Docsity
Docsity
Prüfungen vorbereiten
Prüfungen vorbereiten

Besser lernen dank der zahlreichen Ressourcen auf Docsity

Download-Punkte bekommen.
Download-Punkte bekommen.

Heimse Punkte ein, indem du anderen Studierenden hilfst oder erwirb Punkte mit einem Premium-Abo

Leitfäden und Tipps
Leitfäden und Tipps
Auf Docsity verkaufen
Auf Docsity verkaufen
Docsity AI
Docsity AI
EinloggenRegistrierung

Prüfungen vorbereiten

Besser lernen dank der zahlreichen Ressourcen auf Docsity

Dokumente suchen

Bereite deine Prüfungen mit den Lernmaterialien von anderen Studierenden gezielt vor.

Finde spezifische Dokumente für die Prüfungen deiner Universität

Finde spezifische Dokumente für die Prüfungen deiner Universität

Docsity AINEW

Summarize your documents, ask them questions, convert them into quizzes and concept maps

Download-Punkte bekommen.

Heimse Punkte ein, indem du anderen Studierenden hilfst oder erwirb Punkte mit einem Premium-Abo

Dokumente teilen
download point icon20 Punkte

Für jedes hochgeladene Dokument

Alle Arten, um Gratis-Punkte zu bekommen
Sofort Punkte bekommen

Wähle ein Premium-Abo mit allen Punkten, die du benötigst

Studienangebote

Wähle dein nächstes Studienprogramm

Setz dich jetzt mit den besten Universitäten der Welt in Verbindung. Wähle zwischen Tausenden Universitäten und offiziellen Partnern.

Community

Kostenlose Leitfäden

Unsere Studi-Retter-Ebooks!

Lade unsere Leitfäden mit Lernmethoden, Hilfen zur Angstbewältigung und von Docsity-Tutoren erstellte Tipps zum Verfassen von Haus- und Abschlussarbeiten kostenlos herunter

Summary Seminar Instructed Language Learning, Mitschriften von Englisch

Eberhard Karls Universität TübingenEnglisch

Zusammenfassung des Seminars Instructed Language Learning

Art: Mitschriften

2021/2022

Zum Verkauf seit 30.01.2024

sereenaaa
sereenaaa 🇩🇪

27 dokumente

1 / 33

Toggle sidebar

Diese Seite wird in der Vorschau nicht angezeigt

Lass dir nichts Wichtiges entgehen!

bg1
Summary Summer Term 2022
Dr. Simon Ruiz
1
Seminar - Instructed Language Learning
Session 1: First Language Acquisition (L1)
L1 acquisition
• Shows high degree of similarity in the early language of children all over the
world
• Useful to characterize basic milestones
• Meaningful to study development sequences
Basic L1 acquisition milestones:
First year
small babies
• Earliest vocalizations: crying, babbling, …
• Hear subtle phoneme differences (pa vs. ba)
end of first year
• First words
• Good understanding of frequent words
• Begin to imitate words and speech sounds
2 years
production of at least 50 words
telegraphic speech
• Baby fall down
• More outside → I want to go outside again (beyond imitation)
comprehension of more sophisticated language
school years
developing sophisticated metalinguistic awareness
vocabulary growth at high rate
acquisition of different registers
• Learn the social functions of language
Developmental sequences or stages:
• Predicable patterns in the emergence and development of many language
features (e.g., questions, negations)
o Grammatical morpheme orders:
pf3
pf4
pf5
pf8
pf9
pfa
pfd
pfe
pff
pf12
pf13
pf14
pf15
pf16
pf17
pf18
pf19
pf1a
pf1b
pf1c
pf1d
pf1e
pf1f
pf20
pf21

Unvollständige Textvorschau

Nur auf Docsity: Lade Summary Seminar Instructed Language Learning und mehr Mitschriften als PDF für Englisch herunter!

