LING1901 Lecture Notes - Lecture 24: Causative, Communicative Language Teaching, Eric Lenneberg
16 May 2018
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Wednesday, 26 October 2016
LING1901 LECTURE 24
INSTRUCTED SECOND LANGUAGE LEARNING
-Today
•Learning language in a classroom setting
•Three important terms:
-Input
-Intake
-Output
-In and out of the classroom
•The processes involved in second language learning are independent of the context in which the language is
being learned
•Differences
-Learners in a foreign language setting: limited input and input mostly from peer whose knowledge of L2 might
be limited
-International opportunities restricted in foreign language settings
-Classroom language
•Language addressed to learners in the classroom modified and different from language used in naturalistic
interaction
•Progression from lesser to greater syntactic complexity in the classroom
•Proficiency level of students statistically significant predictor of the syntactic complexity of teachers’ speech
•Generally, the only language learners are exposed to is the one in the classroom
•Three sources of input
-Teacher
-Materials
•Textbooks, internet, movies
-Other learners
•Teacher talk can be limited; learner talk to other learners filled with errors
•Evidence suggests learners DO NOT pick up errors from peers
•Classroom language is not the only source of input when learners allowed to venture outside the classroom
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find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Today: learning language in a classroom setting, three important terms: In and out of the classroom: the processes involved in second language learning are independent of the context in which the language is being learned, differences. Learners in a foreign language setting: limited input and input mostly from peer whose knowledge of l2 might be limited. How is the l2/target language taught: grammar-translation method (1950s) Drilling, repetition, memorisation: communicative language teaching. Focus on interaction, not grammar: processing instruction and focus on form. Introduce structures to be practiced up-front and provide ample opportunity for practice. Focus on form when students need this. Processing instruction: van patten proposes principles of l2 input processing. A major problem in acquisition might be the way in which learners process input. Give learners information about a structure or form. Inform learners about a particular processing strategy that may get in the way of selecting the form/structure during comprehension.
