Applying Educational Psychology Ideas into SLA (original) (raw)
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International Journal of Engineering & Technology, 2018
Psychological aspects play an important role in language learning. Motivation is one of the terms used to achieve the language. The theories of second language focus mainly on motivation, nature of motivation, implications of second language acquisition and linguistic process. The theories are practices and used as a teaching method. The instructor can have a clear vision on theories to implement them in the classroom. The learning environment and reinforcement are the important factors in learning psychology. Due to psychological problems and lack of training and guidance, the learners lose hope of learning. Cognitive psychology deals with mental process which involves in language learning. This paper aims at analysing the psychological factors affecting language acquisition and analyses the psychological theories, techniques, methods and approaches to develop the language acquisition.
Theories of Second Language Acquisition Analysis, Approach, and Application
Effective instruction in a language learning environment entails a few components, including application of theories. Second language acquisition (SLA) is an evolving field, or filled with brilliant theorists, researchers, and instructors who have hypothesized multiple theories in regards to teaching and language learning. This paper discusses three concepts of SLA which have built strong foundations for many future educators, including myself. The conceptual theories, which include universal grammar (UG), Zone of Proximal Development (ZPD), and Operant Conditioning, are the pillars to my philosophy of teaching, highlighting behaviorism. These three theories are analyzed with examples and applications in the classroom throughout this paper along with a discussion of how these ideas coalesce.
SUMMARY The proposed audience of " Second Language Acquisition: A Theoretical Introduction to Real World Applications, " by Allesandro Benati and Tanja Angelovska, is undergraduate students and trainee teachers. The goal of the book is to bridge the gap between theoretical and experimental work that has been done in Second Language Acquisition (SLA) and its pedagogical implications. Besides the preface, which briefly outlines the goals and structure of the text. The book is divided into six chapters: Introduction to second language acquisition, Similarities and differences between first and second language acquisition, How learners process information in second language acquisition, How the internal system develops in second language acquisition, How learners learn to communicate in a second language, and What we know about SLA. There is also a short, but useful glossary of important terms used throughout the text. Each chapter begins with an overview of what will be covered, which is a helpful roadmap for the reader. The first chapter introduces and defines the concept of SLA, briefly describes the subfields of linguistics, and provides succinct summaries of the most influential theories in SLA, concluding with a model for SLA. The second chapter highlights the different factors affecting first language acquisition versus SLA, highlighting the Fundamental Difference Hypothesis versus the Fundamental Similarities Hypothesis; the chapter also discusses the well-known Critical Period Hypothesis, which looks at age as an influential factor. The third chapter focuses on what occurs in the learning process with a strong emphasis on individual differences. The fourth chapter explains what the interlanguage of learners looks like. The fifth chapter examines conversation and socialization as a means to foster SLA toward the end goal of communicative competence. The final chapter is essentially an overview of the past material with a larger portion devoted to the pedagogical implications, i.e. what theories and strategies we need to utilize in the classroom. Each chapter concludes with real-world applications and a reference list. EVALUATION As promised, this book provides an overview of SLA that is beginner-friendly. This is in contrast to other introductory texts that focus more on analyzing theories and their originating studies (e.g. VanPatten & Williams, 2015). What this allows for is gaining a general understanding that can aid teachers in thinking through both the rationale underpinning what they do in the classroom and the progression of the field
The Contribution of SLA Theories and Research to Teaching Language
1991
Some of the areas in which second language acquisition (SLA) theories and research have contributed to language teaching are highlighted. It is noted that while results of SLA research may have contributed to understanding of language learning, insights from such research may have little direct effect on classroom instruction. One explanation is that the SLA research agenda is not necessarily that of a second-language-teaching (SLT) research. This paper culls from the SLA research literature six areas in which SLA and SLT research findings have had or could have impact on teachers' awareness: comprehensible input, focus on form, correction of speaking errors, pronunciatioa, speech act sets, learning strategies, and factors influencing language learners. It is concluded that a knowledge of SLA research findings helps to inform teachers' decisions, even if these findings are not directly applicable to the classroom, while some of the concepts and tools developed in the process of research on SLA may be directly useful to teachers in conducting needs assessment. Contains 55 references.
