Session 1: (9.00-10.30)

Theories of Language

1. Introduction to the course2. Beliefs about teaching/learning3. Constructivism4. Behaviourism and Mentalism5. Nature vs. Nurture

Dr. Simon Phippsdr.simon.phipps@gmail.co

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CTS Module: Fresh Insights into Teaching & Learning (Linguistics)

OVERVIEW OF THE 3 DAYS

Tuesday 4th Wednesday 5th Thursday 6th

09.00-10.30

Theories of Language SLA research Noticing, restructuring, proceduralisation

10.45-12.15

Theories of Language Learning (Krashen)

Classroom research Lesson shapes

13.15-14.45

Theories of Language Learning (Chomsky)

Implications Implications

15.00-16.30

Implications Psycholinguistics

CTS Module: Fresh Insights into Teaching & Learning (Linguistics)

BELIEFS ABOUT TEACHING & LEARNING

Our beliefs about teaching and learning greatly influence the way we teach, plan lessons, interact with students, etc.

These beliefs are sometimes referred to as; Intuition Unconscious knowledge

They come from; ‘Apprenticeship of observation’ Previous language learning experience Previous teaching experience Training Reading

They may conflict with some SLA research findings

BELIEFS ABOUT TEACHING & LEARNING

Research shows that it is useful to; Articulate these beliefs Make them explicit Question them in the light of research, reading, practice

Reflection is therefore a key element in this course

2 key issues in education today;

Your learning will come from; sessions reading discussions with each other individual reflection

Teacher education teacher beliefs

Teacher educationTeacher beliefs classroom teaching

THEORIES OF LANGUAGE 1What is language?

Aspects of the study of language phonetics morphology, syntax lexicology semantics discourse analysis pragmatics sociolinguistics psycholinguistics

LinguisticLinguisticss

(how it (how it works)works)

SemanticsSemantics(what it (what it means)means)

SociolinguiSociolinguisticsstics

(how it is (how it is used)used)

Sound system

Grammatical system

Lexical system

Discourse system

adapted from Stern, H. (1983). Fundamental Concepts of Language Teaching. Oxford: OUP. p183

THEORIES OF LANGUAGE 2‘Schools of thought’

Bloomfield (1940s) ‘American Structuralism’ science of language behaviourist

Halliday (1960s-70s) ‘Systemic Linguistics’ linguistics + anthropology try to categorise lang. acc. to context of situation

Chomsky (1960s-70s) attacked behaviourism (lang. is not habit formation) Language Acquisition Device (LAD), Universal Grammar

(UG) – ‘infinite use of finite means’

THEORIES OF LANGUAGE: 3 MAIN GROUPINGS

Environmentalist social triggered by imitation, habit formation

Innatist biological triggered by universal grammar

Interactionist mixture of social and biological triggered by communication

BEHAVIOURIST LEARNING THEORY

Habit formationResponse to stimulus in the environmentPositive reinforcementImitate models of correct language until correct habits are formed

BUT It ignores the ‘black box’ Output is often different from input Errors show learners construct their own rules Kids are not always corrected

MENTALIST LEARNING THEORY

Linguistics + psychology Humans are biologically programmed for language Language is too complex for child to learn so early ‘Poverty of the input’ Kids work out rules, not always told what’s correct Deaf children develop language too

Only humans can learn language LAD is triggered by input UG principles are common to all languages

Kids learn variations on principles Critical period

INTERACTIONIST LEARNING THEORY

Interplay between biology/environmentMothereseModified interactionInteraction shapes thinking and cognitive development

MAYBEDifferent aspects of language are learnt in

different ways Routines Complex grammar Relating form to meaning

PINKER: NATURE VS NURTURE

Is language something innate or something we learn from our environment?What evidence would you give to support

your view?

How do babies learn L1 without being taught formally?

Why is it difficult for adults to learn an L2?

Chapter 1Why is language so remarkable? We can create new thoughts in others’ minds

What evidence does Pinker give for language being innate?

‘There’s yesbody at the door’ Instinct is not taught Kids know complex grammar

Why were Chomsky’s ideas so revolutionary at the time?

It went against accepted dogma

What were his main arguments? Every utterance is new Children are not taught

PINKER: NATURE VS NURTURE

Chapter 2How do children ‘re-invent’ language? They grammaticise parents’ pidgin language

What is the difference between a ‘pidgin’ and a ‘creole’ language?

Creole = pidgin as L1

What does the ‘wug-test’ show? Kids don’t learn by imitating parents

How do children learn grammar in their L1? Kids do most of the work, they don’t need

motherese

Are some languages more primitive than others? All have complex grammar

PINKER: NATURE VS NURTURE