Begin learning to

drive a car

Close attention to every action/decision
 Aware that performances can easily be disturbed (e.g.
talking)


 Practice


 skill improves

Automization

 Experienced driver


Able to pay attention to previously disturbing events


Information processing


Restructuring
 Changes

in language behavior
 Quality changes in learner‘s knowledge
New forms are not just added to old
 Regular systematic reorganization and reformulation


 Sudden burst of knowledge


or backsliding

Systematic aspect of learner‘s language incorporates
too much or wrong things

 saw +ed


Connectionism


Innate: only the simple ability to learn



Very important: the role of the environment