1) learning /acquistion: learning is studying vocabulary and rules. Acqusition is unconscious can develop in conversation and other language activities.
2) monitor: focusing on how a sentence was said rather than what you actually said.
3)affective filter: certain factors can inhibit learning. These could include lack of motivation, a student's attitude in the class or even outside noise that distracts the student.
4)input: i + 1 if a student is recieving something that is too advanced they will not learn anything. However, if it is just above their understanding they can use social cues and metalinguistic knowledge understand a sentence or conversation.
5) natural order: some aspects of langauge appear before others do.
Developmental Psychology
- language and cognition develop seperately but related
- most children develop langauge, do rapidly without instruction (language different from other learning
Sociology, Anthropology, Education
- communicative competence: the knowledge of what to say to and under what circumstances
- invention and convention: students will invent words and phrases to express themselves. However each context in which the students live as different conventions or ways of using language. I.e. school more formal than at home, but may not always be the case.
Linguistics
- Universal Grammar: humans are born with the basic structures of every langauge in the brain.
- Generative grammar: two parts surface structure ( what we say or write) and deep structure ( what is meant). Sentences can be ambiguous because words have multiple meanings. Example: She's a cougar. Could mean she likes to date younger men or that she really is a furry animal with whiskers.
Looking back at my first, second and written language experience. Most of it was primarily conducted in the learning camp. Not until i got to college did i really experience acquisition teaching techniques in my second language. The positives of using the acquisition approach definitely outweigh the negatives. Students can relate to the topics easier because it is built toward communcative competence. They do not have to worry about the constant drilling. Lastly they do not have to fear being corrected repeatedly, which is something i personally have experienced and it did inhibit my learning. I was afraid to participate in class, and in a language classroom this is the worst thing that could happen because you need students to participate to be successful.
It was interesting and informative to hear your perspective on acquisition learning. Also, you said that correcting inhibited your learning. I can understand why this would happen. I normally do not do this in my classroom, although this year I am finding myself doing it with one student in particular. I've noticed myself correcting her because instead of saying "He" or "She" she says, "Him" or "Her." "Him going to go to school tomorrow." I've just started doing this in the last couple of weeks, and it was a good reminder. Do you think that age would make a difference in it inhibiting learning? This student is in Kindergarten.
ReplyDeleteI think that it would be the same for anyone, young or old. If you are constantly corrected, you don't want to participate anymore.
I always think of affective filter as being associated with anxiety, although it’s certainly more than that.
ReplyDeleteI didn’t know about the other meaning of “cougar”!
Because of the emphasis in the constructivist acquisition theory in today's teaching and learning, I sometimes feel the idea of drill and practice get a bit maligned. In my own experience with learning German in high school with much drill and practice and Spanish at the college level this fall with little drill and practice, I feel I could have benefitted from a bit more drill and practice with certain aspects of Spanish--especially conjugating verbs. I have those German conjugations down in my head and can apply them very easily and comfortably in real situations. I don't feel that way about Spanish...hopefully it will come.
ReplyDeleteI personally feel myself very close to Krashen's theory. I tried to expose my young learner students to language during my classes so that they could acquire the languge. on the other hand while teaching adults I prefer to explain in details because adult learners always tend to questioning they want learn the language analytically.
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