Language Acquisition Theories Overview PDF

Language Acquisition Theories: An Overview 1st Meeting 05 October 2019 Language Teaching: Theory and Practice What is language teaching?  The activities which are intended to bring about language learning What does language teaching include? formal instruction...

Language Acquisition Theories: An Overview 1st Meeting 05 October 2019 Language Teaching: Theory and Practice What is language teaching?  The activities which are intended to bring about language learning What does language teaching include? formal instruction or methods of training individualized instruction computer- & media-assisted instruction self-study …also includes supporting activities such as: preparation of teaching materials teaching grammars teacher trainings making the necessary administrative provision inside or outside an educational system  Illich, 1971 “Deschooling”- the informal method of using the language in unplanned situations, believed to ‘teach’ languages more effectively than formal classroom instruction Theory reveals itself… in the assumptions underlying practice in the planning of a course of study in the routines of the classroom in value judgments about language teaching in the daily decision-making of the language teacher Situations in which theory becomes particularly evident: In language teacher training In advising or supervising language teachers In curriculum planning In the writing of textbooks In the choice of a programme In justifying expenditure on equipment Questions we seek to answer: Questions we seek to answer: (1) Which of the language sciences can be said to have bearing on language teaching, and what is the most effective relationship to be established between them and language teaching practice? (2) What other factors besides the language sciences play a significant part in language teaching theory?  Campbell’s Model of the Relationship Between Theory and Practice I Linguistics Applied Linguistics Pedagogy theoretician mediator practitioner  Campbell’s Model of the Relationship Between Theory and Practice II Linguistics Applied: Psychology Linguistics Psychology Pedagogy Sociology Anthropology Sociology Anthropology theoretician practitioner mediator  Spolsky’s Educational Linguistics Model Theory of Language Theory of Learning General Theory of Language Learning Linguistics Language Description Theory of Language Use Second Language Pedagogy  According to Spolsky’s Model… Second Language Pedagogy has 3 main sources: (1) Language Description (2) A Theory of Language Learning (3) A Theory of Language Use  Ingram’s Model for the Development of Language Teaching Practice Fundamental Sciences: Principles Methodology: Reassessed Established Linguistics of L2 Methods In Classroom Psycholinguistics Learning Syllabus Practice Teaching Sociolinguistics Objectives Practice: Psychology Techniques Sociology Principal Domain of the Applied Linguist Principal Domain of the Principal Classroom Teacher Domain of the Theoretician  SUMMARY In all three presentations, in spite of the built-in feedback and interaction symbolism, the theoretician-mediator- practitioner relationship is viewed largely as unidirectional leading from the language sciences to practice rather than in the opposite direction.  Reflective Journal Between the theoretician and the practitioner, who makes the greatest impact on language teaching & learning? Why are theories important to language curriculum planners?