TEORÍAS DE ASL BY KLEIN (2001)

TEORÍAS DE ASL BY KLEIN (2001)

IDENTITY HYPOTHESIS

• Second language learning is similar to learning the native language process

• Learning of first and second language is basically the same

• The main author is W. Klein

• The same process takes place in first language and second language.

Wode. Klein

• Says that to learn a language is irrelevant purchasing a previously.
• Says there are certain essentials for acquiring a second language.

THREE COMPONENETS TO LEARN A LANGUAGE

• PROPENSITY: The learner must feel the need to learn a language: it covers communicative needs, attitude and education

• LANGUAGE FACULTY: The learner must posses the capacity for language learner.

• ACCESS: The learner must have sufficient access to samples of the language.

THREE CATEGORIES

• TEMPO OF ACQUISITION: The SLA components determine the tempo of acquisition: propensity, language faculty, access

• END STATE: Fossilization indicates that the process of language acquisition has ceased. As a rule this happens at a point long before a complete mastery of the language

• CENTRAL PROCESS OF ACQUIRING A LANGUAGE:

• 1. Identity a feature of the target language.

• 1. Form a hypothesis (critical rule)

• 1. Test hypothesis for a convenient period of time

• 1. Accept, delay, change or reject hypothesis

Multiple Choice

What is interlanguage?

• is a linguistic system used by second language learners. Learners create this language when they attempt to communicate in the target language.

• The lateralization of brain function is the tendency for some neural functions or cognitive processes to be specialized to one side of the brain or the other.

Poll

Is it very important to make a relationship between 1st and 2nd language?

• Yes, it is

• No, it isn't

CONTRASTIVE HYPOTHESIS

By Fries and Robert Lado

What is it?

• Contrastive analysis hypothesis is an area of comparative linguistics, Concerns with the comparison of two or more languages to determine the differences or similarities between them, either for theoretical purposes or purposes external to the analysis itself

• Fisiak, cliams that contrastive analysis has been suggested to accompany teachers to make the contrastive analysis with error analysis.

Lado´s opinion

Prediction of errors

ERROR ANLYSIS

Contrastive analysis had been to an extent supplanted by error analysis, which examined not only the impact of transfer errors but also those related to the target language, including overgeneralization.

METHODS FOR ERROR CORRECTION

• FEEDBACK ( GIVEN SUFFICIENTLY AND APPROPRIATELY)
• POST LESSON FEEDBACK
• COGNITIVE FEEDBACK
• AFFECTIVE FEEDBACK
• NEGATIVE FEEDBACK
• POSITIVE FEEDBACK

Multiple Choice

What is feedback?

• The transmission of evaluative or corrective information

• the activity of obtaining knowledge

• Refers to the way children learn their native language.

KRASHEN'S MONITOR THEORY

For Krashen there are two independant systems of second language performance.

"The acquired system" "the learned system"

The acquisition learning hypothesis

• Difference between acquisition, that involves subconsciuos acceptance of knowledge

• Learning, that involves consciuos acceptance of knowledge.

• As a second language teacher , create a situation where the language is used

The monitor hypothesis

The acquisition system: initiates an utterance and the learning system "monitors" the utterance to inspect and correct errors.

The natural order hypothesis.

According to Krashen some grammatical structures are acquired early while others are acquired later in the process.

The input hypothesis

Is concerned with "acquisition"

the learner improves and progresses along the 'natural order' when he/she receives second language 'input'

FOR EXAMPLE:

• if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'

• natural communicative input is the key to designing a syllabus

The Affective Filter hypothesis 

Krashen claims that learners with high motivation, self-confidence, a good self-image, a low level of anxiety and extroversion are better equipped for success in second language acquisition.

What is this?

Low motivation, low self-esteem, anxiety, introversion and inhibition can raise the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition.