|
Teachability Hypothesis
The Teachability Hypothesis was produced by Manfred Pienemann. It was originally extracted from Pienemann's ''Processability theory, Processibility'' model. It proposes that learners will acquire a Second-language acquisition, second language (L2) features if what is being taught is relatively close to their stage in language development. Description The Teachability Hypothesis is based on previous psycholinguistic research in second language acquisition done by Meisel, Clahsen, and Pienemann (1981) and is reflective in Pienemann's Processability theory, Processibility theory. The hypothesis reports that some aspects of language are sequenced in a way that follows the developmental levels of language in which Pienemann coined those these features as 'developmental'. This sequence is reflective of the natural stages that learners will go through when learning a second language. Pienemann (1984) emphasizes that teachability of L2 structures have psychological constraints are univer ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Processability Theory
Processability theory is a Scientific theory, theory of second language acquisition developed by Manfred Pienemann. (Pienemann 1998) The theory has been used as a framework by scientists from Europe, North America, Asia and Australia. Processability theory (PT) is a cognitive approach to second language acquisition that seeks to explain developmental schedules as well as learner variation. It is based on Levelt’s (1989) approach to language generation and is formally operationalized using Lexical-Functional Grammar (Bresnan 2001). PT’s core assumption is that learners can produce only what they can process. PT is therefore based on the architecture of human language generation that is constructed hierarchically. It is argued that learners are constrained to follow that hierarchical order of processability in acquiring any target language. In other words, the hierarchy of processability is the core of the predictive machinery entailed in PT. Of course, the hierarchy must be app ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Interface Position
The interface position is a concept in second language acquisition that describes the various possible theoretical relationships between implicit and explicit knowledge in the mind of a second language learner., "Interface". Tacit knowledge is language knowledge that learners possess intuitively but are not able to put into words; explicit knowledge is language knowledge that learners possess and are also able to verbalize., "Implicit knowledge". For example, native speakers of Spanish intuitively know how to conjugate verbs (implicit knowledge), but may be unable to articulate how these grammatical rules work. Conversely, a non-native student of Spanish may be able to explain how Spanish verbs are conjugated (explicit knowledge), but may not yet be able to use these verbs in naturalistic, fluent speech. The nature of the relationship between these two types of knowledge in second language learners has received considerable attention in second language acquisition research. There ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Form-focused Instruction
Focus on form (FonF), also called form-focused instruction, is an approach to language education in which learners are made aware of linguistic forms – such as individual words and conjugations – in the context of a communicative activity. It is contrasted with ''focus on forms'', in which forms are studied in isolation, and ''focus on meaning'', in which no attention is paid to forms at all. For instruction to qualify as ''focus on form'' and not as ''focus on forms'', the learner must be aware of the meaning and use of the language features before the form is brought to their attention. ''Focus on form'' was proposed by Michael Long in 1988.. This paper was originally presented at the European-North-American Symposium on Needed Research in Foreign Language Education, Bellagio, Italy, in 1988. Background The concept of ''focus on form'' was motivated by the lack of support for the efficacy of ''focus on forms'' on the one hand, and clear advantages demonstrated by instruct ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Merrill Swain
Merrill Swain is a Canadian applied linguist whose research has focused on second language acquisition (SLA). Some of her most notable contributions to SLA research include the Output Hypothesis and her research related to immersion education. Swain is a Professor Emerita at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. Swain is also known for her work with Michael Canale on communicative competence. Swain was the president of the American Association for Applied Linguistics in 1998. She received her PhD in psychology at the University of California. Swain has co-supervised 64 PhD students. The Output Hypothesis Merrill Swain came to propose the Output Hypothesis based on her observations of French immersion classrooms that very rarely did students say anything longer than a clause, and that many graduates of French immersion programs still had grammatical inaccuracies in their speech that never went away even after many years of immer ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Michael Long (linguist)
Michael Hugh Long (1945 - February 21, 2021) was an American psycholinguist. He was a Professor of Second Language Acquisition at the University of Maryland, College Park. Long introduced the concept of ''focus on form'', which entails bringing linguistic elements (e.g., vocabulary, grammatical structures, collocations) to students’ attention within the larger context of a meaning-based lesson in order to anticipate or correct problems in comprehension or production of the target language. Long contrasted this approach with the older method of '' focus on forms'', which calls for exclusive focus on the linguistic forms when teaching a target language, often consisting of drill-type exercises such as conjugation exercises. Long is also usually credited for introducing the Interaction Hypothesis, a theory of second language acquisition which places importance on face-to-face interaction. Career He received an LL.B. (Bachelor of Laws) degree from the University of Birmingham and ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Task-based Language Learning
