School Osmeña Colleges Grade Level 1st Year College

Gabriela Marie Manacho

Sophia Valladores
Kristelyn Evangelista Principles and Theories of
Teacher Rica Reyes Learning Area Language Acquisition and
Alzan Almorin Learning
Charlene Morales
Jacky Villavicencio
Teaching Dates and Time MWF (8:00 – 9: 00 AM) Quarter 2nd Semester

I. OBJECTIVES
A. Content Standard N/A
B. Performance Standard N/A
C. Learning At the end of the lesson students should be able to:
Competencies/Objectives  Understand the Generative Linguistics and Cognitive Psychology
 Define the Generative Linguistics and Cognitive Psychology
 Differentiate Generative Linguistic and Cognitive Psychology
II. CONTENT School of thoughts in Second language acquisition: Generative Linguistics and Cognitive Psychology
III. LEARNING RESOURCES
A. REFERENCES
 Teacher’s Guide N/A
 Learner’s Materials N/A
 Textbook Pages N/A
 Additional Materials from https://www.youtube.com/watch?v=ehG_6qXNyoc
Learning Resources (LR) portal https://literariness.org/2020/10/11/langue-and-parole/
https://www.google.com/search?q=Second+Language+Schools+of+Thoughts&rlz=1C1UEAD
B. OTHER LEARNING RESOURCES Power point Presentation
IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. Reviewing previous lessons or presenting the  Good morning, Everyone.  Good morning, Ma’am, it’s nice to see you
new lesson
 Who wants to lead the prayer?  Me ma’am

 You may now take your seats.  Yes ma’am

 So how’s your day so far?  It’s good

 Not really good ma’am

 Keep going everyone, theirs still a long way to go  Yes, of course ma’am!

 First lets have a recap about the previous topic that  Okay!
was discussed last meeting

 Who can give a recap about the previous topic?  I would like to try ma’am

 Yes, Hannah  Ma’am, our last topic is about linguistic

 Is it really about linguistic ?  Ma’am no!

 I’ll try

 Okay, Grace  It is about Behavioral Psychology and Structural

linguistics ma’am.

 Okay thank you  Yes!

 Can you explain further?  Yes ma’am, Behavioral psychology is the study of
how our behaviors relate to our mind and
Structural linguistics is defined as a study of
 language based on the theory.
 And, Structural Linguistics is an approach to
linguistics and is part of the overall approach of
structuralism.

B. Establishing purpose of the lesson  So now we will be having an activity and I want all of  Yes ma’am!
you to participate

 Yes or No: Generative Linguistics and Cognitive

Psychology

 Direction: it is a game where you’ll have to answer  What?

YES if the answer is wrong and NO if the answer is
correct, do you’ll understand?  Ma’am could you repeat the direction please?

 Confusing right?
 Yes ma’am

 For example, the phrase “the bird chirps” which is

correct, the bird is an animal that also produce  Ok, I get it
sounds which is chirp right?, so you’ll say NO because
its correct, the two is reversed this time  Okay, ma’am

 Okay let’s start

 No. 1
  Cognitive psychology is the branch of  Ma’am, YES
psychology dedicated to studying how people
think

 Are you sure?  No ma’am NO

 That is correct  Ah yeah right, I forgot it’s reverse

 Next!

 Generative linguistic was proposed by Sigmund  Ma'am YES

Freud

 That is correct because it is not Sigmund Freud who

proposed Generative Linguistic but rather Noam
Chomsky

 Okay let’s move on

 Generative linguistics is only interested in describing language  YES?

 Yes ? Are you sure?  Oh ma’am pardon, the answer is NO

 Yes, NO because it's not only interested in describing

language but also in arriving at an explanatory level of
adequacy in the study of language.

 Okay next
 Cognitive psychology it also allow s psychologists to help  YES ma’am
people in dealing with psychological disorders.

 Okay good, last one

  Second language acquisition is the process of learning a
second language after learning a first language.

 YES or NO?  NO

 Okay, Very good everyone

C. Presenting examples/instances of the new  We did this activity for us to know if you have any
lesson idea about our topic which is the School of thought in
Second language acquisition: Generative Linguistics
and Cognitive Psychology

 Now, here are our lessons objectives.

