MAIN MODELS OR THEORIES OF SLA

SOCIOLINGUISTIC LINGUISTIC COGNITIVE

MODELS
Sociolinguistics is the descriptive
study of the effect of any and all
aspects of society, including
cultural norms, expectations, and
context, on the way language is
used, and society's effect on
language.
MODELS MODELS
Each human language is a complex Cognitive model is an
of knowledge and abilities enabling approximation cognitive processes
speakers of the language to for the purposes of
communicate with each other, to comprehension and prediction.
express ideas, hypotheses, Tend to be focused on a single
emotions, desires, and all the cognitive phenomenon or process,
other things that need expressing. how two or more processes
interact (visual search and
decision making), or to make
behavioral predictions for a
specific task or tool.
 SOCIOLINGUISTIC MODELS
ACCULTURATION MODEL
The main suggestion of the theory
is that the acquisition of a second
language is directly linked to the
acculturation process, and
learners’ success is determined by
the extent to which they can
orient themselves to the target
language culture.
NATIVISATION MODEL
Nativisation it proposes that
there is a human biological
capacity for language representing
a set of internal norms for
language and Denativisation
involves accomodation and the
learner adjusts his internalized
system to make it fit with the
input.
ACCOMODATION THEORY
A speaker’s attitude towards
another speaker in conversation
can influence the way (s)he talks. If
learners are positively motivated
towards the target community,
ingroup speech markers are
scarcely noticeable, while the
opposite is true if learners are
negatively motivated towards the
outgroup.

DISCOURSE
THEORY
Discourses are more than
ways of thinking and
producing meaning. They
constitute the 'nature' of
the body, unconscious and
conscious mind and
emotional life of the
subjects they seek to govern
a form of power that
circulates in the social field
and can attach to strategies
of domination as well as
those of resistance.
LINGUISTIC MODELS
VARIABLE
COMPETENCE
MODEL
It is based in two
distinctions: Product of
acquisition exists the
planned and unplanned
discourse. The Process of
acquisition divides into two
kinds of knowledge: implicit
knowledge the information
that is automatically and
spontaneously used language
tasks the explicit knowledge
are the facts that a person
knows about the language
and the ability to articulate
those facts.
UNIVERSAL
HYPOTHESIS
The universal hypothesis •
may vary according to the
degree of effort needed to
acquire the target language
and secondly the linguistic
language can be used to •
predict which differences
lead to difficulty and which
ones do not.
• Metalinguistic function:
SWAIN’S OUTPUT
THESIS
Noticing function:
Learners encounter gaps
between what they want
to say and what they are
able to say.
Hypothesis-testing
function: When a learner
says something, there is
always an at least tacit
hypothesis underlying his
or her utterance, e.g.
about grammar.
Production of language
for communication in a
meaningful way is
hypothesized to help its
acquisition.
 COGNITIVE MODELS
THE MONITOR MODEL (KRASHEN 1981, 1982, 1985)

ACQUISITION/ NATURAL ORDER MONITOR INPUT AFFECTIVE FILTER

LEARNING HYPOTHESIS HYPOTHESIS HYPOTHESIS HYPOTHESIS
HYPOTHESIS

Acquisition: It is a It is the idea that The monitoring can This hypothesis The affective filter;
subconscious children learning make some suggests that that is a 'screen'
process and the their first language contribution to the language acquisition that is influenced by
learner is unaware acquire grammatical accuracy of an occurs when emotional variables
of the process structures in a pre- utterance but its learners receive that can prevent
taking place. determined, use should be messages that they learning. Can be
'natural' order, and limited. can understand, a prompted by many
Learning: Learning a that some are concept also different variables
language involves acquired earlier known as including anxiety,
formal instruction than others. comprehensible self-confidence,
and is therefore a input. motivation and
conscious process. stress.
 COGNITIVE MODELS
MC LAUGHLIN’S MULTIDIMENSIONAL NEUROFUNCTIONAL PARALLEL
INFORMATION MODEL AND THEORY DISTRIBUTED
PROCESSING PROCESSING PROCESSING
MODEL OPERATIONS
Learners are only able to Learners go through several There is a close connection The PDP model holds
process part the input they developmental stages in their between language function and that the cognitive
receive, and they also learning of a second language. the actual anatomy of the brain: processes can be
acquire certain skills Like: individual variation, explained by activation
through routinisation. developmental sequences, Specific aspects: flowing through
socio-psychological factors, networks that link
formal instruction. • Age differences together nodes. Every
• Formulaic speech new event changes the
• Fossilisation strength of
• Pattern practice in the connections among
second language classroom relevant units by
altering the connection
weights. Consequently,
you are likely to
respond differently the
next time you
experience a similar
event.