4476909
Second Language Acquisition
Processes and Theories
- The Interactionist Model
- Long developed this model in 1980
- Focuses on peer
conversation to help the
ELL gain exposure and
enjoy English.
- The more students converse, they
more opportunities they have to
learn. Students can interview each
other or have peer-to-peer
discussions, like think-pair-share
exercises.
- Long developed this model in 1980
- Transformational Grammar
- Chomsky developed this theory.
- This theory states that
humans have an
"innate ability to
understand and
produce sentences
they have never
before heard, because
the mind has the
capacity to internalize
and construct
language rules."
- Because
Chomsky believes
children do not
need to be taught
language, the
only way to
implement this to
a learner would
be to expose him
or her to an
environment for
them to learn the
language
themselves.
- Chomsky developed this theory.
- Communicative Competence
- Hymes
introduced
communicative
competence.
- This focuses on how,
when, and where to
use language
appropriately,
instead of just
knowing how to
speak it.
- This can be utilized with
learners in many ways. There
could be simulations of
certain social situations in
the classroom where the
learner would have to
navigate how to converse
appropriately, like the
task-based learning
mentioned in the reading.
Also in the reading, was the
idea of games, which would
help the learner not be as
embarrassed and keep a high
self-esteem while learning.
- Hymes
introduced
communicative
competence.
- Interlanguage Theory
- Selinker
hypothesized this
theory in 1972.
- The learner uses an
intermediate system
that uses four different
types of knowledge,
which are "knowledge
about the second
language, competence
in the native language,
ability to use functions
of language, and
general world
knowledge.
- Using assessment to
shape instruction is
used with this theory.
Teachers could have
formative assessment
through the semester
and evaluate their
teaching to better cater
to the learner.
- Selinker
hypothesized this
theory in 1972.
- Semiotics
- Chandler (2005),
Kress and Van
Leeuwen (1995),
Scollon and
Scollon (2003)
- Uses signs,
symbols, icons,
and indexes to
represent words
and meanings.
- Students could use symbols
to represent vocabulary. As
mentioned in the reading,
students could people watch
and look for nonverbal
symbols such as body
language or wardrobe, etc.
- Chandler (2005),
Kress and Van
Leeuwen (1995),
Scollon and
Scollon (2003)
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