PRINCIPLES AND THEORIES OF LANGUAGE ACQUISITION AND LEARNING

MODULE 4
THEORIES OF SEOND LANGUAGE ACQUISITION

LESSON 1. IT’S YOUR TURN

Work on the given activities below by providing the information being asked for.
SLA Theories Brief description in your own How it is applied in a
words classroom setting
Krashen’s 5-hypothesis model Krashen’s theory of second - Minimize explicit grammar.
language acquisition consists of - Emphasize acquisition over
five main hypotheses: learning.
a. The Acquisition-Learning - Focus on the message
hypothesis
b. The Monitor hypothesis
c. The Input hypothesis
d. The Affective Filter
hypothesis
e. The Natural Order hypothesis.
Constructivist Language Form-function mappings are - Allow pairs of students to
Learning Theory supposed to be formed from teach each other. Students ask
distributional patterns in the their own questions and use
input and their contextual research and direct observation
embedding, according to to find the answers. To respond
constructivist theories of to the inquiries, they offer their
language learning. This supporting documentation.
necessitates a thorough review
of the input and the
incorporation of data from
several sources.
Communicative Competence Linguists use the word - The communicative approach
Theory "communicative competence" to is founded on the notion that
describe a language user's mastering a language requires
grammatical knowledge of having to transmit meaningful
syntax, morphology, phonology, content. Learners will apply
and related topics as well as their innate language acquisition
their social awareness of how mechanisms when engaging in
and when to use utterances genuine communication, which
effectively. The distinction will help them pick up the
between competence and language.
performance made by Noam
Chomsky in 1965.

Basic Interpersonal Cognitive Academic Language

Communication Skills Proficiency
Description or Features 1. Refers to conversational 1. Refers to students' ability to
fluency in a language. understand and express.
2. Include language abilities and 2. Students must rely primarily
capabilities that help children on language to attain meaning.
communicate in typical social 3. Context reduced
contexts. communication.
3. Context embedded
communication
 Classroom Example Asking students questions like: Letting students write essays,
- “Do you like pizza?” involve them in oral discussions,
- “Did you go to the party?” or observe.
- “Do you want to play?”

LESSON 2. IT’S YOUR TURN

Activity 1
Intermediate Fluency Questions Advanced Fluency Questions
1. What kind of literary piece is Biag ni Lam-ang? 1. Write a reflection about the epic.
2. What is the setting of the story? 2. What are the socio economic embodiments
presented in the epic?

Activity 2
1. Proficiency level & explanation: Speech emergence. Jenny creates short sentences only. She also
describes things in her country.
Type of question you can ask: How did you arrive home?

2. Proficiency level & explanation: Speech emergence. Ben can only produce two and three word
responses which include phrases and attempts to use simple grammar.
Type of question you can ask: Why did you cry?

3. Proficiency level & explanation: Intermediate fluency. His sentences are complete but mispronounces
only a few words. His word choices are great in such a way that his classmates can understand him.
Type of question you can ask: What book had the most impact in your life?

IT’S YOUR TURN. POST ASSESSMENT

Non-linguistic What are the important points that How can you apply this understanding
factors teachers need to know about this of the concept in a classroom situation?
factor?
Age - In the case of classroom learning When speaking to youngsters in a
adults appear to be better both in classroom setting, use caution because
syntax and morphology, while they pick up words quickly. Also teach
adolescents are the best. children the fundamentals, and then
- Adolescents learn faster than adults teach the more sophisticated ones to the
and children as far as grammar and grownups. Adults can learn and
vocabulary are concerned. advance more quickly than toddlers,
therefore you can teach them at a quick
pace.
Personality traits By understanding about themselves, Giving kids specific feedback
their learning style, and how their demonstrates your attention to them and
classmates interact with them in the encourages them to recognize their own
classroom, teachers can help students minor victories. Giving brief input on a
build and maintain their sense of paper that compliments their word
self-worth. choice or having the class applaud a
fellow student can make all the
difference in the world.
Cognitive styles - Different students may favor Teachers may give assessments wherein
various approaches to solving they can choose how they are going to
learning issues. complete the task. Teachers could also
- Both a student's genetic heritage contextualize their lessons in such a
and culture can have an impact on way that they relate or include their
their learning preferences. cultures in their discussions.
- Depending on their cognitive
styles, different types of errors are
made by learners.
Socio-psychological Motivation is a factor that Personalize your English instruction.
factors determines a person's desire to do Your pupils' emotional intelligence will
something. be stimulated by making a connection
between language and a personal
experience in their lives, which will
increase engagement. You can influence
your pupils' motivation by involving
them in English outside of the
classroom.