Teaching and learning theories in Second Learning Acquisition by Thaís Giacobbe https://padlet.com/thaisgiacobbe/3sljdlqkybxyejth en-us 2021-09-09 20:00:23 UTC 2021-09-13 00:43:19 UTC hello@padlet.com 1. Making a start thaisgiacobbe https://padlet.com/thaisgiacobbe/3sljdlqkybxyejth/wish/1729128027 L2 learners acquire grammatical morphemes in a more-or-less universal and fixed way. L2 acquisition seemed to involve a natural process of creative construction, and transfer from the L1 was minimal.

]]> 2021-09-09 20:05:45 UTC https://padlet.com/thaisgiacobbe/3sljdlqkybxyejth/wish/1729128027 2. Expansion period thaisgiacobbe https://padlet.com/thaisgiacobbe/3sljdlqkybxyejth/wish/1729232964 At this time, SLA reached a range of established disciplines: linguistics, sociolinguistics and discourse analysis, and based on them to investigate different aspects of language learning. SLA was emerging as a "pure" discipline. 
Language transfer is explained as a cognitive rather than behaviourist phenomenon.
Researchers tested hypotheses drawn from linguistics. Markedness and universal principles governed the order of acquisition and language transfer. 
The focus was on the comprehension and production of speech acts.
Researchers addressed how the linguistic environment influenced L2 acquisition. There were three influential hypotheses: the Input Hypothesis, the Interaction Hypothesis and the Comprehensible Output Hypothesis.

 


]]> 2021-09-09 21:19:56 UTC https://padlet.com/thaisgiacobbe/3sljdlqkybxyejth/wish/1729232964 3. Coming of age thaisgiacobbe https://padlet.com/thaisgiacobbe/3sljdlqkybxyejth/wish/1729233711 It is an extension of the second phase (Expansion period) but they are distinct because it reflected the impact that constructs taken from cognitive psychology had about L2 acquisition. Conscious attention to exemplars of linguistic features in input and output required for acquisition; implicit and explicit knowledge differs with implicit knowledge primary; interface positions. 


]]> 2021-09-09 21:20:31 UTC https://padlet.com/thaisgiacobbe/3sljdlqkybxyejth/wish/1729233711 4. The social turn thaisgiacobbe https://padlet.com/thaisgiacobbe/3sljdlqkybxyejth/wish/1729234029 It follows a sociocultural theory which emphasizes the role that mediation plays in the initial development and subsequent internalization of new knowledge. It recognizes the "mind" as a central component in learning. Learners actively construct their own learning contexts; social identity is crucial; learner–learner interactions are common and they have local agendas. Learning starts externally within interaction. Key constructs – mediation; private speech; zone of proximal development; internalisation; collaborative dialogue; "languaging"; dynamic assessment.  ]]> 2021-09-09 21:20:47 UTC https://padlet.com/thaisgiacobbe/3sljdlqkybxyejth/wish/1729234029 5. Recent developments thaisgiacobbe https://padlet.com/thaisgiacobbe/3sljdlqkybxyejth/wish/1729234511 It has a coming together of Complexity Theory and Dynamic Systems Theory, which share a set of fundamental precepts, for example, that language systems are non-linear, highly variable, individualistic, nonpredictable and always open to change. It merges social and cognitive perspectives on L2 acquisition; Rejects viewing bilingualism in terms of the development of monolingual competence; makes multilingualism the central area of enquiry and emphasizes the multiple competencies of multilingual learners.]]> 2021-09-09 21:21:11 UTC https://padlet.com/thaisgiacobbe/3sljdlqkybxyejth/wish/1729234511 Input thaisgiacobbe https://padlet.com/thaisgiacobbe/3sljdlqkybxyejth/wish/1729275548 1) The behaviourist view: linguistic environment - It views the learner as a “language producing machine”. The linguistic environment is a determinant factor. The input comprises the language made available to the learner in the form of stimuli and also which occurs as feedback. The learner imitates the interlocutor model. Input is grading into steps, and each step constitutes the right level of difficulty that the learner reached.

2) The nativist view: internal processing mechanisms - The learner is seen as “a grand initiator”. Exposure to language is not the only satisfactorily for acquisition. Input is seen as a trigger that activates the internal mechanisms. It's improbable to internalize the rule system of a language working alone. Degenerate input is inadequate for acquisition.

3) The interactionist view: input factors innate mechanisms - It treats language acquisition as a result of an interaction between the learner’s mental ability and the linguistic environment. The learner's processing machines is determinate by the nature of input and its quality is affected by the nature of internal mechanisms. The interaction between external and internal factors are manifested in verbal interactions. The important data are not just the utterances that the learner produces, but the discourse that it constructs. 
]]> 2021-09-09 21:57:09 UTC https://padlet.com/thaisgiacobbe/3sljdlqkybxyejth/wish/1729275548 Comments on the phases of SLA thaisgiacobbe https://padlet.com/thaisgiacobbe/3sljdlqkybxyejth/wish/1734100453 The social turn - Now talking about acting in the context of teaching English to young learners, I see the phase "Social Turn” as relevant, specially in the part that claims “social identity is crucial”. I believe that learning needs to be part of the student's life context, they need to recognize themselves with the content studied. In this way, they identify themselves with the learning object, thus facilitating their learning.


Recent developments - A further relevant phase for teaching foreign languages to children is entitled "Recent developments". It regards to social and cognitive perspectives. Learning occurs individually, non-linear and it is unpredictable to know how it will occur. Another important factor is that there is interconnection of social, cognitive and psychological factors. In the school environment, this is a very striking reality. Learning does not occur in a homogeneous way. Each child learns in his or her own time, and it is also possible to identify how much social, psychological, and cognitive factors interfere. Children who live in more affluent social contexts (access to technology, information, food, and family structure) have higher learning rates than children who live in contexts without comparable conditions.


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