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Table of ContentsTitle PageTable of ContentsCourse OutlineOnline Rules and RegulationsCourse DescriptionWeek 1 – 3 Nature of Language and LearningLearning Exercises / ActivitiesWeek 4 – 6 Principles and Theories of Language Acquisition and Learning Approaches Learning Exercises / ActivitiesWeek 7 – ...

Description

Table of Contents Title Page Table of Contents Course Outline Online Rules and Regulations Course Description Week 1 – 3 Nature of Language and Learning Learning Exercises / Activities Week 4 – 6

Principles and Theories of Language Acquisition and Learning Approaches Learning Exercises / Activities Week 7 – 9 Principles and Theories of Language Acquisition and Learning: The Functional Approaches Learning Exercises / Activities Week 10 – 12 Principles and Theories of Language Acquisition and Learning: Philosophies of Education Learning Exercises / Activities Week 13 – 15

Principles and Theories of Language Acquisition and Learning:Reading Approach

Learning Exercises / Activities & Rating Guide Week 16 – 18

Approaches to Language Teaching

Learning Exercises / Activities & Rating Guide

References

1

Course Outline Course Name

Principles and Theories of Language Acquisition and

Course Credit Pre-requisite Contact Hours / Week

Learning 3 Units None 3 Hours Nature of Language and Learning

Week 1 - 3



Definition of Language



Nature of Language



What is Learning?



Nature of Learning



Language Acquisition vs Language Learning



First Language Acquisition vs Second Language Acquisition

Learning Exercise / Activities Principles and Theories of Language Acquisition and Learning Approaches

Week 4 - 6



Behaviorist theory



Basic Language Learning



Stages in Child Language Acquisition



Cognitive Theory



Social Interaction Theory



Nature vs Nurture

Learning Exercise / Activities Principles and Theories of Language Acquisition 2

and Learning: The Functional Approaches

Week 7 - 9



Instrumental Function



Regulatory Function



Interactional Function



Personal Function



Representational/Informative Function



Hueristic Function



Imaginative function

 Learning Exercise / Activities Rating Guide

Principles and Theories of Language Acquisition and

Week 10 - 12

Learning: Philosophies of Education



How we view learning as teachers?



Education Philosophies



Idealism



Realism



Pragmatism



Existentialism Learning Exercise / Activities

Principles and Theories of Language Acquisition

Week 13 - 15

and Learning:Reading Approach



Why reading is important in language acquisition?



Brief history of reading approach



Different approaches in teaching reading



The intensive and extensive reading

3

Learning Exercise / Activities Approaches to Language Teaching

Present-day Teaching Methods

Week 16 - 18 Learning Exercise / Activities Rating Guide

ONLINE RULES AND REGULATIONS

1. Students must provide notebook and ballpen for note taking. 4

2. Students must mute his / her speaker as the discussion started.

3. As the online class started, please observe the following:

a. Find a place that is noise free but with strong signal for internet connection

a. Unnecessary exercises are not allowed while the online class are going on.

b. Make sure that everybody is ready for the session.

c. Be on your well-mannered position, lying or sleeping position is not permitted.

d. Eating during online class is not allowed. e. If you have questions / queries regarding with the discussion, just press the hands-up emoticon to acknowledge your questions.

Principles and Theories of Language Acquisition and Learning

5

Course Description.

Language learning starts at birth. However, we wonder how children could possibly acquire language as such a complex skill with very little experience of life. Rice, Bruehler, and Specker(2004) stated that experiments have clearly identified an ability to distinguish syntactical shades of difference in very young infants, although they are still at the prelinguistic stage. For example, children of three are able to handle very complicated syntactical sentences, although they are unable to tie their own shoelaces. So how do children learn to speak? This course will examines principles, factors, and contexts of language acquisition and learning based on theories and research findings.

Learning Objectives:

At the end of this course student should be able to: 1. To Identify various theories in first and second language acquisition. 2. To describe the stages of second language acquisition. 3. To

differentiate

between

characteristics

of

language

acquisition

and

language/learning 4. To understand the different approaches and functions of language acquisitions and learning.

Week 1 - 3. Nature of Language and Learning

Learning Objectives.

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1. To define language and learning 2. To differentiate language learning from language acquisition. 3. To understand the nature of learning.

