Name: Andrés Calcina Guarachi UNIT 4 Date: November 16th, 2022
Explaning second
language learning
Mind and memorization Innatist perspective Monitor model Cognitive perspective Competition model
Chomsky argued that Proposed by Stephen While the innatist Bates &
According to N. Brooks
innate knowledge of the Krashen in early 1970, perspective provides a MacWhinney
(1960) and R. Lado
UG (Universal he described his model plausible explanation for described it as an
(1964), behaviorism had
Grammar) allow in terms of 5 hypotheses: L1 acquisition explanation for L1
a powerful influence on
L2 teaching children to acquire the and L2 acquisition
language of their The acquisition / that takes into
Information processing account language
environment during learning: a person
Language development critical period of meaning and
acquire language as they
is view as the formation development According to Anderson language use
are exposed to samples
of habits. For that, & DeKeyser, most
of language; we learn
behaviorism is often learners start with
through conscious
related to contrastive declarative knowledge, Language and
attention to form and
analysis hypothesis for example, the brain
rule learning
grammar rule
The L1 influence may Comprehensible input The monitor hypothesis: Brain motivation
become more apparent hypothesis: occurs when They may use rules and Through practice, images studies show
as more is learned about one is exposed to patterns that have been declarative knowledge activation in
the L2 languages that is learned as a monitor may become procedural different locations in
comprehensible knowledge, or the ability L1 and L2
to use the knowledge languages.
This led learners to see The natural order
similarities that hadn’t The affective filter: hypothesis: L2
perceived at an earlier Feelings of anxiety or accusation unfolds in Information is best
stage negative attitudes that predictable sequences retrieved in
may be associated with situations that are
poor learning outcomes similar to those in
which was acquired
Interactio hypothesis Noticing hypotesis Input processing Role of practice Sociocultural
perspective
Comprehensible input is Suggest that nothing is VanPatten argued that L. Ortega (2007)
necessary for language learned unless it has the problem arose in part proposed 3 principles In the psychological
acquisition. For Long, been noticed. from the fact that for practice in the theories view thinking
there are not cases of learners have imitated foreing languages and speaking as related
According to Susan
beginner-level learners processing capacity and classroom that she sees but independent
Gass, this process that
acquiring a L2 language cannot pay attention to as compatible with the processes,
begins when learners
from native-speakers form and meaning at the research carried out sociocultural theory
notice something in the
talk that has not been same time from the ‘cognitive- views speaking and
L2 is different from
modified in some way. interactionist’ thinking as tightly
what they expected or perspective interwoven
that falls a gap in their
knowledge of the Processability theory
According to Merrill
Sawin’s, when the language 1. Practice should be
interactive Vygotskyan theory
learners must produce All learners acquired the compared the
language that their features in the same 2. Practice should be interaction hypothesis
interlocutor can sequence, even though meaninful because of the
understand, they are they progressed at interlocutor’s role in
most likely to see the 3. There should be a
different rates. helping learners
limits of L2 language focus on task-essential
forms understand and be
ability and need to find Pienemann develop this
understood.
better ways to express on the basis of research
their meaning with learners of different
languages in a variety of
settings