Содержание
- 2. OUTLINE 1. Shrum, J. and E. Glisan (2016) 2. Minor, D. (2014) 3. for next class
- 3. GOALS Be familiar with important concepts in SLA Be able to analyze the SLA theories behind
- 4. SHRUM, J. AND E. GLISAN (2016)
- 5. SHRUM, J. AND E. GLISAN (2016)
- 6. What is the purpose of SLA research?
- 7. TWO PERSPECTIVES IN SLA RESEARCH Individual and cognitive achievement Collaborative achievement within a community of learners
- 8. Language learning as an individual (cognitive) achievement
- 9. COMPETENCE & COMMUNICATIVE COMPETENCE
- 10. pragmatic knowledge unanalyzed chunks used when interaction with others Communicate and compensate deficiencies of other competence
- 11. Conscious knowledge of rules that ‘monitors’ language output e.g. learners acquire the grammatical morpheme -ing before
- 12. Implications of Krashen’s input hypothesis on vocabulary teaching
- 13. CRITICS OF KRASHEN’S THEORY 1. have not been empirically tested in language-learning environments; 2. concepts such
- 14. CRITICS OF KRASHEN’S THEORY 4. diminishes the role of the learner (teacher’s the only source for
- 15. LANGUAGE PROCESSING Additionally, if language can be learned unconsciously, how do we explain variability in performance?
- 16. LANGUAGE PROCESSING
- 17. LANGUAGE PROCESSING L2?
- 18. LANGUAGE PROCESSING How to facilitate automaticity in L2?
- 19. Why did mistakes occur in stage 2?
- 20. IMPLICATIONS IN L2 1. errors might be signs of restructuring—teachers need to be patient 2. knowing
- 21. IMPLICATIONS IN L2 “…neither the knowledge of the rule, nor the use the rule when consciously
- 22. Language learning as a collaborative (social) achievement
- 23. SOCIOCULTURAL THEORY (VYGOTSKY 1978) Our development is “inherently linked to the cultural, institutional and historical settings
- 24. SOCIOCULTURAL THEORY
- 25. SOCIOCULTURAL THEORY discursive interaction
- 26. Piaget (1979) Vygotsky (1978) development precedes learning learning precedes development
- 27. SOCIOCULTURAL THEORY with assistance or mediation of adults/more capable peers
- 28. ZONE OF PROXIMAL DEVELOPMENT (ZPD)
- 29. SCAFFOLDING IN THE ZPD Teacher’s role: Assistance is contingent on what the novice is doing (not
- 30. reciprocal learning task completing problem solving Scaffolding: not providing solutions but facilitated to search for solutions
- 32. MEDIATION IN THE ZPD
- 35. VIEW AND REFLECT Context: French, Kindergarten Jai Scott's French immersion class uses the topic of chicken
- 36. VIEW AND REFLECT Context: French immersion, Kindergarten The class practices emerging literacy skills by matching vocabulary
- 37. VIEW AND REFLECT 1. How does Mr. Scott guide the students from use of the L1
- 38. VIEW AND REFLECT 4. How are the following theoretical elements from Chapter 1 illustrated by means
- 39. VIEW AND REFLECT Video: http://www.learner.org/resources/series185.html# (1:30, 13:00, 17:15, 20:00)
- 40. MINOR, D. (2014) History of second language acquisition. In On being a language teacher, p. 97-114.
- 41. THOUGHTS/DOUBTS/QUESTIONS/CHALLENGES IN THE CLASSROOM Read each other’s entry Comments on their entry interesting/insightful/provocative thoughts points needed
- 42. NEXT CLASS Readings (for presentations): 1. Brandl, K. (2008). Principles of Communicative teaching and task-based instruction.
- 43. NEXT CLASS Readings (for journal entry): 3. Richards, J.C. and T.S. Rodgers (2014). The nature of
- 44. NEXT CLASS Journal entry instructions: Submission: upload to Quercus before next class (Jan. 29), and bring
- 46. PRESENTATION INSTRUCTIONS 1. introduction to the purpose and structure of your presentation 2. summary of main
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