Based on Krashen's monitor model
Fundamental assumption: learners of any age are able to take in speech input - if most of it is comprehensible - and discover its system without having it arbitrarily broken down for them and spoon-fed
Primarily based on the theory that language acquisition is a subconscious process that occurs when language is used for natural, meaningful interaction
This approach supplies high amount of input made comprehensible through pictures, actions, and situational - grammatical - lexical transparency
Respects initial preproduction period - expects speech to emerge not from artificial practice, but from motivated language use - progressing from early single-word responses to more coherent discourse
Interpersonal and personal negotiation of meaning - rather than attention to grammatical correctness - is fostered for an extended period
Learning activities designed for learner comfort and enjoyment
[Second Main L2 Acquisition Theory]
Kindergarten-Strengthen Childs oral language skills
In some states, children may be asked to read and write.
1st Grade- Increase focus on reading/writing. Into of add.& Subt.
2nd Grade-Increase Indep. skills in reading/writing
3rd Grade: Transition; Child reads and writes in more complex ways. Most learned cursive in past, but not now.
Grades 4-6: Ch. go from elarning to read& write to Reading and writing to elarn.
Ch. with lang impairments
identified in 4-6 gr.
Vocabulary expectations:
By 1st grade, Ch. begin wi spoken vocab of 6k words, but teachers only teach 400 words per year.
Ch. suppose to learn 3k words/yr by 3rd gr.
Ch. supposed to understand 60k words by 6th gr.
Ch. supposed to learn 36k more words by 12 gr.
Based on Krashen's monitor model
Fundamental assumption: learners of any age are able to take in speech input - if most of it is comprehensible - and discover its system without having it arbitrarily broken down for them and spoon-fed
Primarily based on the theory that language acquisition is a subconscious process that occurs when language is used for natural, meaningful interaction
This approach supplies high amount of input made comprehensible through pictures, actions, and situational - grammatical - lexical transparency
Respects initial preproduction period - expects speech to emerge not from artificial practice, but from motivated language use - progressing from early single-word responses to more coherent discourse
Interpersonal and personal negotiation of meaning - rather than attention to grammatical correctness - is fostered for an extended period
Learning activities designed for learner comfort and enjoyment
[Second Main L2 Acquisition Theory]
Example 1: A baby says mamamama. Mother assumes he is trying to say "mama" and picks him up, hugs him, and says, "That's right, mama!
Example 2: A baby cries and mother says, "Do you want your bottle?" That verbalization by the mother becomes associated with the reinforcer that follows---food
Example 3: Jill is at the dinner table pointing to the juice pitcher and grunting. Mother says, "Juice? You want more juice?" And gives Jill the juice.
•Jill is reinforced by
getting the juice AND by verbal praise
-A bond is built between the referent "juice" and the word "juice"
Five major theories of language development: behavioral, nativist, cognitive, information-processing, and social interactionism. Match each statement with the theory it best fits. Some vocabulary. Advanced Review, Ch. 3, p. 128 - 137.