MA43-TESL-Behaviorist-vs.-Cognitivist_Acculturation-Model_Monitor-Theory.pptx

Teaching English as Second Language

1. Objectives: Grasp the core concepts of Behaviorism, Cognitivism, Acculturation model and Monitor theory Formulate informed opinions on the relevance and effectives of these approaches in diverse learning contexts Integrate insights from the topics.

2. How many languages do you speak? Do you find learning a new language easy or difficult? What do you think are the major influences in learning a new language?

3. behaviorism

4. Behaviorists theory Presented By: Jesselie B. Estaño

5. Introduction There are some basic theories advanced to describe how language is acquired, learnt and taught. The behaviorist theory, Mentalist theory (Innatism), Rationalist theory (otherwise called Cognitive theory), and Interactionism are some of these theories. Of these, behaviorist theory and mentalist theory are mainly applicable to the acquisition of native languages while the rest can account for foreign language acquisition. Yet, these four fundamental theories of language acquisition cannot be totally divorced from each other, for "the objectives of second language learning are not necessarily entirely determined by native language competence inevitably serves as a foil against which to set second language learning." (H.H. Stem, .1983; 30).

6. The Principle of the Behaviorist Theory The behaviorist theory believes that “infants learn oral language from other human role models through a process involving imitation, rewards, and practice. Human role models in an infant’s environment provide the stimuli and rewards. (Cooter & Reutzel , 2004)

7. The Principle of the Behaviorist Theory When a child attempts oral language or imitates the sounds or speech patterns they are usually praised and given affection for their efforts. Thus, praise and affection becomes the rewards. However, the behaviorist theory is scrutinized for a variety of reasons. If rewards play such a vital component in language development, what about the parent who is inattentive or not present when the child attempts speech? If a baby’s language learning is motivated strictly by rewards would the speech attempts stop merely for lack of rewards (Cooter & Reutzel , 2004)? Other cases against this theory include “learning the use and meaning of abstract words, evidence of novel forms of language not modeled by others, and uniformity of language acquisition in humans” (Cooter & Reutzel , 2004).

8. Basically, "the behaviorist theory of stimulus-response learning, particularly as developed in the operant conditioning model of Skinner, considers all learning to be the establishment of habits as a result of reinforcement and reward". This is very reminiscent of Pavlov's experiment which indicates that stimulus and response work together.

9. The major principle of the behaviorist theory rests on the analysis of human behavior in observable stimulus-response interaction and the association between them.

10. Basic Tenents of Behaviorist Theory

11. Basic Tenents of Behaviorist Theory

12. Basic Tenents of Behaviorist Theory

13. CONCLUSION Language learning and its development, for the behaviorists, is a matter of conditioning by means of imitation, practice, reinforcement, and habituation, which constitute the paces of language acquisition. Apparently, behaviorism has its shortcomings, but it cannot be denied that learning process is for the most part a behavioristic processing, a verbal behavior. In language teaching area, behaviorism establishes the basic background of exercises, either oral or written in viewing language as stimulus and response. In addition, it gives a great deal of insight into the recognition of the use of controlled observation to discover the laws of behavior.

14. Activity 1 How does behaviorism explain second language acquisition? What role does positive reinforcement play in behaviorist theories of second language? In behaviorist terms, how can teachers facilitate language learning in a classroom setting?

15. cognitivism

16. cognitivists theory The cognitive theory of language acquisition suggests that the primary drives behind our actions are our thoughts and internal process.

17. cognitive Piaget believed that cognitive development had to come before language development because it would be impossible for children to express things that they don’t yet understand. For example: A younger child with no sense of time couldn’t express things in the future, tense or speak hypothetically, no matter how much they are taught the language.

18. Cognitive Development The four Piaget’s stages of Cognitive Development Sensorimotor Stage Pre-operational Stage Concrete Operational Stage Formal Operational Stage

19. Sensorimotor stage Sensorimotor stage takes place from birth to around 2 years of age. At this age, the child is developing sensory coordination and interacting with their environment by feeling and playing with things. Their use of language extends primarily to babbles and few spoken words.

20. Pre-operational stage This stage takes place from ages 2 to 7. At this stage, children are able to use language with a better grasp of grammatical structure, context, and syntax. Child thinking at this stage is still very egocentric (their understanding of the world is limited to how it affects them).

21. Concrete operational stage This stage takes place from ages 7 to 11. At this stage, children understand concepts such as time, numbers, and object properties and gain reasoning and logic, which allows them to rationalize their beliefs and speak in greater detail about their own thoughts and the world around them.

22. formal operational stage This stage takes place from 12 years old to adulthood. At this stage, children can engage in higher reasoning and think and speak about the abstract, such as hypotheticals, morals, and political systems. Language is essentially unlimited at this stage, as there is no cognitive limit to one’s understanding of the world.