 Define Generative linguistic and Cognitive psychology

 Differentiate Generative linguistic from Cognitive
psychology
 Understand the use of Generative linguistic and
Cognitive psychology

D. Discussing new concepts and practicing new  We will be focusing on our fist topic which is
skills #1 Generative linguistic

 Background
 The generative approach to 2nd language acquisition
(SLA) is cognitive based theory of SLA that applies
theoretical insights developed from within
Generative Linguists to investigate how second
 language and dialects are acquired and lost by
individual learning naturalistically or with formal
instruction in foreign, second language and lingua
franca settings.

 Generative linguistic was proposed by an American

linguist Noam Chomsky.
 It considers language to be a system, which follows a
set of grammatical rules and finally help in the
generation of language

 So what is Generative Linguistics?, who wants to read

the first bullet?

 Yes, Mina
 Me, ma’am

 The branch of linguistics known as generative

linguistics rests on the idea of a generative
grammar, a set of rules that generates an endless
variety of sentences that are considered
grammatically correct and no sentences that aren’t.

 It is the idea that there is no such thing as wrong

 Please explain what you have read grammar

 It generate sentences of each spoken words of the

speaker

 Okay, thank you. So generative linguistic deals with

the study how humans acquire and use language.
 The set of assumptions underpinning
 the philosophy of generative linguistics includes two
important ideas.
 The first is that the human ability for language is
innate,
 and the second is that human language is based on
a set of logical rules

 That allow a speaker to produce novel sentences that

can be understood by others who speak the same
language. Based on the idea that human language is
innate (natural) and logical, generative linguistic as
the concept of generative rules of sentences that is
considered correct and meaningful.

 Who would like to read the next bullet

 Samantha

 Thank you very much

 Who would like to explain
 Ma’am

 Generative grammar focuses on the study of

 syntax and considers more about the structure of
language including morphology and phonology
 Okay Thank you, Generative grammar is based on the  The generative linguistics approach has since been
idea that language is a system of rules that generate expanded on — vigorously — and it has become
an infinite number. The rules that govern the form of useful in the fields of phonology, morphology,
utterance are called phonological rules and syntactic and semantics.
rules. As the name implies, phonological rules govern
the form of words and how they are pronounced.
Syntactic rules govern the form of sentences. The
meaning of words is governed by semantic rules.  Ma’am Generative is not only focus on language
When these words combined they make meaningful but more on how our mind produces language
sentences.
 I think that generative is not only focus on the
 Sentences = Infinite sentence meaning but also the structure.
 There are infinitely many sentences for example in
Minasbate, so the number of sentences in a language
is infinite.

 Who would like to read the first bullet?

 Yes Samantha

• Creativity - “The sun waves at the earth”

grammaticality judgement does not only apply to the
words we've heard before but also to such novel
sentences /utterances. This references to creativity, any
native speaker are capable of understanding and
producing a sentences. “I put horseradish to my aching  Ma’am
teeth as a medicine” have you heard of it before?, i don’t  Two principles of sentences:
think so, but you can understand it. This creative  Creativity - it allows each speaker to create
new words and sentences that have never
character shows that language cannot simply be learned
been spoken before.
by imitation but rather language is acquired

 Next bullet

 Recursion - attempts of enumerating the structure of

the sentences, faces the problem that there is no
limit to the length of such sentences, with the simple
rule systems the recursive of the character of the
language can be described
 Recursion has three parts:
 Coordination
 Adjectival iteration
 PP - attachment

 Syntactation define a specific level of abstraction  Recursion - In natural languages typically

called competence. allow construction that involves the
 Competence - to test its validity is with what is called repetitive occurrence of elements this is
a grammaticality judgment task. defined as recursion

 How do you relate competence in language?,

Anyone?
 Yes, Carla
 Yes, as a native speaker of language we are able to
make judgement about our language, we don’t need
to go look for people of native speakers or we don’t
need to go on Google to search if its right rather by
knowing the language we can tell if its good or bad
this reference to as competence as native speaker
competence.

