Explaining Second Language Learning
Explaining Second Language Learning
Explaining Second Language Learning
Learning
a. Behaviorist perspective
b. Innatist Perspective
- Krashen’s monitor model
c. Cognitive Perspective
d. Sociocultural perspective
Group 2
Ayub Elysia Wardani
Azzmiq Aulia Z.R
Dewi Intan Puspita N.
Lily Farianti
Niken Nungki Lasari
Pooja Anggunsari
Sances Giantika
Preview
• A general theory of language acquisition needs to account for language acquisition by
learners with varienty of characteristics in a varienty of contect.
Usage-based theories take language to be human behavior embodied in social life and seek
explanation in that context. As the name suggests, this theoretical perspective combines the basic
insights that use has an influence on linguistic structure.
At the same time, the display of compatible language acquisition (accordingly) has evolved. The
uneven distribution of words and constructs in speaking to children is somewhat reflected in the
acquisition process: children often produce their first grammatical construction example only in
the context of a particular lexical item and then generalize it to other lexical items, which
ultimately leading to productivity the language used by the child. (Tomasello, Lieven, and their
colleagues (eg, Lieven et al 2003; Tomasello 2003; Savage et al., 2003; Dabrowska and Lieven
2005).
The Competition Model
Elizabeth Bates and Brian MacWhinney (1981) described the ‘competition model’ as
an explanation for both first and second language acquisition that takes into account
not only language form but also language meaning and language use. And speakers of
a particular language come to understand how to use the ‘cues’ that signal specific
functions.
For example :the relationship between words in a sentence may be signalled by word
order, grammatical markers, and the animacy of the nouns in the sentence.
What helps you figure out the meaning?
English use word order as the most commen indicator of the relationships between sentence components. Most
English sentences have the order Subject-Verb-Object (SVO). That is the typical English sentence mentions the
subject first, then the object.
Long argued that modified interaction is the necessary mechanism for making language comprehensible.
Some example of conversation modification are :
1. Comprehension checks
2. Clarification requests.
3. Self repetition or paraphrase
Richard Schmidt (1990,2001) proposed the noticing hypothesis, suggesting that nothing is learned unless
it has been ‘noticed’. Noticing does not itself result in acquisition, but it is essential starting point.
Input Processing Processability Theory The Role of Practice
• Input processing (VanPatten, • Processability theory (Pienemann, From cognitive perspective, the
2004) 1999, 2003) practice needed for language
development is not
- Learners have limited - The research showed that the mechanical, and it is not
processing capacity and sequence of development limited to the production of
cannot for features of syntax and language. Lourdes Ortega has
pay attention to form and morphology was affected by propossed three principles of
how easy these were to process. practice in foreign language:
meaning at the same time.
- It integrates developmental 1. Practice should be
- They tend to give priority
sequences with L1 influence. interactive
to meaning. When the
context in which they hear 2. Practice should be
- Learners do not simply transfer
meaningful
a sentence helps them features from their L1
make sense of it, they do at early stages of acquisition. 3. There should be a foccus on
task essential-form
not notice details of the
- They have to develop a certain
language form.
level of processing
capacity in the L2 before they
can use their knowledge
of the features that already exist
in their L1.
The Sociocultural Perspective
Sociocultural theory views speaking and thinking as tightly interwoven. Speaking (and
writing) mediates thinking, it means that people can control their mental processes as a result
of internalizing what someone say to them and the opposite, they say to another. This
internalizing happened when they interact with another so, their zone of proximal
development that It can make the learner perform higher level because of supporting from
another learner.
In fact, people sometimes wonder whether the ZPD (Zone of Proximal Development) is the
same Krashen’s i + I. The emphasis in ZPD is on development and how learners co-
construct knowledge based on their interaction with their interaction with their interlocutor
or in private speech.
Patsy M. Lightbown and Nina Spada, How Language are Learned, (United Kingdom,
Oxford University Press, 2013), 118.
Second Language Applications:
Learning by talking
Sociocultural theorist assume that the cognitive processes begin as an external socially mediated
activity and eventually become internalized. Other interactionist model assume that modified input and
interaction provide learners with the raw material that is interpreted and analyzed through internal
cognitive processes.
Thanks For Your Attantion