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BEHAVIOURISM VS INNATISM
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BEHAVIOURISM vs INNATISM
KRASHEN'S MONITOR MODEL
Laia Burguera Miñana
Lara Domingo Aliaga
Daniel Giménez Cursa
Ferran Oltra Benavent
Maria Seguí González
BEHAVIOURISM
BEHAVIOURISM
→ Influence in foreign language teaching, North America, 1940s 1970s
→ Nelson Brooks (1960) and Robert Lado (1964)
BEHAVIOURISM
Deutsch Unterricht: beim Zahnarzt
Deutsch Unterricht: beim Zahnarzt
Der Zahn
+
Der Arzt
Der Zahnarzt
Dialog beim Zahnarzt
Zahnarzt: Hallo, wie geht es Ihnen?
Patient: Nicht gut, mein Zahnfleisch tut weh.
+
FLEISCH
ZAHN
Der Zahnfleisch
Zahnarzt: Kein Problem, nehmen Sie Nahrungsmittelzusatzstoff.
Patient: Ok, danke!
die Nahrung
der Zusatz
+
der Stoff
das Mittel
der Nahrungsmittelzusatzstoff
(Food Suplement)
Nieder Knie
+
Niederknien!
Behaviourism Results
→ Audio Lingual Method: learn sentence patterns and dialogs by heart
→ Reinforcement = extrinsic motivation
- speaking
- listening
- creative exercises
- punishment
- moving
- repetition
- pronunciation
- memorization
- reflection
- critical thinking
- debates
- dialogues
- reinforcement
INNATISM
- Chomsky refused behaviourism:
If children learn language by imitation, why do they say things that have never heard before?
- Learning is natural for human beings
- Children are biologically programmed for language
INNATISM
CRITICAL PERIOD HYPOTHESIS
Critical Period Hypothesis
Humans are programmed to acquire certain kinds of knowledge and skills at specific times in life.
CRITICAL PERIOD HYPOTHESIS
Second language acquisition: Krashen’s Monitor Model; influenced by Chomsky’s theory of first language acquisition.
KRASHEN'S MONITOR MODEL
Acquisition-Learning Hypothesis
Differences between acquisition and learning
ACQUISITION
- How children learn in the first stages
- Subconscious process / Implicit
- Focused on meaning
- Developed in natural situations
- Acquisition of L2 knowledge when it’s understandable
- Fluency in L2 is due to what we have acquired, not what we have learned
LEARNING
- The way adults learn the language
- Conscious process / Explicit
- Focused on grammar
- Formal settings
- Learning of L2 when we pay attention to form and rule learning
- Correction is involved
Monitor Hypothesis
It basically focuses on how our learned knowledge MONITORS our acquired knowledge as we speak or produce a text.
- The acquired knowledge is all the spontaneous information that we automatically produce.
- The learned knowledge is all the conscious information that we have learned (grammar, structural patterns, etc.)
Monitor Hypothesis
When we start producing a speech in an L2, we use our ACQUIRED KNOWLEDGE, that has been picked up unconsciously.
When we produce or are about to produce a mistake, our LEARNED KNOWLEDGE is the one which makes us self-correct our speech. For instance:
− Did you went to the beach yesterday? I mean did you go…
− I don't like mouses. *suddenly realizes* MICE.
− I ain’t going there… I’m not going.
Kinds of Monitor Users
1. Monitor OVER-users
Speakers constantly focus on grammar rules. They tend to correct themselves 24/7, avoiding fluency in speech and constant pauses.
2. Monitor UNDER-users
They do not take into account the rules. They mainly make use of the acquired system so they do not self-correct. They do not care if what they are saying is correct
3. Monitor OPTIMAL-users
Learner use the monitor process in the most effective way. They make themselves to be understood and self-correct when they find mistakes. Their speech is spontaneous and fluent.
Conditions
- TIME: learners need time to focus on their knowledge and need to think consciously about the rules they have learned.
- FOCUS ON THE FORM: It is important to know the way in which we communicate, not only in the meaning but also the form.
- KNOWING THE RULES: to know the rules in the L2 in order to communicate properly.
Input Hypothesis
LESSON 1
LESSON 2
Input Hypothesis
LESSON 1
LESSON 2
COMPREHENSIBLE INPUT = when we understand messages
Natural Order Hypothesis
- SLA = unfolds in predictable sequences.
- The language rules that are easiest to state are not necessarily the first to be acquired.
- The comprehensible input hypothesis is that acquisition occurs when one is exposed to language that is comprehensible.
Affective Filter Hypothesis
- The 'affective filter': metaphorical barrier that prevents learners from acquiring language.
- Affect = anxiety or negative attitudes = poor learning outcome
BEHAVIOURIST
INNATIST
CONCLUSION
References
Lightbown P., & Spada, N. M. (2013). How languages are learned (4th ed.). Oxford, United Kingdom: Oxford University Press.
Truscott, J. (1999). What's wrong with oral grammar correction? The Canadian Modern Language Review, 55(4), 437-56.
Ur, P. (2012). A course in English language teaching: Practice and theory (2nd ed.). Cambridge: United Kingdom: Cambridge University Press.
Vidal-Abarca, E.; García-Ros, R. i Pérez-González, F. (2010). Aprendizaje y desarrollo de la personalidad. Madrid: Alianza.
YouTube. (2014). Behaviorist Theory of Second Language Acquisition. [online] Available at: https://www.youtube.com/watch?v=VvOIbDI2fro [Accessed 9 Jan. 2019].
YouTube. (2010). Stephen Krashen on Language Acquisition. [online] Available at: https://www.youtube.com/watch?v=NiTsduRreug [Accessed 9 Jan. 2019].
THANK YOU SO MUCH
FOR YOUR ATTENTION