 Raise your hands if you want to read

 Josefina  Ma’am!
 By how we are able to learn things

 Ma’am how we understand things as a speaker of

that language

 PS - component - is the structural description if all

well-formed sentences of a language

 Thank you, Remember that rules is needed in this

components that combines all categories into
successively larger units

 Lexicon - interacts with the phrase structure  Ma’am

component and contains information about the  Two components constitute the core of generative
lexeme of a language, this includes phonological, grammar and interact with one another
morphological, syntactic and semantic aspects  Competence has two components:

 PS - component
  Lexicon
 The phrase structure component contains a limited
set of rules with which basic structures can be
generated, the lexicon delivers the lexemes on the
basis of whose information the basic structure can be
generated

 So what is the two principles of sentences?

 Very good, what is the three parts of Recursion?

 Generative language seeks to explain the following

phenomena:

 Language Processing - focus on to how do humans

understand and produce speech
 Language Acquisition - what goes on in an infants
mind when he or she acquires his or her mother
tongue
 Language Variation - why do language is change
under the surface of language variation

 Did you learn something today?  Creativity and recursion Ma’am

 Very good and thank you for listening, we will  Coordination, Adjectival iteration, PP - attachment
proceed to our next topic.
  Yes!

E. Discussing new concepts and practicing new  Now let’s proceed to our next topic which is
skills #2 Cognitive Psychology, if cognitive is the process of
mind, how do we apply it in language?

 Raise your hand if you want to answer  Me, ma’am

 We can process, understand and learn and also

 Yes, Grace remember a lot of information using language.

 Ma’am cognitive it is the study of once mental

process, we are able to perceive thanks to language

 Me, ma’am
 Thank you, now lets proceed, who wants to read?
 Cognitive psychology involves the study of internal
mental processes—all of the workings inside your
 Go ahead, Morienne
brain, including perception, thinking, memory,
attention, language, problem-solving, and learning

 Cognitive Psychology asserted that meaning,

understanding, and knowing were significant data
for psychological study.
  I think cognitive psychology is on studying on how
people think

 Okay, thank you!

 The area of psychology known as cognitive
psychology focuses on understanding how people
think. Psychology from a cognitive perspective
focuses on how perception, thinking, memory,
attention,language, and problem-solving and
learning interact to influence how and why you think
the way you do.
 In my opinion, it focuses in our thoughts
 Another one?

 Okay, Thank you

 An important thing to remember about cognitive
psychology isn’t only about your thoughts, It is also
about how those thoughts can affect your actions.
Between sensing something with your senses and
reacting outwardly in reaction is your cognition or
cognitive processes.
 No ma’am
 Is it clear?
 Yes ma’am

 Okay for the summary cognitive psychology is a field

of psychology that focuses on understanding how
people think. It looks at how perception, thinking,
memory, attention, language and more to influence
how and why people think the way they do, as said
as earlier and it also emphasizes the importance of
cognitive processes.  Me ma’am
 Metacognition
 Who wants to read more?  Cognitive psychology is based on thinking about the
thoughts people have and how they influence
behavior. So, it’s a form of metacognition, or
thinking about thinking.

 Ma’am I think it’s like when you’re curious

 Who can give an idea about this?

 Okay, thank you

 So I’ll give some example about this

 Like you feel deja vu if you have the feeling that you
are repeating an experience

 Second example is,.. if you have a thought you

believe is unique and find out that it’s a memory of
something you read, heard, or saw, you have a
cryptomnesia.

 Who wants to read?

 Me ma’am
 Okay, go ahead
 Piaget developed a theory of cognitive
development by observing his own children’s
behavior on certain tasks during infancy and
childhood. Piaget specified four major periods
corresponding to different ages of the developing
child. (Lerner, 2003)

 Piaget proposing a theory that help us understand

how human person develops.
 Now who wants to read?
 Okay, Carla  Me ma’am
 Theory of Cognitive Development
 Schema - an assumption that an individual has of
 Now who wants to share you’re idea about the the self, others or the world; building of knowledge
schema?  Me ma’am

 Go ahead, Morienne
 Ma’am I think is a like you’re creating a meaning
 Okay, thank you

 Okay it’s correct that schema is a like you are

creating a meaning, it’s an individual way to
understand or creating meaning or creating
experience.

