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THE SOCIOCULTURAL PERSPECTIVE
-Language development takes place in the social interactions between individuals.
-Zone of proximal development (ZPD): when there is support from interaction with an interlocutor, the learner is capable of performing at a higher level.
-L2 learners advance to higher levels of linguistic knowledge when they collaborate and interact with speakers of the L2 who are more knowledgeable than they are. -
TPR
Is influenced by these ideas which are considered nowadays in our communicative theory:
-Behaviorism: emphasizing stimuli and responses.
-Innatism: innate LAD, based on intuitions.
-Information processing and connectionism: human
learning is similar to computer processing.
-Socioculural/Interactionist position: modification of interaction promotes language acquisition and development. -
THE INTERACTION HYPOTHESIS
-SLA takes place through conversational interaction.
-Modified interaction is the necessary mechanism for making language comprehensible.
-What learners need is an opportunity to interact with other speakers, working together to reach mutual comprehension.
-Modified interaction involves linguistic simplifications and conversational modifications. -
THE INTERACTION HYPOTHESIS
“Comprehensible output hypothesis”: the demands of producing comprehensible output “push” learners ahead in their development. -
THE INTERACTION HYPOTHESIS
Long’s revised version of the Interaction Hypothesis:
-More emphasis is placed on the importance of corrective feedback during interaction.
-“Negotiating for meaning” is the opportunity for language development. -
THE NOTICING HYPOTHESIS
-Nothing is learned unless it has been noticed.
-Noticing is the essential starting point.
-L2 learners could not begin to acquire a language feature until they had become aware of it in the input. -
PROCESSABILITY THEORY
-The sequence of development for features of syntax and morphology was affected by how easy these were to process.
-Learners do not simply transfer features from their L1 at early stages of acquisition.
-They have to develop a certain level of processing capacity in the L2 before they can use their knowledge of the features that already exist in their L1. -
INPUT PROCESSING
-Learners have limited processing capacity and cannot pay attention to form and meaning at the same time.
-They tend to give priority to meaning. The
context helps them make sense of a sentence, they do not notice details of the language form.
