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Three theories of language acquisition
Three theories of language acquisition
Three language acquisition theories
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I carried out a research into theories and principles relating to language acquisition and learning, and literacy learning and development. I then analysed associated teaching approaches relating to both areas.
Teaching methods are based upon notions about learning. Second language learning theories teaching methods are closely related to concepts about learning a first language. It is important for a teacher to be aware of the theories available in order to make informed practical choices.
Learning Theory Definition Associated methods
Behaviourist
Pavlov, Skinner
1900s Learning is the result of stimulus. It can be manipulated, observed and does not require any cognitive processes in the brain. Learning is a process of forming habits.
The teacher’s role is to control the environment and the learner’s behaviour through reinforcements (rewards and punishments)
Teaching and learning through mimicry, imitation, reinforcement, memorization, repetitive drills, rewards, teacher centred approach
Cognitive
Piaget
1950s Learning is not a habit formation. It involves cognitive processes. Learning is a process occurring within the mind independently of the contexts. The children’s developmental stages are central to this view. Knowledge itself is self-sufficient and independent of the contexts.
Learning first occurs on the individual level Lecturing, reading, learner-centred approach
Sociocultural
Vygotsky
1970s Learning is an interaction between the individual and the situation. The role of context is heavily emphasised.
The teacher is a facilitator of learning rather than ‘a knowledge transmitter’
Learning first takes place on a social level and only ...
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...n innate ability to learn languages, a crucial element in second language acquisition (SLA) is input. This input must be comprehensible. This can be achieved through conversational adjustments. Some modification examples include
• Comprehension checks
• Clarification requests
• Paraphrasing
Second Language Teaching methods associated with this theory
Communicative Language method – a version of Task Based Learning.
Influenced by Krashen and developed in 1980s – 1990s. This method is characterised by ensuring authenticity of materials and meaningful tasks.
Swain output
CONCLUSION
Effective teaching is not merely assessing learners’ skills. It is also knowing which elements of individual approaches and methods to adopt with different students and in different circumstances
BIBLIOGRAPHY
Vygotsky L (1978) Mind in Society Cambridge Mass: Harvard University Press
The first Australian Professional Teaching Standard is ‘Know students and how they learn’(AITSL, 2011). Understanding how students learn is a significant component of effective teaching (1.2 AITSL, 2011). Furthermore, effective teachers require an understanding of students physical, social and intellectual development and characteristics (1.1 AITSL, 2011). In addition, APST Standards require teachers to demonstrate both content and pedagogical knowledge through lesson plans (2.1 AITSL, 2011) with the curriculum content being structured and sequenced to facilitate effective learning (2.2 AITSL, 2011). However, it is also critical to have a repertoire of teaching strategies which are responsive to a diverse range of student backgrounds, including linguistic, cultural, religious, and socioeconomic (1.3 AITSL, 2011). An effective learning, in accordance with The Australian Curriculum and Assessment Reporting Authority, provides learners with general capabilities (knowledge, skills, behaviours and characteristics) and include understanding of Aboriginal and Torres Strait Island students learning needs and incorporate differentiated teaching methods to meet the needs of specific
According to Moreno (2010) , the term “learning”, can be defined as a “relatively permanent change in our thoughts, feelings, or behavior that results from experience “ (p.150)
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
From infancy to adulthood, organisms are always learning. The conscious and the subconscious are taking in information and sorting it, discarding irrelevant information and storing the relevant. The most common mode of gaining knowledge is through repetitions and memorization. These methods are effective for knowing exact definitions but do not develop understanding. In O Americano Outra Vez, Richard Feynman describes his teaching experiences while at the Brazilian Center for Physical Research. There he discovers the flaw in the modern education system, students are memorizing material but are unable to apply it to a real life scenarios, demonstrating they are gaining knowledge but not understanding it. Similar to Feynman’s Brazilian class,
Learning is understanding the relations between various occurrences. We learn these associations through conditioning, which connects environmental incentives and behavior.
I believe that learning is a journey that both child and educator set out on together. This journey is a privilege that I take seriously, realizing that a child’s early years are a key formative time in their life. I believe that it is during this time that important foundations are being set in place that will not only impact them in the present but will also influence them later on in life.
Learning is a cognitive process which involves generating linkages between concepts, ideas, skills elements, experiences and people. This process requires the learner to make meaning of something by creating and re-working patterns, connections and relationships. From various scientific studies, it has been proved that this cognitive process is largely premised upon mental capabilities and development of the brain (intime, 2001). For people to actualize their ideas and creativities of their minds, learning is inevitable. However, the ability to learn is dissimilar for all people- some learn faster than others. This infers the notion of learning patterns. In simple terms, learning patterns can be defined as forms through people learn.
Literacy embraces reading, writing, listening, and speaking. Integrating all of these into a literacy program is key. Teachers must provide endless and ongoing opportunities for their student to read, write, listen, and speak.
Behaviorist define learning as a behavioral change. Learning involves forming associations among stimuli and responses. People are more likely to learn and exhibit behaviors that bring about certain kinds of consequences. A student who found an association between their behavior, which would be the response and the attention from peers or teachers which would be the stimulus. Learning is more likely to take place when the stimuli and response happens in a close time period. When two events occur at the same time either two stimuli or a stimuli and response there is contiguity. An example of this would be if a teacher would scowls at you as they are passing back a test that has a low grade your body tenses up, the next time the teacher scowls your body tenses this would be the contiguity (Ellis, 2013,
Kyriacou, C. (2001) Effective Teaching in Schools: Theory and Practice, 2nd ed. Nelson Thornes Ltd.
Literacy is an on-going skill that teachers and students alike should commonly study and practice in all grades. Problems faced by teachers, especially teachers in higher grades, are not having the skills to be effective teachers of literacy. To effectively teach literacy across content areas, a teacher would need skills such as knowledge of the reading process and the ability to cultivate the knowledge gained in order to make informed decisions within their classrooms (Clary, Oglan, Styslinger,
Tomasello, M., & Herron, C. (n.d.). Transfer Errors: The Garden Path Technique., Studies in Second Language Acquisition, 1989. ERIC - Feedback for Language Transfer Errors: The Garden Path Technique., Studies in Second Language Acquisition, 1989. Retrieved February 8, 2014, from http://eric.ed.gov/?id=EJ400841
Killen, R. (2007). Effective Teaching Strategies, Lessons from Research and Practice. (4th .ed). South Melbourne: Thomson.
And along with that the basic definition of learning is “Any relatively permanent change in behaviour that occurs as a result of experience”.
Teachers of young children have a difficult task – to be a model, provider, and facilitator in promoting language learning and literacy. These roles can be very challenging to achieve. The teacher needs to be sensitive to the individual child’s needs – when to supply information and when to hold it back; when to talk and when to listen. The teacher’s attitude towards the child’s speech is critically important. In this way, a teacher can maximize the child’s language development. (Machado, 2014)