Task-based language teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language to complete meaningful tasks in the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcomes (the appropriate completion of real-world tasks) rather than on accuracy of prescribed language forms. This makes TBLT especially popular for developing target language fluency and student confidence. As such, TBLT can be considered a branch of communicative language teaching (CLT). Background Task-based language learning has its origins in communicative language teaching, and is a subcategory of it. Educators adopted task-based language learning for a variety of reasons. Some moved to a task-based syllabus in an attempt to develop learner capacity to express meaning, while others wanted to make language in the classroom truly communicative, rather than the pseu ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Grammar–translation Method
The grammar–translation method is a method of teaching foreign languages derived from the classical (sometimes called traditional) method of teaching Ancient Greek and Latin. In grammar–translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and the native language. Advanced students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the source language, and to further students' general intellectual development. It originated from the practice of teaching Latin; in the early 16th century, students learned Latin for communication, but after the language died out it was studied purely as an academic discipline. When teachers started teaching other foreign languages in the 19th century, they used the same translation-based approach as had been used for teaching Latin. The method has been criticized for it ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Robert Lado
Dr. Robert Lado (May 31, 1915, Tampa, Florida – December 11, 1995, Washington) was an American linguist. Early life His parents were Spanish immigrants who relocated to Spain before he had a chance to learn English. He returned to the United States at the age of 21 and began to learn English as an adult. This allowed him to develop an understanding of and sensitivity to the challenges confronting immigrants and speakers of other languages learning English as a second language. Education Lado received his Bachelor of Arts from Rollins College in Winter Park, Florida and his Master of Arts from the University of Texas at Austin. He received his doctorate from the University of Michigan. Professor He later became a Professor of English and the Director of the University of Michigan's English Language Institute. After several years at the University of Michigan, he joined the staff of Georgetown University in Washington, D.C. At Georgetown, he served as dean of the Institute of L ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Input Hypothesis
The input hypothesis, also known as the monitor model, is a group of five hypotheses of second-language acquisition developed by the linguist Stephen Krashen in the 1970s and 1980s. Krashen originally formulated the input hypothesis as just one of the five hypotheses, but over time the term has come to refer to the five hypotheses as a group. The hypotheses are the input hypothesis, the acquisition–learning hypothesis, the monitor hypothesis, the natural order hypothesis and the affective filter hypothesis. The input hypothesis was first published in 1977. The hypotheses put primary importance on the comprehensible input (CI) that language learners are exposed to. Understanding spoken and written language input is seen as the only mechanism that results in the increase of underlying linguistic competence, and language output is not seen as having any effect on learners' ability. Furthermore, Krashen claimed that linguistic competence is only advanced when language is subconsc ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Interface Position
The interface position is a concept in second language acquisition that describes the various possible theoretical relationships between implicit and explicit knowledge in the mind of a second language learner., "Interface". Tacit knowledge is language knowledge that learners possess intuitively but are not able to put into words; explicit knowledge is language knowledge that learners possess and are also able to verbalize., "Implicit knowledge". For example, native speakers of Spanish intuitively know how to conjugate verbs (implicit knowledge), but may be unable to articulate how these grammatical rules work. Conversely, a non-native student of Spanish may be able to explain how Spanish verbs are conjugated (explicit knowledge), but may not yet be able to use these verbs in naturalistic, fluent speech. The nature of the relationship between these two types of knowledge in second language learners has received considerable attention in second language acquisition research. There ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Second-language Acquisition
Second-language acquisition (SLA), sometimes called second-language learning—otherwise referred to as L2 (language 2) acquisition, is the process of learning a language other than one's native language (L1). SLA research examines how learners develop their knowledge of second language, focusing on concepts like ''interlanguage'', a transitional linguistic system with its own rules that evolves as learners acquire the target language. SLA research spans cognitive, social, and linguistic perspectives. Cognitive approaches investigate memory and attention processes; sociocultural theories emphasize the role of social interaction and immersion; and linguistic studies examine the innate and learned aspects of language. Individual factors like age, motivation, and personality also influence SLA, as seen in discussions on the critical period hypothesis and learning strategies. In addition to acquisition, SLA explores language loss, or second-language attrition, and the impact of f ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Language Pedagogy
Language pedagogy is the discipline concerned with the theories and techniques of teaching language. It has been described as a type of teaching wherein the teacher draws from their own prior knowledge and actual experience in teaching language. The approach is distinguished from research-based methodologies. There are several methods in language pedagogy but they can be classified into three: structural, functional, and interactive. Each of these encompasses a number of methods that can be utilised in order to teach and learn languages. Development The development of language pedagogy came in three stages. In the late 1800s and most of the 1900s, it was usually conceived in terms of method. In 1963, the University of Michigan Linguistics Professor Edward Mason Anthony Jr. formulated a framework to describe them into three levels: ''approach, method, and technique''. It has been expanded by Richards and Rodgers in 1982 to ''approach'', ''design'', and ''procedure''. Method ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