 Next is Assimilation

 Who wants to read?

 Me ma’am
 Okay, Grace  Assimilation – it is fitting new information into
existing cognitive schema, perceptions, and
 Thank you for reading understanding.

 Assimilation is the process by which we incorporate

new information into existing schema.

 Next is Accommodation

 Who wants to read?  Me ma’am

 Yes, Mica  Accommodation – new information or experiences

 I’m going to explain it in short accommodation is, this cause you to modify your existing schema.
is a process of creating a new schema.

 And now let’s proceed the stages of cognitive

development
 Who wants to read?
 Me
 Okay, go ahead
 Stages of Cognitive Development
1. Sensori - motor Stage (Birth - 2 years)
 During this stage, babies develop their first
 So in this stage the baby or child is focuses on the schemas by using their senses.
prominence of the senses and muscle movement
through which the infant comes to learn about
themselves and the world

 Next who wants to read?

 Me, ma’am
2. Pre-Operational Stage (2 - 7 years old)
 At this stage, the child can now make mental
representations and is able to pretend, the child is  Leraning to talk, “pretend” play.
now ever closer to the use of symbols.

 Next
 Me ma’am
 Go ahead, Carla
3. Concrete Operational Stage (7 - 11 years old)
 More frequent and more accurate use of logical
 Thank you! transformation and operations.
 So in this stage characterized by the ability of the  The child can think more logically about physical
child to think logically but not only in terms of reality.
concrete objects.
  Okay last one, who wants to read?
 Me, ma’am
 Go ahead
4. Formal Operational Stage (12 and up)
 Thinking becomes more logical. They can solve  Abstract reasoning
abstract problems and can hypothesize.  Scientific reasoning.

 And that is all about the Cognitive Psychology

F. Developing Mastery (Leads to formative  So right now let’ s play a game called CROSS WORD
assessment) PUZZLE

 It’s a fun game!

 Are you ready guys?  Yes ma’am!

 So this is a instruction. Listen carefully.

 INSTRUCTION:Fill the remaining blank space on the

squares to form a word. This is based on what we
discuss earlier.

Cognitive Psychology Generative

Acquisition Assimilation Creativity
Accommodation Linguistics Schema
Syntactation
 Ma’am I’ll try
 Who wants to try?

 Go, Carla

1. It is the process of mind.  COGNITIVE ma’am?

 Are you sure?  Yes ma’am, I’m sure

 That’s correct!

 Next one

 2. It focuses beyond what can be observe

 You, Grace
 Are you sure?

 It’s okay at least you tried.

 GENERAL ma’am?
 Another one?
 Okay, it’s correct!  I’m sure ma’am

 Who wants to try more?

 Okay, Morienne  It’s GENERATIVE ma’am!

 3. It is the study of language.  Me, ma’am!

 Good, that’s correct!

 Ok next!

 4. It is the act of acquiring something.  It’s LINGUISTIC ma’am

 You, Josefina
 Yes, that’s correct!

 5. It is the study of human mind.  Me, ma’am

 Okay, Samantha
  It’s ACQUISITION ma’am
 Yes, it’s correct!
 We’re almost done.
 Ma’am, me!

 6. It is fitting new information into existing cognitive

 PSYCHOLOGY
schema, perception and understanding.

 Correct!
 Another one
 It’s ASSIMILATION
 7. It is a new information or experiences cause you to
modify your existing schema.

 You, Morienne
 Ma’am, me
 Are you sure?
 ACCOMMODATION ma’am
 Yes , it’s correct!

 8. Next is it allows each speaker to create new words

 Yes ma’am
 Yes, it’s correct

 9. An assumption that an individual has of the self,

others or the world; building of knowledge
 CREATIVITTY Ma’am
 Yes, it’s correct

 10. Occurs when a forgotten memory returns

 SCHEMA
without It’s being recognized
  Very good everyone

C S U M M W T A S R H  CRYPTOMNESIA
R N V A P X X C D V Z
Y S C H E M A C W S W
P Y O O N G S O Z E E
T N G O O S S M U Y C
O T N I C K I M O A R
M A I H O E M O O D E
N C T F G Y I D V D A
E T I E E G L A C A T
S O V U N C A T L R I
I L E R E T T I A A V
A O R L R R I O V T I
S G B F A A O N O L T
Z I F F T T N D C N Y
A E Q U I S I T I O N
C S G C V A M P D W B
T T J R E E M O O D Z
T P S Y C H O L O G Y
M N I F O L O V H O E
N J G A L L N V F I A
L I N G U I S T I C S

