I-
BEHAVIORISM:
{ repetitions + imitation + reinforcement = habit
formation }
{ habit formation = learning }
·
Second Language
Learning starts off with habits associated with the First Language.
·
For Behaviorists
errors are: 1st Language
Habits interfering with the Acquisition of
2nd Language Habits.
·
Learning: Positive
Associations.
CONTRASTIVE ANALYSIS
HIPOTHESIS (CAH)
1- Example:
- Maria é bonita, seus cabelos são pretos.
- Mary is beautiful, your hairs are black. (CAH = wrong)
Right sentence:
Mary is beautiful, her hair is black.
2- Example:
- Eu gosto de você.
- I like of you. (CAH = wrong)
Right Sentence: I
like you.
3- Example:
- A menos que você se vista bem, você não pode entrar naquela importante festa.
- Unless you dress well, you cannot enter that important party. (CAH = Right)
4- Example:
- A criança come o pão. = The child eats the bread.
- A criança o come. (CAH): The child it eats. (wrong)
Right Sentence: The child eats it.
II-
COGNITIVE THEORY:
·
Cognitive
Psychologists believe that learning can be seen as the building of knowledge
systems automatically for speaking and understanding. That is: Learners
can learn so automatically that they do not realize that they are doing.
·
Cognitive Psychologists
believe that this kind of learning is based on the interaction of the knowledge
the learner has already, with the new input. It happens a kind of
reestruture. That is: Learners learn by reestruturing the new input
to the knowledge he/she had before.
·
This kind of
learning has not widely tested empirically.
·
It is difficult to
prove this kind of learning because we cannot be sure which structures of
the language the learner had and which are restructured.
III-
CREATIVE CONSTRUCTION
THEORY:
ATTENTION! THIS
THEORY IS SUBDIVIDED IN 5 HYPOTHESES.
·
This theory states
(believes) that the learners need not speak or write to acquire language. They construct
internal representation = mental pictures of the target language.
·
So acquisition
takes place internally as learners read and hear examples of the
target language and they construct internal representations of it.
THE FIVE
HYPOTHESES
1)-
THE ACQUISITION LEARNING
HYPOTHESIS:
Learning is a conscious process of study
and attention to form and error correction in formal language classrooms.
ACQUISITION
IS MORE IMPORTANT THAN OTHER PROCESSESS BECAUSE IT IS NATURAL. (KRASHEN)
2)- THE MONITOR HYPOTHESIS:
The
Monitor or Editor makes minor changes, polishing what the acquired system has
produced.
3)- THE NATURAL ORDER HYPOTHESIS:
Learning
grammar the learner follows a kind of order which is different for each person.
4)- THE INPUT HYPOTHESIS:
We acquire
language in only one way: by receiving comprehensible input/ by receiving
comprehensible input/ by understanding messages.
5)- THE AFFECTIVE FILTER HYPOTHESIS:
The
affective filter is an imaginary barrier which prevents learners from learning
a new input.
THE SECOND LANGUAGE INTERACTIONIST VIEW
ATTENTION:
·
Comprehensible
input is necessary for language acquisition.
HOW
INPUT IS MADE COMPREHENSIBLE?
BY
INTERACTIONAL MODIFICATIONS: native speakers modify input when talking to
non-native speakers. TYPES OF MODIFICATIONS:
1. Comprehension Checks. Ex. The bus leaves at 6;30. Do you understand?
2. Clarification Requests: The learner efforts to clarify something which he
cannot understand.
Ex. Could you repeat? Could you say again?
3. Self-repetition or Paraphrase: The native speaker repeats his/her sentence either
partially or entirely:
Ex. She got lost on her way home from school.
Clarification requests:
Repetition: She was walking home from school. (one
action)
Repetition: She got lost. (another action)
OBJETIVOS DO TRABALHO :
· Prática de leitura no idioma Inglês.
· Compreender as teorias e hipóteses de aprendizagem segunda língua.
· Ser capaz de criar exemplos de teorias e hipóteses de aprendizagem.
· Aumentar a compreensão na língua-alvo.
· Compreender a importância de saber o que fazer com o conteúdo do novo professor tem.
· Elaboração prática do trabalho acadêmico.
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