23. Take away Jean Piaget did not extensively focus on language learning through imitation alone. Instead, he worked primarily around the Cognitive Development and how children construct knowledge through their experiences and interaction with the environment.

24. Behaviorism The behaviorists emphasized imitation, repetition, and reinforcement. Language is viewed as habit formation. cognitivism The cognitivists consider the role of cognitive development. They focus on understanding and internalizing language rules and structures.

25. Have you ever imagined yourself living in other country? If so, what do you think are the things that need to be consider?

26. Why do you think a person wants to learn a new language?

27. John Schumann’s theory describes the process by which immigrants pick up a new language while being completely immersed in it. Immigrants learn a language because they want to be part of the culture.

28. Acculturation model John Schumann claims that acquiring a new language is part of the process of acculturation. Acculturation is the way people adapt to a new culture. A person holds onto her original culture but adopts the values, customs, and language of the new one.

29. 7 Factors that can influence SOCIAL DISTANCE BETWEEN CULTURES

30. Social dominance If one group exerts power over the other. Especially if there is social dominance by the native culture.

31. Integration Are the 2 groups integrated? Less integration between 2 cultures = more distance.

32. enclosure Enclosure of the learner group within their own culture, with little or no interaction with members of the target language.

33. attitude Tight-knit groups of learners = more social distance. Learner group less united = less social distance.

34. size The bigger the group of learners the bigger the social distance. SIZE does matter.

35. Length of stay The intended LENGTH of STAY in the target country will affect the social distance. Learners intending to stay in the country for a short period of time tend to have greater social distance.

36. Cultural congruence The less alike the two cultures are, the less CULTURE CONGRUENCE they have.

37. Now we need to consider the 3 facts that influence the PSYCHOLOGICAL Distance of the individual towards the language culture.

38. Monitor theory

39. Monitor Theory This is also called “Stephen Krashen’’ Theory of second language acquisition. This theory describes and prescribes how the second language should be taught and acquired.

40. Monitor Theory This also explains how learners develop mental device to monitor their mistakes while using the second language . Mental device refers to monitor hypothesis. Monitor Model Hypothesis stresses on the comprehensible input as well as the learning environment. Learning environment refers to the affective filter hypothesis.

41. Monitor Theory The language that we subconsciously acquire initiates our speech in a 2 nd language and is responsible for our fluency. The language we subconsciously “learned” acts as an editor or monitor.

42. Monitor Theory - Time - Focus on grammatical form - Know the rules Krashen contends that if we cannot put the language into context, we will not acquire the language and he called this COMPREHENSIBLE INPUT

43. Monitor Theory Effective monitoring can take place when the learners Know the language rules Are conscious of the grammar form Has time to use and practice this knowledge.

44. Monitor Theory 3 Types of Monitor Users The over-user This is concerned with the correctness of speech. They never really speak with any real fluency. They edit their speech too much!

45. Monitor Theory 3 Types of Monitor Users 2. The under-user Usually appears to speak fluently but pays little attention to form and has little knowledge of rules.

46. Monitor Theory 3 Types of Monitor Users 3. Optimal-users They use the monitor with its appropriate and does not interfere with conversation. They have enough knowledge of when and how to apply or use rules in monitoring.

47. Monitor Theory An evaluation of the person's psychological profile can help to determine to what group they belong. Usually extroverts are under-users, while introverts and perfectionists are over-users. Lack of self-confidence is frequently related to the over-use of the "monitor".

48. Activity Choose one of the lessonS discussed and explain it with your own understanding. .

49. References:   Brown, H. Douglas (1994).  Principles of Language Learning and Teaching .  New Jersey : Prentice Hall Regents. pp.  169–70 .  ISBN   978-0-13-191966-2 .   Bruner, J. (1983). Child's talk: learning to use language.    Cooter & Reutzel . (2004). B ehaviorist Theory on Language Learning and Acquisition . https://linguistics323.wordpress.com/2017/02/01/3-dominant-theories-of-l1-acquisition .   Cole, NL . (2019, November 8). Understanding Acculturation and Why It Happens. https://www.thoughtco.com/acculturation-definition .   Chomsky, N. (1967). A review of BF Skinner's verbal behavior"  Current Issues in Linguistic Theory.    Piaget, J. (1923). The language and thought of the child .    Skinner, BF.  Verbal Behavior.  1957   Schumann, John H. (1978).  The Pidginization Process: A Model for Second Language Acquisition. Rowley: Newbury House Publishers. pp. 367–79.   Schutz, R. (2019, October ). Stephen Krashen's Theory of Second Language Acquisition. https://www.sk.com.br/sk-krash-english.html.

50. Thank you