Cognitivismgeneral learning theory

cognitivist theories of language

automatic vs controlled processing

interlanguage

Selinker

learner grammar

not L1, not L2

interlanguage

Selinker: father of SLA research

learner grammar

not L1, not L2

Krashen’s monitor modelthe natural order hypothesis

the acquisition/learning hypothesis

the monitor

the input hypothesis

the affective filter

Noticing

 SLA is largely driven by what learners pay attention to and notice in target language input and what t h e y u n d e r s t a n d t h e significance of noticed input to be.

(Schmidt, 2001)

Cognitivism => Constructivism

Re-take cognitivism test next week if you want

Constructivism

general learning theoryconstructivist theories of language

Instructivism vs Constructivism

Piagetadaptation: a combination of two complementary processes called assimilation and accommodation.

When a learner incorporates the evidence of their senses into their mental world view, perhaps even by distorting their perceptions to fit that view, the information is said to have been assimilated.

Conversely, when the learner's mental world view has to be adjusted in order to admit new information, the learner accommodates.

Vygotsky: Zone of proximal development

Bruner: scaffolding

Task-based language

A task is an activity “where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.” (Jane Willis,

1996:23)

R EllisA task has several features as follows:

1. A task is a work plan (a plan for learner activity).

2. A task involves a primary focus on meaning.

3. A task involves real-world processes of language use.

4. A task can involve any of the four language skills.

5. A task engages cognitive processes such as selecting, classifying, ordering, and evaluating information in order to carry out the task.

6. A task has a clear defined communicative outcome.

Skehan (1998)1. Meaning is primary

2. Learners are not given other people’s meaning to regurgitate

3. There is some sort of relationship to comparable real-world activities

4. Task completion has some priority

5. The assessment of the task is in terms of outcome

Explanation & exampleinput

interaction

intake

output

feedback

nativisation