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An overview of key debates and issues in second language learning theory
Dr Gabriela Meier
EFPM266: Principles of Language LearningIntroduction to the module
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Today’s objectives
To get to know the tutor and peers
Understanding the rationale and scope of the module
Gaining a first idea of key debates related to second language learning based on your practice
Gain an overview of module assignments and assessment
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Introductions
Name(s) Country of origin Country of practice Years of teaching experience
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Introductions
Gaby BA translation (Zurich) Professional experience as translator and language
teacher MA and PhD in European Studies (language education) Research Fellow in Bath Lecturer in language education in Exeter
Research interest: language education and social cohesion/interaction Bilingual and multilingual education Immersion education (see www.bien.org.uk)
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Your expectations
Pair and group discussion:
Expectations of the module Expectations of the course Expectations of your time in Exeter
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Module objectives
To introduce you to foundational concepts in second language learning theories
To provide an overview of the current debate on key issues in second language learning research
To enable you to engage in critical analysis and discussion of an area of study in second language learning
To enable you to consider critically the application of current research in language learning to language teaching practice
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Envisaged learning outcomes
A critical understanding of the major issues in second language learning
An ability to apply the principles of language learning to the participants’ specific context
The ability to engage in critical analysis and discussion of different perspectives in second language learning
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Core texts
034080760A3P5ROK
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Format of module seminars
Teacher presentations Student presentations Participation in class Asking questions Reading (set) and discussion of articles Discussion of module topics (small and large
groups)
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About the module
Why principles of language learning for TESOL?
Relating theory to practice and context
Challenging our views openness
Invitation to engage with alternative ways of thinking about language learning (not taking things for granted)
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Group discussion
Think of your own language learning experience?
Group 1: what have you enjoyed / not enjoyed? Group 2: What did you do alone / not alone? Group 3: What was creative / not creative or
repetitive? Group 4: What was valuable / not valuable? Group 5: What was in in class / not in class?
flip chart
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What do we call our area of studies?
Principles of language learning Second language acquisition Second language learning theories How languages are learned Teaching English to speakers of other
languages Other?
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Second language acquisition
SLA is the study of how people acquire an additional language (L2)
It is a branch of applied linguistics / cognitive science
It is a problem-solving discipline
The central problem that SLA addresses is: ‘How can learners be helped to acquire an L2?’
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Key debates and issues in developing a theory of second language learning
Issue 1.
Second Language Learning or Second Language Acquisition SLA?
Developments in the field are leading researchers to question the term SLA:
The problem with the term SECOND The problem with the term ACQUISITION
For a full discussion of this see Block (2003).
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The problem with ‘second’
+ classroom
- classroom
1X as a foreign language
- Language in community
3 Self-instructed
X as a foreign language
2X as a second
language
+ Language in
community
4 Naturalistic
language learning
Fig. 3.1 ‘Second’ context scenarios (Block 2003:34)
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The problem with ‘acquisition’
Krashen (80s): distinction between learning and acquisition (information processing model)
Neisser and Harré (90s): Krashen does not consider environmental/ contextual variables
Gass and Long (90s): are we confusing use with acquisition?
Block (00s): Is ‘second language acquisition’ different to ‘second language activity’?
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Research linking acquisition and use
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Basic Issues in SLA (De Bot et al, 2005:5-12)
Monolingualism, bilingualism, multilingualism [& plurilingualism]
First, second & third language
SLA & first language acquisition
Acquisition vs. learning
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Issue 2.What’s different about second language learning compared to first language learning?
Issue 3.What is the role of the environment in second language learning?
How far is second language a mental process or a social process?
Key debates and issues in developing a theory of second language learning
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20/43
Contexts for Language Learning
A child or adult learning a second language is different from a child acquiring a first language in terms of both
1) learner characteristics
and
2) learning conditions
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Differences in Learning L1 & L2
Learner Characteristics
1. Knowledge of another language
2. Cognitive maturity
3. Metalinguistic awareness
4. World Knowledge
5. Anxiety about speaking
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Differences in Learning L1 & L2
Learning Conditions
6. Freedom to be silent
7. Ample time & contact
8. Corrective feedback: (grammar and pronunciation)
9. Corrective feedback: (meaning, word choice, politeness)
10. Modified input
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Differences in Learning L1 & L2
Summary:
Second/additional language learning theories
need to account for language
acquisition/learning by learners with a variety
of characteristics and learning in a variety of
contexts.
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Why are language learning theories important for us as foreign/second/additional language teachers?
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Views of language and views of learning both underpin our day to day teaching.
Methods and activities we choose reflect different views about language learning: Order of the syllabus Correction (when and what) Assessment
We need a set of principles so we can make informed judgements about our work and what is good practice.
BUT A lot of diverse views! A complex picture.
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Language theory Learning theory
Structural linguistics Behaviourist psychology (Bloomfield) (Skinner)
Universal grammar Cognitivism ‘Deep’ structure Chomsky (innatism) and Competence vs performance Piaget (constructivist + developmentalist) (Chomsky)
Functional linguistics Social theories of learning Language as tool for (weak and strong forms) communication Interactionism, Vygotskian (Halliday) sociocultural theory, and critical theory.
Charting the changing views of second language learning
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Many more issues
ELF, EIL, EAL, World Englishes Foreign, additional, second, other, heritage
language Whose English? Native vs non-native speaker – or bilingual vs
monolingual speakers of English Language learning and social media/CALL Multilingual language learning Etc. …
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For more information on current issues
BAAL: http://www.baal.org.uk/ AILA: http://www.aila.info/ EUROSLA: http://eurosla.org/home.html Asia TEFL: http://
www.asiatefl.org/2012conference/conference2.html
IATEFL: http://www.iatefl.org/ Journals: http://www2.nkfust.edu.tw/~
emchen/SLA/SLA_journals.htm
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Syllabus of this module1. Key debates and issues2. Short history 3. Interaction and language processing 4. Socio-cultural theory5. Language learning strategies and learning
styles6. Language learning motivation and anxiety7. Identity and second language learning8. Language learning as participation and
socialisation9. Multilingualism and language learning10. Conclusion
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Student presentation Description context (country, institution, policy) course (level, pre-requisites, objectives) learners (group and individuals) your role (learner, teacher, other)
Evaluation based on your experienceBreen (2001) argues that a theory of second language learning must seek to incorporate the answers to all of the following questions: What are the contributions of the persons doing the learning? Under what conditions or circumstances does the learning take
place? How is the learning done? What are the learning outcomes?
What issue would you like to know more about?
5 mins
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Rationale
Make visible differences types of contexts expertise and experience cultural issues
Essay preparationReflect on your context, look at theories and discuss their relevance to your context.
Enable student-centred seminars
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Assessment
EFPM266 Principles of language learning
See Module outline for procedure
Formative work Essay introduction (500 words) 11 December
2012
Summative work (essay 5,500 words) 16 January 2013
(not including references and appendices) Marking criteria – see MEd handbook
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Resources
Library Electronic library ELE (vle.exeter.ac.uk) internet
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Reading for next week Peacock, M. (2009) Attribution and learning
English as a foreign language. In ELT Journal 64/2 (pp.184-193)
Available from ELE
Questions How does the author define learner
attributions? What are the main findings? Why are learner attributions important? How does this resonate with your context?
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Recap
Questions
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Today’s objectives and outlook
To get to know the tutor and peers
Understanding the rationale and scope of the module
Gaining a first idea of key debates related to second language learning based on your practice
Gain an overview of module assignments and assessment
Next week:
Student presentations
Discussion of reading
Brief history of language learning theories