LEARNING APPROACHES AND STRATEGIES IN SECOND LANGUAGE ACQUISITION
Banwo A. O (2020). “Learning Approaches and Strategies in Second Language Acquisition”. Nigerian Journal of African Studies (NJAS), A publication of the Department of Igbo, African and Asian Studies, Nnamdi Azikiwe University, Awka, Nigeria Vol. 2 No. 1, (ISSN: 2734-3146), 2020
This study examines the learning approaches and strategies of acquiring a second language while adopting the use of theories and different applications as depicted by modern scholars. Data for this work was obtained through purposive random sampling and analyzed through content analysis. Stages of language acquisition such as preproduction, early production, speech emergence, intermediate fluency and advance fluency stages were selected for this study. The framework for this research work emanated from the input hypothesis theory, language output hypothesis and the internal syllabus theory of language acquisition. This study identifies that the acquisition of a second language is based on several factors such as strategies and tactics, beneficial learning environment and the students' personal learning abilities. It suggests that human mental ability is a central feature of learning a second language, although the use of strategies to increase the brain and memory function would go a long way in increasing knowledge processing and information. Furthermore, it does not dissuade the fact that teachers have a fundamental role in this process, they have the power to motivate the learner and identify their individual traits or abilities. They are expected to provide a suitable or interactive learning environment that would increase communicative abilities and processes through students cognitive, social and physiological preferences to ensure a second language acquisition.
New Directions in Language Learning Psychology
Second Language Learning and Teaching, 2016
The series brings together volumes dealing with different aspects of learning and teaching second and foreign languages. The titles included are both monographs and edited collections focusing on a variety of topics ranging from the processes underlying second language acquisition, through various aspects of language learning in instructed and non-instructed settings, to different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. The publications reflect state-of-the-art developments in those areas, they adopt a wide range of theoretical perspectives and follow diverse research paradigms. The intended audience are all those who are interested in naturalistic and classroom second language acquisition, including researchers, methodologists, curriculum and materials designers, teachers and undergraduate and graduate students undertaking empirical investigations of how second languages are learnt and taught.
The psychology of Second Language Acquisition
In this chapter we survey several approaches to SLA that have been heavily influenced by the field of psychology. They are ordered according to their primary focus of attention: first those that focus on languages and the brain, then those that focus on the learning processes that are involved in SLA, and finally those that focus on differences among learners. Study of languages and the brain is based largely on the framework provided by neurolinguistics.
Second Language Acquisition: A General Overview
International Forum, 2016
Second language acquisition (SLA) is known as both the process of learning an additional language and the field where issues pertaining to the teaching and learning of a second language (L2) are discussed (Ellis, 2010; Nunan, 2001). The field of SLA has experienced exponential growth over the past 3 decades. As Ellis (2010) states it rightly, SLA is "now an established discipline" (p. 182). This is evident in the growth of SLA research, SLA textbooks, and increase in number of theories, principles, and strategies that are found in the field of SLA. While this tremendous advance has been heavily demonstrated particularly in the United States, growth seems sparing in other countries. In fact, few are higher education institutions that offer Teaching English to Speakers of Other Languages (TESOL) programs where SLA courses should normally be offered. Without proper knowledge and understanding of how L2s are taught and learned, it is quite likely that teaching English to non-native speakers in these non-English speaking countries is negatively affected. This paper synthesizes important topics pertaining to SLA to help TESOL experts with some fundamental understanding.
Second Language Acquisition: A Theoretical Introduction to Real World Applications
Language Value, Volume 9, 2017
Language Valuehttp://www.e-revistes.uji.es/languagevalueJuly 2017, Volume 9, Number 1 pp. 222-227 ISSN 1989-7103 Articles are copyrighted by their respective authors DOI: http://dx.doi.org/10.6035/LanguageV.2017.9.10 222BOOK REVIEW Second Language Acquisition: A Theoretical Introduction to Real World ApplicationsAlessandro G. Benati and Tanja Angelovska Bloomsbury: London (UK), 2016. 200 pages ISBN-13: 978-0567104496 ISBN-10: 0567104494Reviewed by Donna Fernández Nogueiradonna.fernandez@deusto.esUniversidad de Deusto, SpainSecond Language Acquisition: A Theoretical Introduction to Real World Applications by Alessandro G. Benati and Tanja Angelovska (2016) is without doubt a help for undergraduate students and trainee teachers who need to deal with the issue of second language acquisition (SLA). The content is very precise but, at the same time, very clear and easy to understand and follow, even for those students who are dealing with this topic for the first time. It can be applied in the classroom, as a resource book or even a course book, to introduce SLA. It is true that the field has become very complex in the past years, as the studies include many different fields of knowledge: linguistics, psychology, sociology and education. However, the authors of this book have been able to highlight the most important theories in such a way that it can be an excellent resource for use in undergraduate classes. They have also incorporated some activities for students to reflect on the topic and to develop their critical thinking about it. Most of the activities are good and although some are unpretentious, they are effective for students to think about this issue. In short, all of the activities give an insight into the theory