Acontecimientos importantes relacionados con la enseñanza y aprendizaje de los idiomas
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Vygotsky and his colleagues worked in Russia in 1920's conceptualizing many constructs that continue to have relevance in interactionist research to date.
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This approach paid attention to the learning process as being conditioned by the external environment rather than by human internal mental proccesses.
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Three approches to language learning
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Innatist approach: the language ability was possible due to the fact that speakers had internalized a system of rules which could be transformed into new structures by applying a series of cognitive strategies. Given this process, speakers' role changed from merely receiving input and repeating it, as was the view in the environmentalist approach, to actively thinking how to produce language. Chomsky.
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Chomsky (1965) observed that children use elements of language they know to say something they have never heard before. Chomsky proposed that humans are born with innate "language acquisition devise" (LAD) that enables them to process language.
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Dell Hathaway Hymes was a linguist, sociolinguist, anthropologist, and folklorist who established disciplinary foundations for the comparative, ethnographic study of language use. His research focused upon the languages of the Pacific Northwest.
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Participation in conversational interaction provided them with opportunities to hear and produce the L2 in ways that went beyond its role as simply a forum for practice.
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Krashen (1981) has argued that learners "acquire structure by understanding, messages and not focusing on the form of input, by 'going for meaning'." (p.54) According to Krashen, this comprehensible input "delivered in a low (affective) filter situation is the only 'causative variable' in second language acquisition." (p. 57)
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It is fundamental to understand the role of input in second language acquisition. It may be essential to the acquisition of a second language, it is not enough to ensure that the outcome will be nativelike performance (Krashen, 1981).
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According to long (1983), input comes to the individual from a variety of sources, including others. Individuals make their input "comprehensible" in three ways:
1) by simplifying the input, that is, using familiar structures and vocabulary;
2) by using linguistic and extralinguistic features, that is, familiar structures, background knowledge, gestures; and
3) by modifying the interactional structure of the conversation. -
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Negative input is feedback to the learner which that his or her output has been unsuccessful in some way. Negative input includes, for example, explicit corrections, confirmation chacks, and clarification checks.
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The output hypothesis suggests that a particular genre of collaborative activities might be especially useful for second language learning. The activities would be ones where the focus of discussion is the target language itself, when students reflect together on their own output, reprocessing and modifying it is their collective knowledge permits.
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Merrill Swain is a professor emerita of second-language education at the Ontario Institute for Studies in Education, University of Toronto. She developed the output hypothesis, a theory of second-language acquisition which states that learners cannot reach full grammatical competence in a language from input processing alone, but must also produce spoken language output.
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Charlene “Charlie” Junko Sato (1951-1996) was an associate professor in the Department of Second Language Studies (formerly ESL) at the University of Hawai‘i at Mānoa, where she taught for 14 years and also served as the chair of the Ph.D. in SLA Program. Charlie was well-known internationally for her work in second language acquisition, sociolinguistics, and Pidgin and Creole studies.
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Interactionist ideas emphasized the role of the linguistic environment in interaction with the innate capacity for language development. The analysis of this processes that intervene in the production of oral language was carried out by Levelt (1978,1989). Levelt proposed a model of speech production whose basic assumption concerned that messages were "planned".
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Interaction can have positive effects on L2 development and that the complex matter of individual differences needs to be considered carefully.
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Speaking in a second language (L2) has been considered the most challenging of the four skills given the fact that it involves a complex process of constructing meaning.
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The term target language (TL) is used to refer to the language of instruction in the classroom.
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Second language acquisition (SLA) refers to the process of acquiring or learning an additional language that is not one's first language(s) (Block, 2003)
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Language learning is as much socially mediated as it is a part of an individual's internal cognitive processes.