Seminar - Instructed Language Learning

Session 1: First Language Acquisition (L1) L1 acquisition

  • Shows high degree of similarity in the early language of children all over the world
  • Useful to characterize basic milestones
  • Meaningful to study development sequences Basic L1 acquisition milestones: First year small babies
  • Earliest vocalizations: crying, babbling, …
  • Hear subtle phoneme differences ( pa vs. ba ) end of first year
  • First words
  • Good understanding of frequent words
  • Begin to imitate words and speech sounds 2 years production of at least 50 words telegraphic speech
  • Baby fall down
  • More outside → I want to go outside again (beyond imitation) comprehension of more sophisticated language school years developing sophisticated metalinguistic awareness vocabulary growth at high rate acquisition of different registers
  • Learn the social functions of language Developmental sequences or stages:
  • Predicable patterns in the emergence and development of many language features (e.g., questions, negations) o Grammatical morpheme orders:

1 present progressive - ing (mommy running) 2 plural - s (two books) 3 irregular past forms (baby went) 4 possessive ‘s (daddy’s hat) 5 copula (Annie is happy) 6 articles the and a 7 regular past - ed (she walked) 8 third person singular simple present - s (she runs) 9 auxiliary be (she is coming)

  • Acquisition proceeds in this particular sequence, not at a particular age or rate (Built-in syllabus) Explaining L1 acquisition a. Behaviorist perspective
  • Behaviorism
  • Language acquisition: o Imitation o Practice o Feedback on success o Habit formation
  • Environment is the key factor b. Innatist perspective
  • Universal Grammar, Generative Linguistics
  • Language acquisition is innately determined: o Universal Grammar is part of biological endowment o Innate grammatical knowledge (The Language Acquisition Device (LAD)) o Only specific parameter setting for individual language need to be ac- quired
  • Critical Period Hypothesis: “Setting of parameters” (i.e., characteristics of hu- man languages) must happen in early childhood
  • Environment has relatively little impact
  • Contrastive Analysis Hypothesis (CAH) o Lexical and grammatical similarities between L1 and L2 → should facili- tate learning o Differences → should cause interference o Counterargument: imitation or interference cannot fully explain all learn- ers’ errors b. Innatist Perspective
  • Universal Grammar o Basis of L1 but not for L2 past critical period
  • Instruction and feedback o Only change superficial aspects of language performance o Little to no effect on systematic knowledge of new language o L2 learners may need explicit information about what is not grammatical
  • Focus on competence underlying performance Krashen’s Monitor Model **Five Hypotheses
  1. Acquisition vs. Learning Hypothesis**
  • Unconscious acquisition o Via language used for communica- tion o No attention to language form o Results in unconscious knowledge
  • Conscious learning o Via attention to forms and rules o Results in conscious knowledge 2. Input Hypothesis (^) • Acquisition → via exposure to lan- guage that is comprehensible and contains i+ o i: learner’s current interlanguage system o +1: language (words, structures) one step beyond

3. Monitor Hypothesis • Learned knowledge is only useful when learners monitor their output 4. Natural Order Hypothesis (^) • Language is acquired in predictable order (as in L1) 5. Affective Filter Hypothesis (^) • Mental barrier caused by affective factors (e.g., anxiety) preventing learners from acquiring language c. Cognitive/Developmental Perspective Information Processing

  • The mind as a processor
  • Paying attention requires using cognitive resources to identify and process aspects of language
  • Cognitive resources are limited
  • Experience and practice lead to automation o Beginning learners → attention needed for identify- ing words and basic grammar forms o Proficient language users → full attention to mean- ing
  • Practice o Not mechanical repetition, production o Cognitive effort in listening and producing language Information Pro- cessing and Skill Learning
  • SLA as Skill Learning o Language Learning → like learning another skill (e.g., driving a car)
  • Declarative knowledge (knowledge that) can become procedural knowledge (knowledge how) via practice
  • Thinking about the declarative knowledge when skills are proceduralized and automatized (procedural knowledge) disrupts performance Input
  • The language available in the learner’s environment
  • Has some kind of communicative purpose
  • Essential ingredient of successful language learning

