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The basic features of this model are fully developed during early childhood, but it is
further developed through education and experience in adolescence and adult life.
SLT and FLT often asume that learners have already acquired a knowledge of the world
sufficient for the purpose
Knowledge from the world derives either from experience, education, other information
sources, etc. It includes General contexts such as knowing institutions, locations,
organisations, persons, objects, events, factual knowledge of the country/ies in which the
language is spoken, geography, demographic, economic and political features.
Sociocultural: Knowledge of the society and culture of the community(ies) in which a
language is spoken. It involves information of everyday living (public holidays, food &
drink, manners, working standards), living standards, welfare arrangements and
Interpersnal relations (class structure, gender relations, family structures, public relations,
race relations, political and religious relations), Values and beliefs, body language, social
conventions, ritual behavior.
Intercultural awareness: Understanding of the relation between the world of origin and
that of the target community. It involves awareness of regional and social diversity. Which
perspectives each community has of one another
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Practical skills: Social skills –how to interact-, living skills –routine actions in daily living-,
vocational and professional skills, leisure activities skills –arts, crafts, sports, hobbies-.
Intercultural: Bringing the culture of origin and the foreign one into relation with each
other. Cultural sensitivity and use of strategies for contact with those from other cultures.
How to deal with misunderstandings, how to overcome stereotypes.
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Ability to observe and participate in new experiences and to incorporate new knowledge
into existing knowledge
Heuristic skills: How to come to terms with the new experience, how to find, understand
and convey new information. Ability to use new technologies
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Lexical vocabulary fixed expressions, idioms, phrasal verbs, gramatical ítems, etc.
Grammatical articles, quantifiers demonstratives, possesives, relatives, etc. (those
belonging to closed Word clases) and Morphology
Semantics awaraness of meaning reference connotation, synonymy anotnymy
collocations,etc.
Perception and production of Phonological units (phonemes and allophones)
Ortogrpahic (spelling)
Orthoepic ability to read out loud a prepared tect, spelling conventions, representation of
pronunciation, ability to resolve ambiguity in light of context
Tomasello
is providing a usage-based approach to Language Acquistion in response to connectionist
models.
Connectionism Input is the source of both units of language and the rules of language.
Usage-basde theory “meaning is use” “structure emerges from use”
Pinker attempted to analyze language acquisition with formal linguistic theory. But
adults language and children’s language are not the same. (structure) “Continuity
assumption”
“the actual structures and representations involved are different at these different stages”
Connectionistis mistakes:
They don’t deal with communicative intention. Children are focused on the adult’s
communicative intentions as they attempt to comprehend. Communicative function to
base their linguistic generealizations
Usage-based: Language structure emerges from language use, find patterns in these store
utterances. Focused on production. How children internalize the linguistic inventories in
creative ways on a particular
Ellis
SLA is not uniform or predictable. Different learners in different situations learn L2 in
different ways. General Aspects. Factors pertaining to the learner and learning situations
these factors are in constant Interaction.
Similar to l1 acquisition?
Naturalistic/Classroom
Morphosyntax centralization
SLA studies both Competence and Performance. Studies Peformacne as an evidence of
competence. How sooo?? Issue.
Acquisition exposure rather than learning.
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1.- The role of the First Language. Language Transfer. Contrastive analysis. Learner can
avoid those rules.
2.- The Natural route of development. Does it exist? What does this thing consist of??
3.- Contextual Variation in language-learner language. Learner commit different mistakes
in accordance to the situational context and the linguistic context .Can be systemized
valuable rules.
4.-Individual Learner Differences. Age, aptitude, cognitive style, motivation, personality,
5.-The role of input Does it shape or does it trigger? Mere exposure to L2 is not enough
6.-Learner Process Use of strategies
7.- The role of formal Instruction the effect it has on the route of learning.
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Cohen
Success depends on the duration and intensity of the language course
impact of the most important learner feautures on language leaarninf.
Personal baggage how fast and how likely you are able to learn a L2
Natural environment
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Is like learning a second culture
Generated Choice motivation then you select a task goal
Maintained and protected in the classroom. No dsitractions.
Retrospective evaluation evaluatets how things worked out in the past.
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