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Adrian Montoya Alfaro
Maria Orosco
Maria Jose Fallas Umaña

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The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.

Example
Practising question forms by asking learners to find out personal information about their colleagues is an example of the communicative approach, as it involves meaningful communication.

In the classroom
Classroom activities guided by the communicative approach are characterised by trying to produce meaningful and real communication, at all levels. As a result there may be more emphasis on skills than systems, lessons are more learner-centred, and there may be use of authentic materials

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https://www.youtube.com/watch?v=uCKN2x4N7NA

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Interlanguage

https://study.com/academy/lesson/interlanguage-definition-formation-effects.html

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UG principle vs parameter

Principles

Principles are language-general. They are things that rightly belong to capital-L Language, and as such the principle would cease to be one if a language in which the principle did not hold was found. An example of this is that any sentence must have a subject. In English this subject will nearly always be spelled out "I met the man yesterday", but in diary format you might leave out the subject for "met the man yesterday". Other languages such as Croatian would generally leave out the subject as in the sentence "Volim sok" which simply means "I like juice" Unlike in English where we would prefer having an actual subject, Croatian doesn't like having pronominal subjects unless they're non-obvious. First person pronouns are entirely obvious because the verb is conjugated to match. However, even though it might look like there is no actual subject in the Croatian sentence, we say that there IS one, because the verb behaves like there is a subject (and  the subject is first person singular), and if the subject wasn't readily derivable from the verb, we'd also expect for the subject to be spelled out. So that's an example of something all languages (seem to) have. All sentences have subjects. That's a principle.

Parameters

So a principle is language-general. Where does that leave parameters? Well, they're language specific, so they're technically irrelevant to the overall question. If we remember the principle used as an example in the prior section, I used as an example that all sentences must have subjects, and that that includes languages such as Croatian in which the subject generally doesn't want to show up if it's a pronoun. And it turns out that languages generally have those two choices. Either we can drop pronominal subjects, or we can't drop any subjects. Some languages can drop a heck of a lot more than that (looking at you Japanese), but there's definitely a clear split between "We drop pronominal subjects" and "we don't drop anything at all". That's a parameters. Do we do one thing or the other?

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The natural approach developed by Tracy Terrell and supported by Stephen Krashen, is a language teaching approach which claims that language learning is a reproduction of the way humans naturally acquire their native language.

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Behaviorist vs stimuli response

Behaviorism is a worldview that assumes a learner is essentially passive, responding to environmental stimuli. The learner starts off as a clean slate (i.e. tabula rasa) and behavior is shaped through positive reinforcement or negative reinforcement[2]. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. In contrast, punishment (both positive and negative) decreases the likelihood that the antecedent behavior will happen again. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus. Learning is therefore defined as a change in behavior in the learner. Lots of (early) behaviorist work was done with animals (e.g. Pavlov’s dogs) and generalized to humans[3].

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CLT
Cognitive
Behaviorist
Natural
UG
interlanguage

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refers to the linguistic system

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Universal Grammar it is a system of principles, conditions, and rules that are elements or properties of all human languages.
It is an innate language faculty.

Parameter are linguistic features of . Ex :Sub omission.
If a child decides to utilize L1 that will be his/her parameter.(The goals you should achieve to learn a language).

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Behaviourist studied changes in behavior that are caused by people´s experience of their environment.
Stimulus response refer to observable stimuli and response.

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Notional is a particular context in which people communicate.
Functional is the function of language withing a particular context.

Syllabus: teaching syllabus organizes the teaching according to the notional and functional categories of language.

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There are 3 emotional factors that my block the process of language acquisition.
Motivation, self confidence and anxiety.

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We acquired language by understanding input that is slightly beyond their level of competence.
Input = L + 1

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We acquired a L2 by using the same grammatical structures order as we acquired L1.

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This is the formal way to acquire a second language by using grammatical structures to correct ourselves when communicating.

Therefore we need 3 conditions to monitor language acquisition.
Time, focus on form and knowledge of the rules

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We learn our second language similar as the first language.
Through understanding meaningful language and communication.
We all acquire the language the same way

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Tracy Terrell and Stephen Krashen

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Natural approach: It is a language method develop by Tracy Terrell and Stephen Krashen that claims that language learning is a reproduction of how we acquire the first language.