1. Teaching methodology, Fall, 2015 Teaching Grammar form vs. forms structure

2. Teaching methodology, Fall, 2015 Teaching Grammar

3. Teaching methodology, Fall, 2015 Teaching Grammar

4. Teaching methodology, Fall, 2015 What language is, what learning is what teaching is, classroom context Knowledge of children’s learning of L1 Importance differences b/w adult and child learning, b/w L1 and L2 acquisition SLA is a part of and adheres to general principles of human learning & intelligence Variation across learners in cognitive style and within a learn in strategy choice Personality will affect both the quality and quantity of second language learning Learning a second culture is often inter- wined with learning a second language. The acquisition of cc is in my ways lg. socialization, and is the ultimate goal of learners

5. Teaching methodology, Fall, 2015 The linguistic contrasts b/w L1 and L2 lg. Form one source of difficulty in learning a second lg.

6. Teaching methodology, Fall, 2015 HOT TOPICS IN SLA RESEARCH Explicit vs. Implicit Leaning Conscious awareness and intention Hulstijn (2005, p. 131) “explicit learning is input processing to find out if the input information contains regularizes and, if so, to work out the concepts and rules with which these regularities can be captured.” Implicit learning: learning without conscious attention or awareness John Williams(2005, p. 269) put it “implicit learning occurs without intention to learn and without awareness of what has been learned.” Intentional and Incidental learning

7. Teaching methodology, Fall, 2015 Awareness Conscious (vs. subconscious) learning Noticing hypothesis Input vs. Intake Input and Output Frequency Saliency Notices

8. Teaching methodology, Fall, 2015 AN INNATIST MODEL : KRASHEN’S INPUT HYPOTHESIS Acquisition- learning H Affective filter Input H. Natural Order Monitor H.

9. Teaching methodology, Fall, 2015 THE OUTPUT HYPOTHESIS Input vs Intake Intake: the subset of all input that actually gets assigned to our long-term memory store. What you take with you over a period of time and can later remember. Selinger (1983) High Input Generator (HIGs): People who are good at initiating & sustaining interaction or “generating” input from teachers, fellow learners, and others. Low Input Generator (LIGs): passive learners who do little to stick their necks out to get input directed toward them.

10. Teaching methodology, Fall, 2015 Merrill Swain (2005, 2000, 1995, 1993; Swain & Lapkin, 1995) Output Hypothesis Output was at least as significant as input, “Output seves an important role in SLA… b/c it generates highly specific input the cognitive system needs to build up a coherent set of knowledge. Swain(2005, 1995) – Three major function of output in SLA 1) While attempting to produce the target lg., learners may notice their erroneous attempts to convey meaning, and the act of producing lg. itself can prompt learners to recognize linguistic shortcomings. 2) Output serves as a means to “try out” one’s lg., to test various hypotheses that are forming 3) Speech can offer a means for the learners to reflect on lg. itself in interaction with peers.  Metalinguistic function of output that is often manifested in small group in classes in which “a student’s talk about language crystalizes ideas and make inconsistencies clear”(Swain,2005)

11. Teaching methodology, Fall, 2015 COGNITIVE MODELS McLaughlin’s Attention-Processing Model Controlled processes : “capacity limited and temporary” Automatic processes “ relatively permanent” Restructuring : the automatizing of this multiplicity of data “the components of a task are coordinated, integrated, or reorganized into new units, thereby allowing the.. Old components to be replaced by a more efficient procedure”

12. Teaching methodology, Fall, 2015 Implicit and Explicit Models

13. Teaching methodology, Fall, 2015 A SOCIAL CONSTRUCTIVIST MODEL: LONG’S INTERACTION HYPOTHESIS The social constructivist perspectives that are associated with more current approaches to both L1 and SLA – dynamic nature of the interplay b/w learners and their peers and their teachers and others with whom they interact. The interaction b/w learners and others is the focus of observation and explanation. Michael Long(1996, 1985) - interaction hypothesis - Comprehensible input is the result of modified interaction. - modified interactions e.g. comprehension checks, clarification, repair, request - Its research has just begun, mostly in the context of Western cultural settings. - A broadly based theory of SLA must encompass models of learner-internal processing as well as the socially constructed dynamics of interpersonal communication. Classroom is a place where the contexts for interaction are carefully designed.