psicolinguistica, Apuntes de Psicolingüística

¡Descarga psicolinguistica y más Apuntes en PDF de Psicolingüística solo en Docsity!

OTHER FACTORS

AFFECTING L2A

NATURALNESS

• (^) When the focus of the language speaker is on communication

and meaning the environment is said to be natural. The speaker

is not thinking about the grammatical structure of the language

but rather is using the language in order to get a message across.

• (^) Your knowledge of the grammatical structure is subconscious,

and the focus of your listening and speaking is on the meaning of

the message being transmitted. This is language in a natural

environment.

• (^) When the focus is on the rules and structures of a language, the

environment is considered formal. A natural environment CAN

take place in a classroom too. If the focus of the language use is

on communication and transmitting messages and NOT on

grammar exercises and correction, then a natural environment is

possible EVEN IN AN L2 CLASSROOM.

LEARNER’S PARTICIPATION

• One Way Participation: The learner is not required to speak at all in the second language, only listening or reading
• Restricted Two Way Participation: The learner is not required to speak in the second language and is allowed to use his/her native language or non-verbal communication to respond.
• Full Two Way Participation: The learner is required to listen to and respond in the second language
• Many studies have shown the benefits of either One Way or Restricted Two Way Communication, especially in the initial stages of L2A. At the end of a course, the students who were asked to write and NOT SPEAK during the first month of the course, did better in both pronunciation and grammar than the group that had practiced orally from the beginning. Also the restricted two-way group did better in listening and comprehension. They did just as well as the full two-way group in speaking skills.
• The need for a silent period (where the learner is not immediately forced to speak or write in the second language) for L2A has been demonstrated on many occasions leading to the development of teaching approaches such as Total Physical Response and the Natural Approach.

METHODS INCORPORATING SILENT PERIOD

• (^) Total Physical Response: this method of teaching was developed by Asher in the late 1960's. During approximately the first 10 hours of instruction, students remain silent, responding only to verbal commands given by the teacher such as stand up, sit down and so on.
• (^) Natural Approach: developed by Tracy Terrell in 1977, this method involves the devotion of the entire class period to communicative activities. Explanation and formal work are done outside the classroom. Students are allowed to respond in either their L1 or L2. Each student decides when he/she is ready to begin using the second language.

NON-LINGUISTIC FACTORS I

• (^) In order for communication to occur, both the sender and receiver must understand each other. When there is a language barrier, the speakers may only be able to understand each other when talking about subjects and events that can be seen, felt or heard at the moment of communication. The presence of these subjects and events or concrete referents are important in acquiring a second language.
• (^) Initial communication with a person learning a new language is most successful when talking about the here- and-now. Using visual aids and active student participation helps provide context and helps to make messages understood in the L2 classroom but using the here-and-now is equally important

NON-LINGUISTIC FACTORS II

• (^) Language Models: the source of the L2 that is heard by the

learner is also an important factor in language acquisition.

Research has shown that learners have preferences for certain

speakers serving as models of the second language.

• (^) Peer versus Teacher : when both a teacher and a peer speak

the L2, learners tend to use peers as the model.

• (^) Peer versus Parent : when the speech of the parents and peers

differ, learners tend to acquire the language used by their peers.

• (^) Own Ethnic or Social Group versus Other Ethnic or Social

Group: children tend to acquire the dialect or language spoken by

their own ethnic or social group as opposed to that of a different

ethnic or social group.

• (^) Teachers may find that learners seem to pick up phrases or words

used by popular figures from music videos, television and movies

before they acquire the vocabulary and structures from textbooks

used in class. Teachers can use these preferences in the creation

of motivating, pertinent activities for students. Also, if students

have access to peers who are native-speakers of the L2 they may