Sociocultural Perspective

  • Vygotsky: Cognitive (and language) development arises as a result of social interactions
  • Learning: o Individuals interact with interlocutor within their Zone of Proximal Devel- opment (ZPD) § ZPD → Metaphorical location where learners co-construct knowledge with interlocutor § Higher performance thanks to interlocutor (scaffolding) Session 3: Instructed Second Language Acquisition What is L2 instruction? “[A]ny deliberate attempt to promote language learning by manipulating the mecha- nisms of learning and/or the conditions under which these operate.” (de Graaff & Housen) Is instruction beneficial for L2 acquisition?
  • Instruction can facilitate learning o Can make a difference § Increases rate of acquisition § Results in increased accuracy § Pushes ultimate attainment (i.e., high proficiency)
  • Must be a systematic manipulation of learning conditions o Systematic effort § Individuals to learn the L2 and/or § Teachers/instructions to help develop the L Summary
  • L2 acquisition shows high degree of variability
  • There are cognitive and social accounts of L2 acquisition
  • L2 acquisition is a non-linear process
  • Instructed second language acquisition explores the implications of some L2 acquisition theories

Effectiveness of L2 instruction I. What type of instruction is most effective? a. Overarching goal of L2 instruction

  • To develop communicative competence in the L o Ability to use the L2 for communicative purposes o Being able to use the L2 language for communication b. Possible goals of L2 instruction
  • To develop linguistic knowledge: o Implicit, proceduralized knowledge → enables spontaneous communication in the L § Knowledge “of” language § Linguistic knowledge without awareness or unconscious o Explicit, declarative knowledge of linguistic form → e.g., grammatical patterns, meaning of words § Knowledge “about” the language § Linguistic conscious knowledge
  • To develop language skills o Receptive § Listening § Reading o Productive § Writing § Speaking
  • Limited effect for instruction? o Connectionism o Sociocultural Theory
  • Beneficial effects for instruction? o Skill Acquisition Theory o Interaction Approach o Input Processing Session 4: Nature of Second Language Knowledge / Implicit and Explicit Knowledge The goal of L2 instruction
  • Overachieving goal of L2 instruction (see Session 3) o To develop communicative competence in the L2: § L2 learner’s ability to use language:
  • Accurately
  • Fluently and
  • Appropriately in meaning-focused contexts Types of linguistic knowledge Role of awareness
  • Explicit, declarative knowledge of linguistic form → e.g., grammatical patterns, meaning of words o “Knowledge about” language o Linguistic conscious knowledge o Prototypical example: → pedagogical rules in the language classroom Summary
  • Instruction facilitates second language acquisition
  • Instruction aims to help learners develop L2 knowledge that results in communicative ability
  • Instruction is broadly categorized into meaning-focused and form-focused instruction
  • Implicit, proceduralized knowledge → enables spontaneous communication in the L o “Knowledge of” language o Linguistic knowledge without awareness or unconscious o Prototypical example: → knowledge of native language Implicit and explicit knowledge - Key characteristics (Ellis) Characteristics Implicit knowledge Explicit knowledge Awareness Intuitive awareness of lin- guistic norms Conscious awareness of lin- guistic norms Type of knowledge Procedural knowledge of rules and fragments Declarative knowledge of grammatical rules and frag- ments Systematicity Variable but systematic knowledge Anomalous and inconsistent knowledge Accessibility Access to knowledge by means of automatic pro- cessing Access to knowledge by means of controlled pro- cessing Use of L knowledge Access to knowledge during fluent performance Access to knowledge during planning difficulty Self-report Non-verbalizable Verbalizable Types of linguistic knowledge - Role of awareness

Session 5: Meaning-Based Instruction: Task-Based Language Instruction Defining tasks

  • Task-as-workplan o The task teaching materials
  • Task-as-process o The actual performance of the task Criteria I. Workplans as tasks Tasks in the classroom 1. Learners’ primary focus on meaning:
  • encoding and decoding messages
  • no focus on linguistic form 2. Task architecture contains some kind of gap (a need):
  • to convey information
  • to express an opinion
  • to infer meaning 3. Source of language Learners should rely largely on their own resources (linguistic and nonlin- guistic) in order to complete the task
  • no language is taught
  • language can be borrowed from task 4. Learners’ goal/dynamic a clearly defined outcome:
  • pragmatic use of language
  • achieve the goal stipulated by the task What is meaning?
  • Semantic meaning o The meanings of lexical items or of specific grammatical structures
  • Pragmatic meaning o The highly contextualized meanings that arise in acts of communication

