TESOL Teacher Professional Development in Namibia May 2013 Perspectives Linguistic Social Psychological Linguistic Perspective Phonetics and Phonology Morphology Syntax Semantics Pragmatics ID: 796829
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Slide1
What do we know when we know a language?
TESOL Teacher Professional Development in Namibia
May 2013
Slide2Perspectives
Linguistic
Social
Psychological
Slide3Linguistic Perspective
Phonetics and Phonology
Morphology
Syntax
Semantics
Pragmatics
Slide4Linguistic Perspective
Important concepts
Universal grammar
Linguistic competence
Linguistic performance
Slide5Linguistic Perspective
Universal Grammar (UG)
The innate ability people are born with to learn a language.
All languages have similar properties with limited parameters: Word order, parts of speech, displacement
All languages are rule-governed and are generally learned in the same way
Slide6Linguistic Perspective
Linguistic competence: what speakers of a language know about the language
Linguistic performance: how speakers of a language use what they know
Slide7Linguistic Perspective
The Monitor Model (
Krashen
)
Acquisition/Learning Hypothesis
Monitor Hypothesis
Natural Order Hypothesis
Input Hypothesis
Affective Filter Hypothesis
Slide8The Monitor Model
i
+ 1
Language Acquisition Device
Slide9Linguistic Perspective
Interlanguage
(IL)
L1
L2
Restructuring/Backsliding
Fossilization
Slide10Social Perspective
Communicative competence
Microsocial
factors
Macrosocial
factors
Language community
Interaction hypothesis
Interpersonal
intrapersonal
Zone of Proximal Development (ZPD)
Scaffolding
Acculturation Model
Slide11Social Perspective
Communicative Competence:
“what a speaker needs to know to communicate appropriately within a particular language community” (
Saville-Troike
, 2003)
Vocabulary + phonology + grammar + any other linguistic structure + rules re: what to say to whom and when and how…and if.
Slide12Social Perspective
Microsocial
factors
Variability among a language community or within a learner that is systematic and predictable
I ate dinner v. I ate supper.
Hi v. hello v. good morning
Macrosocial
factors
Features of the larger political setting, social position, societal attitudes,
values, ethnicity, gender, age
Slide13Social Perspective
Language Community
A group of people who share knowledge of a common language at least to some extent
How many language communities do you belong to? How are they different? How are they similar?
Slide14Social Perspective
Interaction Hypothesis
The claim that modifications and collaborative efforts which take place in social interaction facilitate SLA because they contribute to the accessibility of input for mental processing (
Saville-Troike
2012, p. 190)
Modifications:
Oral: high frequency phrases, pauses grammatical junctures, slower speed, repetition, paraphrase, expansion, sentence completion
Written: academic texts include frequent organization markers, clear topic sentences, highlighting of key terms (synonyms + paraphrases), lists of main points, elaboration of specific points, visual aids, explicit summations at regular intervals, questions
Slide15Social Perspective
Accommodation Theory:
Speakers change their pronunciation and even grammatical complexity to sound more like whomever they are talking to.
…so if teachers use the language they want their students to use….
Zone of Proximal Development (
Vygotsky
)
The distance between current ability and potential growth. In order to learn, the learner needs guidance. It is where learning happens.
Slide16Social Perspective
Teacher
ZPD
Learner
Slide17Social Perspective
Scaffolding
Verbal guidance which an expert provides to help a learner perform any specific task, or the verbal collaboration of peers to perform a task which would be too difficult for any one of them in individual performance
S:
Taki
T: What did
Taki
do?
S: Pencil
T: What did
Taki
do with the pencil?
S: Throw (makes a throwing motion)
T:
Taki
, don’t throw pencils.
Slide18Social Perspective
Acculturation Model
Identifies group factors such as identity and status which determine social and psychological distance between learner and target language populations.
Slide19Psychological Perspective
Information Processing
Controlled/Automatic
Connectionism
Critical Period Hypothesis and Age
Gender
Cognitive Style
Learning Style, Learning Strategies
Slide20Information Processing
Slide21Critical Period Hypothesis
Slide22Gender
Slide23Cognitive Style
Tolerance for Ambiguity
Risk-taking
Reflective
Field dependence
Visual
Auditory
Kinesthetic
Slide24Learning Strategies
Metacognitive: attempt to regulate learning by planning and monitoring. Ex: pre-viewing, deciding in advance to attend to specific input…
Cognitive: make use of direct analysis or synthesis of linguistic material. Ex: repeating after a language model, translating, guessing meaning through
inferencing
Social/affective: involve interaction with others. Ex: asking questions for clarification, asking for repetition, explanation or examples