1. BACKGROUND ISSUES IN LANGUAGE LEARNING

2. MIRACLE OF LANGUAGE

3. Children’s language acquisition;
Subconscious
Result of massive exposure
Can be more than one
By the age of six or seven

4. Children have ; Powerful insentive to communicate
Instinct to let people know if they are hungry..etc at the pre-word phase
Expose to speacial kind of lanuage by adults; exaggerated intonation, higher pitc,shorter sentences, simplified

5. Can the sucess in first language acquisition be replicated in language-learning classrooms?

6. ACQUISITON & LEARNING
Picking up a language (in target language community,
no formal attention)
closer
First-language acquisition

7. This fact is recognized by HAROLD PALMER
SPONTANEOUS
CAPABILITIES
STUDIAL
CAPABILITIES
Acquisition of language
naturally & subconsciously
Students’ organizing their learning,
application of conscious knowledge
in the task

8. ACQUISITION-LEARNING HYPOTHESIS by STEPHEN KRASHEN
-Conscious
-Taught and studied as
grammar and vocab.
-Help us to monitor our
spontaneous conversation
-Subconscious
-Easily used in spontaneous conversation
-İnstantly available
MONITOR HYPOTHESIS

9. COMPREHENSIBLE INPUT i + 1 İ
Comprehensible input slightly above learners’ level
Roughly tuned (aids acquisition) İ
Finely tuned (as most instructors do)

10. CONTRIBUTIONS OF
BEHAVIORISM

11. DIRECT METHOD Only target language in classroom
Form and meaning association
Use of real objects,pics or demonstrations
A very antithesis of purely acquisition-based view of SL(second language)
Depends on the idea ;
input Ss receive= intake

12. Combination of DM and behaviorist view leads AUDIOLINGUALISM
Emphasis on drilling
Follows stimulus-response-reinforcement model

13. Deschooling society by Ivan Illich
Questioned the purpose of formal education
Claimed that learning is not the result of instruction
Stated that involving Ss in solving communication problems is effective
Shifted the attention from product of learning to the process of learning

14. FOCUS ON FORM or FOCUS ON FORMS?
Solving communication problems in TL
Task-based language teaching
Learning through preformance
of communicative tasks

15. Focus on form focus on forms
Focusing on the series of language
Forms one by one because they are
On the syllabus
Conscious attention
To some feature of language;
Verb tense,organization of paragraphs
İncidental,opportunistic
Grows out of communicative tasks
More effective

16. Making sense of it all Behaviorism is not completely absurd
Repetitions clearly works
Exaggerated concern for monitoring impedes spontaneous speech
Acquisition and learning are seperate process
Individual differences of learners are important in learning process

17. THE IMPORTANCE OF REPETITION
The more ss come across the language ,the more repeated encounters they have
The better chance they have of remembering
Gains from repeated tasks

18. THINKING ABOUT LANGUAGE
-better learning when Ss think about language
Ex:thinking about the sentence elements, verb tenses ..etc
- cognitive depth enables more understanding and remembering
- examples for guidance instead of explicit teaching of grammar,

19. Discovering is effective but may not be suitable for all learners
Exposed to language over-complex ,Ss may not make any meaningful analysis.

20. Arousal,affect and Humanistic Teaching
Ss feelings in learning process
Positive feelings
learning potential
Negative feelings
Krashen’s affective filter hypothesis

21. Carl Rogers and Humanistic View
-experience learning rather than taught -Ss emotionally involved -reflection and creativitiy -whole person -self actualization -feelings and emotions

22. Critic Concentration of inner-self limit language learning
Too much attention to affective domain therefore neglecting the cognitive and intellectual development
Teacher role ; monitoring