Exercise vs. Task Exercise Task Orientation Linguistic skills as pre- requisite for communica- tive abilities Linguistic skills are devel- oped through engaging in communicative activity Focus Linguistic form and se- mantic meaning (‘focus on form’) Propositional content and pragmatic communicative meaning (‘focus on mean- ing’) Goal Manifestation of code knowledge Achievement of a commu- nicative goal Outcome-evaluation Performance evaluated in terms of conformity to the code Performance evaluated in terms of whether the com- municative goal has been achieved Real-world relationship Internalization of linguistic skills serves as an invest- ment for future use There is a direct and obvi- ous relationship between the activity that arises from the task and natural communicative activity Task-based Language Teaching (TBLT) I. Versions

  • Communicative Language Teaching (CLT) o Weak form: § Use of tasks in a structural approach to teaching - Task-supported teaching o Presentation-Practice-Production (PPP) o Strong form: § Tasks serve as the basis for the teaching syllabus - Task-based teaching o Tasks

Pedagogical implications

  • Sequence of tasks o Input-based tasks → output-based tasks o According to task difficulty → also experience and intuition
  • Teachers may focus learners’ attention on form while performing a task
  • To encourage use of complex and fluent language, allow time for planning be- fore performing the task
  • To encourage accurate performance, allow task performance with no time pressure Session 6: Form-Focused Instruction Types of L2 instruction (according to learner’s focal attention) I. Meaning-focused instruction
  • Focuses exclusively on communication of meanings
  • Learners attend to the content of message
  • Learning results from o Exposure to rich and comprehensible input o Interaction with teachers or peers
  • Help learners communicate fluently However… → may not be enough for developing linguistic accuracy Summary
  • Task o Workplan
  • For a workplan to qualify as a task
  1. Focus on meaning
  2. Some kind of gap
  3. Rely on own resources
  4. Clearly defined outcome

II. Form-focused instruction

  • Learners o Communicate fluently but also accurately How? → learners pay attention to linguistic items within a larger meaning-focused context
  • Fosters attention to form and meaning
  • Learners’ attention is drawn to linguistic form
  • Might be necessary for acquiring at least some of L2 aspects Theoretical basis a. The NOTICING Hypothesis (Schmidt 1990) Input for acquisition must be noticed in some way.
  • Noticing: o Paying attention to linguistic form (e.g., vocabulary) o Precondition for learning L2 instruction taxonomy Difference on focus Focus on Meaning Focus on FormS Focus on Form Emphasis communication linguistic rules communication
  • attention to linguistic form Type of instruction Implicit Explicit both

Session 7: Input-Based Approach I - Processing Instruction Key concepts I. Cognitive perspective

  • Learning happens in learner’s mind o Making new connections § Form-meaning mappings
  • Teacher’s role o Helping making students good connections II. Input
  • The language available in the learner’s environment
  • Essential ingredient of successful language learning III. NOTICING Hypothesis (see above) IV. Intake: Form-meaning connections Having noticed and comprehended the message
  • Example: “muchacho” in Spanish o Form: m-u-c-h-a-c-h-o o Meaning: “a young human who is male; boy” V. Working memory
  • Capacity for storing and processing information simultaneously
  • Assists simultaneous processing of form, meaning and use of language forms Input processing (VanPatten, 1996/2004)
  • Learners: o Have limited processing capability o Cannot pay attention to form and meaning simultaneously o Tend to give priority to meaning over form

Input processing: Principles 1 Learners process input for:

  • Meaning before → Form 2 To process non-meaningful forms:
  • Learners o Must be able to process informational or communicative content at no or little cost to attention 3 First noun strategy
  • Learners’ default strategy o Assign the role of agent (or subject to the first noun (phrase) they en- counter in a sentence/utter 4 Learners first process elements in sentence/utterance
  • Initial position Processing instruction
  • Main aim o Pedagogical intervention: § Aims to alter learners’ default input processing strategies § Involves the manipulation of input in particular ways:
  • To push learners away from less than-optimal strategies