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Language learning model
7
Language
Learning
Model
11/01/2019
Input
Input
CLT
CLT
Authentic materials - not just the basic materials
Use of target language
Use of target language
Authentic materials
Relevant
Meaningful
Practicing in unrehearsed situations
Variety
Variety
Different methods
Variety in skills
Different methods
Variety in skills
Individual
In pairs
In groups
Speaking
Writing
Listening
Reading
I + 1
Interlanguage + 1 (Krashen, 1982)
Comprehensibility
Input hypothesis
Input hypothesis
Comprehensibility
Make sure that students understand the subject.
Increase the difficulty slightly to improve language acquisition.
Processing
Westhoff
Westhoff
Sensory memory
Working memory
Long-term memory
Long-term memory
Working memory
Sensory memory
Stimuli
Short-term memory
Rehearsal
Permanent
Conscious
Sub-conscious
Social schema
IQ
IQ
Scarce link between IQ and SLA
Only certain parts of the brain are tested
IQ only determines the speed of SLA
Speed
Tests on the brains
Scarce link
Language proficiency is not determined by IQ.
Relevant
Meaningful
People do not use 100% of their brain during an IQ test. It also does not test multiple intelligences.
Individual differences
Individual differences
Anxiety
Anxiety
Lowers the performance
Affective filter (Krashen)
Safe learning environment
Safe learning environment
Affective filter
Lowers the performance
Positive attitude from teacher
High filter
Low filter
Decreases the progress of students.
Willingness to communicate.
Cultural background
Cultural background
Prior knowledge
Primarily influences reading
Lack in sociocultural skills
Sociocultural
Reading
Prior knowledge
Teach cultural knowledge of the second language.
Texts that relate to the student's culture is remembered better.
They do have linguistic skills, but less sociocultural.
Gender
Gender
Brains function differently
Men
Women
More proficient at abstract concepts.
Learn most effectively using visual/auditory cues.
Gardner's types of intelligence
Types of intelligence
Interaction + output
Interaction and output
Output is necessary
Output is necessary
To improve second language skills
Due to students actively working, they subconsciously provide more information to the long-term memory
Long-term
Improve second language
Honing your skills
Fixing errors
Feedback
Feedback (Swain, 1993)
Peer feedback
Interaction hypothesis
Teacher's feedback
Teacher's feedback
Interaction hypothesis
Peer feedback
Selinker.
It creates interaction.
Modify their own output.
Creates comprehensible input and conversational feedback
Coaching role.
Recognize strengths and weaknesses.
Creates extra input.
Workshop
Workshop
In groups of 3-5:
Discuss how you learn/study.
Find similarities/differences.
Decide which type you are based on Gardner's form.
After 2 minutes, we discuss these findings with the rest of the class.
Try to summarize your findings.
Q&A
Q&A
Do you think a language learning model should be a vicious circle?
Do you agree with the order of the subjects? If not, how would your order look like?
Reference list
Reference list
Krashen, S. (1982). Principles and Practice in second Language Acquisition. University of Southern California: Pergamonn Press Inc.
Swain, M. (1993). The Output Hypothesis: Just Speaking and Writing Aren't Enough. Retrieved from https://drive.google.com/drive/folders/1B8xDfv2heb7tHg5tzT6PkaAKzPbbxLQT