Discussion. What is language?

Language is the process of exchanging of messages and creating meaning. Language Is part of culture. Language is also intertwined with human biology.

Characteristics of Human Language

1. Language is a social tool. 2. Language must be learned. 3. The relationship between the sound of a language and their meaning is arbitrary and dual. 4. Language has rules. 5. Language allows human to be creative.

Language acquisition vs Language Learning

Language is about communication and identity (Baker, 2000:26). We need language to transfer and share information and to build relationships with the others. Bowen (1998) said that language is called the symbolization of thought. It is a learned code, or system of rules that enables us to communicate ideas and express wants and needs. Bowen further added that language falls into two main divisions, receptive language (understanding what is said, written or signed) and expressive language (related to speaking, writing or signing). Thus, language is simply defined by Richards et. al. (1992, p. 196) as the system of human communication which consists of the structures arrangements of sounds (or their written presentation) into larger units, e.g. morphemes, words, sentences, utterances.

The process of perceiving language in an individual is by the processes of learning and acquisition. Learning is a conscious process, knowing the rules, being aware of them, and being able to talk about them. Whereas acquisition is a process by which children unconsciously acquire their native/first language(s). In language acquisition, the focus is on communication or reception of a message as opposed to syntax and grammar as is the case in language learning (Rice, Bruehler & Specker, 2004). Ebert & Hawk (2003).

It is believed that the usual outcome of language acquisition is fluency, which is by no means guaranteed in language learning.

Nature of Learning 1. Learning is a process. 2. Learning involves experiences and training of an individual which helps to change his behavior. 3. Learning prepare the individual to adjust and adopt in the situations. 4. All learning is purposeful and goal oriented. 5. Learning is universal and continuous. 6. It is a continuous process and never- ending process that goes from womd to tomb.

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7 Principles in Learning (Dumont et. al. 2010) 1. Learners at the center. 2. The social nature of learning. 3. Emotions are integral to learning. 4. Recognizing individual difference. 5. Stretching all students. 6. Assessment fro learning. 7. Building horizontal connections.

First Language Acquisition vs Second Language Acquisition The expected cry of a newborn baby is the first sign of human communication. Language acquisition process can be seen as a running parallel throughout a child‟s life every day. She/he learns to communicate through natural interactions with his/her environment. The process begins in the early live of a human and requires a healthy start, sufficient opportunities, and exposure to a care giving environment that allows the child‟s innate predisposition to learn to communicate to functions (Rossetti, 2001, p. 45). More than half of the world‟s population today uses more than one language while being connected to fundamental human activities. Bilingualism symbolizes the essential humanity of building bridges between people of different color, creed, culture and language (Baker, 2000, p.5).

Baker (2000) stated children are born ready to become bilinguals and multilingual. They are like“sponges”, as they sponges-up all languages provided by their environment and chances to interact with people of different language backgrounds. They would pick-up any language without endangering their own first language development. Lambert (1962) said that bilingual activity does not retard intelligence (in Garcia, 1986). To enhance children‟s bilingualism, a lot of stimulations to language are essential. In some 9

situations, producing bilingual children is easy and natural, in others it can be a struggle. A lot of factors affect the process, such as encouragements from both of the parents at home and the community. In bilingual and multilingual community, there is a great need to master two or more languages for operating daily activities successfully. Therefore, this situation strongly supports the children‟s bilingualism. Language engineering or shaping is important in families that judge bilingualism as a challenge. This means that it is important that children‟s attitudes towards their languages are motivated and encouraged continuously. A variety of pleasurable environment for language growth is very important.

Learning Exercises / Activities I. Multiple Choice: Choose the letter of the correct answer. 1. Which of the following statements is true about language acquisition? a) At birth, children know the elementary aspects of the language of their parents. b) By age one, children typically use about three words consisting of single morphemes. c) Babies learn a language best when they are forced to repeat phrases given to them by their parents. d) none of the above 2. When young children begin to learn standard grammar, they tend to over regularize it. What does this mean? a) They consistently use correct grammar in virtually every sentence. b) They excessively regulate or control what they say to the point that they become inhibited. c) They assume that common syntax rules apply in all situations. d) none of the above 3. The best time to learn a second language is in: a) early childhood b) junior and senior high school c) college 4. It is best to learn a second language: a) in a classroom where you can focus on the grammar and receive help from a teacher b) through constant contact with native speakers in their own society 10

