Explaining Second Language Learning I Behaviourism Universal Grammar- an innatist perspective Krashen‘s „monitor model“ Cognitivist/developmental perspective Information processing Connectionism The competition model

Behaviourism Second language applications: Mimicry and memorization ·Audiolingual methods ·Transfer of habits

Audiolingual methods -Based on behaviour psychology -New material presented in form of dialogue: How are you? I’m fine, thank you. -Language learning is habit formation

Audiolingual methods -Students are dependent on mimicry, memorization of set phrases and over-learning -Structural patterns are taught by using repetitive drills: the student repeats the utterance adding a few words. I used to know. I use to know him. I use to know him years ago when we were in school…

Audiolingual methods -Little or no grammatical explanations -Vocabulary strictly limited and learned in context -Successful responses are reinforced (praise,…) -Great care is taken to prevent learner errors

Transfer of habits similarities of vocabulary that can influence the second language Transfer structures of the first language to the second language Translate word by word from the first language

Universal Grammar Innate linguistic knowledge, which consists of a set of principles common to all languages Chomsky: children can acquire every language during a critical period of their development >mainly used for first language acquisition

Hypothesis of the critical period Learning a language after the adolescence is more difficult Adults that learn a second language show some type of deficit (coverall in phonetics and phonology)

How do you say “speak”?

Universal Grammar in L2 Lydia White: cannot acquire full mastery, but there is still a „logical problem“ “logical problem“: knowledge which cannot be acquired by the input Conditions for checking: No acquisition by simple observation of L2 input Phenomenon should work differently in L1 and L2

Universal Grammar in L2 Effect of formal instructions on acquisition: -change only in superficial appearance Language acquisition based on availability of natural language in learner‘s environment L2 learners need sometimes explicit grammatical information >errors of L1 transfer Grammaticality judgements

Krashen’s “monitor model” Based in five hypoteses: Acquisition-learning hypothesis: ACQUISITION: it is an automatic process (like the assimilation process of maternal language) Example: immigrants, who arrive at a different country, acquire the local language only with errors. LEARNING: the individual is able to explain the existing rules in the language (conscious process)

Krashen’s “monitor model” The monitor hypothesis: The creative production is corrected by the learner It is possible with these conditions: a) the speaker needs to want to correct himself. b) the speaker must know the rules.

Krashen’s “monitor model” Natural order hypothesis: Directly related to the acquisition and not to the learning. Order of the acquisition of rules in the second language Some rules are assimilated before others Order is not necessarily the same in the first and second language

Krashen’s “monitor model” Input hypothesis: The acquisition only occurs when there is a linguistical challenge Affective filter hypothesis: Affect refers to feelings, motives, needs, attitudes and emotinal states If these states affect the learner the input will be unavailable for acquisition

Influenced teaching ideas that focus on meaning of language, rather than on simple memorization Communicative Language Teaching, including Immersion Programs with content-based instructions Emphasis on meaning, rather than on grammar or pronunciation Learning to communicate through interaction in target language

Progress without direct instructions possible Students can get to a point where guided instructions are necessary for further progress

Cognitivist/developmental perspective Central role in research in second language acquisition since 1990s Computer as metaphor for the mind No specific module for language acquisition >contradict the innate perspective UG for L1 acquisition, but not for L2 >no provable success for innate perspective

Information processing Building up of knowledge, which is accessable when necessary Beginning of learning process: have to pay attention to every aspect of language “pay attention“: use cognitive resources to process information Attention limit

Information processing Aspects become automatic through practice Proficient learners: context Non-proficient learners: single words “practice“: production, exposure to, comprehension of language

Information processing “skill learning“ (J.R. Anderson, Robert DeKeyser) Declarative Knowledge: knowledge that Factual information stored in memory Example: knowledge that Washington D.C. is the capital of America

Information processing Procedural Knowledge: knowledge how Knowledge of how to perform, how to operate Example: Knowledge how to drive a car >comparable to kind of learning in class room

Information processing „restructuring“: changes in language behaviour > sudden burst of progress or backsliding Example: saw + -ed > sawed

Transfer appropriate processing Information best retrieved in situation similar to the one during acquisition Memories record context and way of how something was learned Example: knowledge from drill/rule learning easier to access in non-communicative situations

Connectionism Based on stimulus- answer Mental processing depends on developing and using the connections in the mind. Learning is a way to modify the behaviour (reinforcement of the wanted conduct) The wanted conduct cannot be modified using the basic principles of modification of conduct.

Connectionism Technical to eliminate conducts not wanted in the student: 1. Reinforcement of the wanted conducts 2. Debilitate the wanted conducts 3. the technique of " saturation" : repetitive way until the individual feels indifferent of the behavior. 4. Changing the stimulus that influences the individual to take another answer to this stimulus. 5. Using punishments to debilitate the conduct not wanted

The competition model Elizabeth Bates and Brian MacWhinney developed an explanation how monolingual speakers interpret the sentences Languages emphasize speech: intonation, vocabulary, word order or inflections If the speaker cannot consider some of these factors he will have problems with the understanding of the language

The competition model Languages have their own signals English has strict structures like SVO English: She is going to the beach this afternoon. Spanish: Ella se va a la playa esta tarde. Italian: Lei va alla spiaga questo pomeriggio.

The competition model Italian or Spanish have flexible grammar Subject can be omitted Order of the words can change (VO/ VOS) Spanish: Se va a la playa esta tarde. Esta tarde se va a la playa ella. (is going to the beach this afternoon/ This afternoon is going to beach she) Italian: Va alla spiaga questo pomeriggio. Questo pomeriggio va alla spiaga.

The competition model Natives recognize the subject of the sentence Natives conclude with the reasonable interpretation Spanish: El cerdo quiere al campesino. El campesino quiere el cerdo. (The pig wants the farmer/ The farmer wants the pig.) For non-native speakers this sentence is confusing.

The competition model Four clues that help us to know the true subject Word order: English SVO/ Spanish SVO/ VO/VOS. Agreement: subject agrees with the verb: English “He lives” Case: the noun is the most important clue to the subject: German “Ich liebe Bier”. Animacy: subject has to be someone or something that is alive.

Question Krashen‘s Monitor Hypothesis: Do you think that a learner can correct himself while he is learning a new language?