G. Finding practical application of concepts and  Based from our discussion, it is clear that one of the  Me, ma’am
skills in daily living major schools of thought that has shaped our
knowledge and comprehension of psychology is
cognitivism. Now, provide an example of how will
you apply it in yourselves inside our class?

 Yes, Grace
 For example Ma'am, if you were to have a long
 quiz today, I would immediately recall our previous
topic by studying my notes in order for me to
answer and passed the the test.
 Yes, very good answer. In that situation you are able
to think and recall our previous lessons which
enhances your comprehension and retention.

H. Making generalizations and abstractions  Now for your next activity, you will going to answer  Okay
about the lesson 3 questions, in a 1/2 sheet of paper.

 3 things you learned from the lesson

 2 things you found interesting
 1 question you still have
I. Evaluating learning  Activity: Make a Venn diagram on a ½ sheet of paper
write the difference/s and similarity/s of Generative
Linguistic and Cognitive Psychology.

Generative Linguistic Cognitive Psychology

Similarities
 J. Additional activities for application or  Advance reading about School of thoughts in Second
remediation language acquisition: Constructivism - A  Okay
Multidisciplinary Approach (next topic)

 That’s all, goodbye everyone  Goodbye, Ma’am!

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the

evaluation
B. No. of students who require additional

activities for remediation
C. Did the remedial lessons work? No. of

learners who have caught up with the lesson
D. No. of learners who continue to require

remediation
E. Which of my teaching strategies worked well?

Why did these work?”
F. Which difficulty did I encounter that my

principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other 
teachers?
QUIZ
1. Is a theory of grammar that was first developed by Noam Chomsky in the 1950s?
A. Structural linguistics
B. Cognitive psychology
C. Generative grammar
D. Behavioral psychology

2. According to linguists like Chomsky, it comes from our innate language faculty.
A. Universal grammar
B. Generative linguistics
C. Cognitive psychology
D. Generative grammar

3. Refers to the set of rules that structure of a language, including syntax and morphology.
A. Behavioral psychology
B. Grammar
C. Multidisciplinary approach
D. Generative linguistics

4. Is a school of thought within linguistics that makes use of the concept of a generative grammar?
A. Constructivism
B. Behaviorism
C. Generative linguistics
D. Multidisciplinary approach

5. Generative grammar is also known as?

A. Linguistic grammar
B. Generative linguistics
C. Transformational grammar
D. Second language acquisition
6. Which are not the characteristics of Cognitive psychology?
A. Focused on publicly observable responses – those that can be objectively perceived, recorded and measured.
B. Other empirical approaches to studying human behavior.
C. All behavior is learned from the environment.
D. Classical and operant conditioning

7. This theory is based on the developmentally readiness of learner. It is also a science of how we think.
A. Behavioral psychology
B. Cognitive psychology
C. Multidisciplinary approach
D. Constructivism

8. Cognitive psychologists asserted that they were significant data for psychological study except?
A. Knowing
B. Observing
C. Meaning
D. Understanding

9. It’s concerned with our inner mental processes such as attention, perception, memory, action planning and language.
A. Structuralism
B. Structural linguistics
C. Cognitive psychology
D. Behavioral psychology

10. The one who advocates Generative lilnguistics

A. Charles Fries
B. Leonard Bloomfield
C. Edward Sapir
D. Noam Chomsky

KEY TO CORRECTION
1. C 6. C
2. A 7. B
3. B 8. B
4.C 9. C
5. C 10. D

Prepared by:

GABRIELA MARIE A. MANACHO SOPHIA VALLADORES KRISTELYN EVANGELISTA

 RICA REYES CHARLENE MORALES ALZAN ALMORIN JACKY VILLAVICENCIO

Approved by:

MR. JUNE R. RAÑOLA

Cooperating Teacher