c) both of the above approaches to learning are equally effective. 5. Which of the following statements is true about the effect of language? a) Bilingual people usually perform math and other complicated mental tasks with their first language. b) Second languages learned as adults are rarely forgotten even if they are not used regularly. b) neither of the above is true 6. Language acquisition A. is best understood by watching animals communicate. B. is a theory that is agreed upon by the psychological community. C. cannot happen among the deaf community. D. is the process by which we learn to communicate in meaningful ways. 7. How can we describe the language acquisition device? A. A hypothetical tool that helps children quickly learn and understand language B. A section of the brain labeled 'language acquisition device' C. A device you plug into children's heads to teach them a language D. A toy that teaches children how to speak

8. Who developed the language acquisition device? A. Noam Chomsky B. Choam Nomsky C. Chuck Norris D. Chuck Numsky

9. Which is NOT a stage of language acquisition according to Krashen´s theory? A. Pre- production. B. Early production. C. Language interference D. Speech emergent. 10. The idea that ‘Language is not learnt by groups’ relates to. A. Individual differences 11

B. Affective Factors C. Cognitive Factors

Week 4 – 6. Principles and Theories of Language Acquisition and Learning Approaches

Learning Objectives.

1. To determine the theory of behaviorism 2. To understand the behaviorism theory in language acquisition and Learning. 3. To analyze the theory of behaviorist theory. Discussion. The Principle of Behaviorist Theory

Behaviorism is a learning theory that studies observable and measurable behavioral changes, which result from stimulus-response associations made by the learner. This theory stems from the work of Pavlov who studied animal behavior, and was able to condition a dog to associate the ringing of a bell with food. Pavlovian conditioning is known as classical conditioning.

Pavlov's premise was later developed by Thorndike, Watson and Skinner. Skinner introduced the theory of operant conditioning (i.e., a behavior followed by a reinforcer results in an increased probability of that behavior occurring in the future; a behavior followed by a punishment is weakened or suppressed in the future).

Behaviorism in the classroom Behaviorist techniques have long been applied in educational classroom and behavior management.

practices, especially in

The learning process, according to Behaviorism, places the teacher in a primary role wherein he or she adjusts the learner's behavior and directs learning through drill and practice, through habit-breaking, and punishment/reward.

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Conversely, the learner's activity, be it thinking or doing, is confined to the framework of "behavior", and is governed by the stimulus-response-reinforcement process.

Examples: In Behaviorism

1. Follow the instructions. 2. Take the test. 3. Get the reward. 4. Learn.

BEHAVIORIST THEORY ON LANGUAGE LEARNING AND ACQUISITION

Introduction 13

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 "theobjectives 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). Mother Tongue and Foreign Language Learning

These five basic theories are, furthermore, very much complementary to each other, serving different types of learners or representing various cases of language learning. They must not automatically make us presume that first and second language learning are identical or alike processes, though second language learning is strongly tied up with first language acquisition.Obviously, native language growth must pave the way for foreign language growth. Then these five basic language learning theories are fundamental pillars of language learning whose relevance to education is undeniable.

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). When a child attempt 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). 14

The Background 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). 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).Behaviorist theory, which is basically a psychological theory in its essence, founded by J.B.Watson, is actually a theory of native language learning, advanced in part as a reaction totraditional grammar. The supporters of this theory are Leonard Bloomfield, O.N. Mowrer, B.F.Skinner, and A.W. Staats. Behaviorism was advanced in America as a new approach to psychology in the early decades of the 20th-century by making a particular emphasis on the importance of verbal behavior, and received a considerable trust from the educational world of 1950s.The major principle of the behaviorist theory rests on the analyses of human behavior in observable stimulus-response interaction and the association between them. E.L.T. Thorndike was the first behaviorist to explore the area that learning is the establishment of associations on particular process of behavior and consequences of that behavior. 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" (Wilga Rivers, 1968, 73). This is very reminiscent of Pavlov's experiment which indicates that stimulus and response work together. According to this category, the babies obtain native language habits via varied babblings which resemble the appropriate words repeated by a person or object near him. Since for his babblings and mutte...