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Understanding Theories in SLA

The document discusses the nature of theories in second language acquisition (SLA). It defines theories, models, hypotheses, and constructs. A theory attempts to explain observed phenomena, makes predictions under certain conditions, and unifies generalizations. It provides examples of influential theories in fields like disease, evolution, and linguistics. The document also outlines what an SLA theory should aim to explain, such as the variable outcomes of second language learning. Finally, it discusses the explicit/implicit debate regarding learning, teaching, and knowledge representations in SLA research.

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7 views12 pages

Understanding Theories in SLA

The document discusses the nature of theories in second language acquisition (SLA). It defines theories, models, hypotheses, and constructs. A theory attempts to explain observed phenomena, makes predictions under certain conditions, and unifies generalizations. It provides examples of influential theories in fields like disease, evolution, and linguistics. The document also outlines what an SLA theory should aim to explain, such as the variable outcomes of second language learning. Finally, it discusses the explicit/implicit debate regarding learning, teaching, and knowledge representations in SLA research.

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salobaidi0019
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THE NATURE OF THEORIES

DR. MONA SABIR


THE NATURE OF THEORIES

• Natural/social sciences attempt to explain


‘observed phenomena’

• Natural phenomena: things that we observe


everyday

• The field of SLA is theory driven


WHAT IS A THEORY?

• A Theory: a set of statements about natural phenomena


that explains why these phenomena occur

• A theory:
1. accounts for observable phenomena
2. makes predictions about what could occur under
specific conditions
3. unifies the generalizations made as part of the theory

• “puzzle solving” Kuhn (1996)


EXAMPLES OF THEORIES

• The germ theory of disease: Girolamo


Fracastoro,1546

• Evolution by natural selection: Charles Darwin, 1859

• Special/General Relativity: Albert Einstein, 1905/1915

• Sentence Structure: Chomsky, 1957

• Individual differences: Skinner, 1998


WHAT IS A MODEL?

• A Model: describes processes or sets of processes of


a phenomenon.

• It shows how different components of a


phenomenon interact

• The terms theory and model can be used


interchangeably
WHAT IS A HYPOTHESIS?

• A hypothesis: an idea about a single phenomenon


that does not unify various phenomena

• Theory and hypothesis should be kept separate

• Predictions that a theory make=hypotheses

• A theory can generate hypotheses that can be


tested by experimentation or observation

• Ex. Critical Period Hypothesis


WHAT IS A CONSTRUCT?

• Constructs: key features or mechanisms on which


the theory relies.

• Ex. ‘Germ’ is a construct in the theory of disease


transmission/’second’ ‘language’ ‘acquisition’

• The way constructs are defined affect the scope of


the theory
THEORIES IN SLA

• Two broad categories: Gregg (1993)

• A property Theory: accounts for the representation


of language knowledge

• A transitin Theory: accounts for the change of


knowledge representations
WHAT NEEDS TO BE EXPLAINED BY
THEORIES IN SLA?
• Long (1990) catalogued a number of observations in SLA
research:

1. Exposure to input is necessary for SLA


2. A good deal of SLA happens incidentally
3. Learners know more that what they have been exposed
to
4. Learners’ output often follows predictable paths and
stages
5. SLL is variable in its outcome
WHAT NEEDS TO BE EXPLAINED BY
THEORIES IN SLA?

6. SLL is variable across linguistic subsystems

7. There are limits on the effects of frequency on SLA

8. There are limits on the effect of a learners’ 1st


language on SLA

9. There are limits on the effects of instruction on SLA

10. There are limits on the effects of output on


language acquisition
THE EXPLICIT/IMPLICIT DEBATE

• Explicit/ implicit learning: what the learners think


and do

• Explicit/implicit teaching: input and instruction

• Explicit/implicit knowledge: two different


representations of knowledge

• Knowledge interface challenged SLA researchers


(DeKeyser, 2003; Ellis, 2009)
Thank you and see you next class J

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