Second-language Acquisition and models of instruction

1. Second-language Acquisition and models of instruction 0951075 黎盈盈

2. Abstract • The chapter attempts to define the relevant terms relating to the CALL based on the hypothesis of how second language are learned; they are as following: • Second-language Acquisition • Comprehensible input and output • Behaviorism Programmed instruction • Mastery learning • Constructivism

3. Index of Chapter5 • 5.1 Concepts in SLA, Behaviorism and Constructivism • 5.2 Comprehensible input and output • 5.3 Criticism of comprehensible input and output theory • 5.5 Behaviorist models in instruction 5.5.1 Programmed instruction 5.5.2 Mastery learning 5.5.3 Summarizing behaviorism • 5.6 Constructivism models in instruction 5.6.1 Schema theory 5.6.2 How Constructivism differs from Behaviorism 5.6.3 Contribution of Vygotsky • 5.7 The role of collaboration and negotiation of meaning in the two models

4. Concepts in SLA, Behaviorism and Constructivism • The definition of SLA • Negotiation of meanings • Pica on negotiation of meaning/on theory in SLA • SLA theory is in its infancy

5. Comprehensible input and output • Ellis on comprehensible input: --Access to comprehensible input --Interaction • Different researchers argue differently • Swain called out the importance of comprehensible output— it’s not enough to see and hear language in use, but learners need the chance to use target language.

6. Characteristics of optimal input & CALL Problem • Characteristics --1. comprehensible --2. interesting/authentic --3. not grammatically sequenced --4. in sufficient quantity • CALL Problem -to ensure the input is too easy or hard for learners CAT (computer-adaptive testing) • http://edres.org/scripts/cat/startcat.htm

7. Criticism of comprehensible input and output theory • 1. Comprehensible input and output theory focus on fluency at expense of accuracy • 2. Intuitive aspects are not quantitatively measured • 3. Impossible challenge for computer to make decision on what to be tolerated and what to be corrected.

8. Behaviorist models in instruction • Programmed instruction--presenting new subject to students in a graded sequence of controlled steps. http://www.coe.uh.edu/courses/cuin6373/idhistory/programmed_instruction.html http://academic.uofs.edu/department/psych/PI/frames.html • Mastery learning(精熟理論)-- idea of teaching should organize learning through ordered steps and engages learners in multiple instructional methods, learning levels and multiple cognitive thinking types.

9. Summarizing behaviorism • Features: 1. Subject should be broken into to instructional steps and rules 2. Simple to complex with frequent review 3. Repetition on failure until one master it. • Criticism: 1. Doesn’t fit with highly complex activity of SLA 2. Repetitive drills are boring, not true picture of learners’ mind

10. Constructivism models in instruction • The main idea of constructivism suggests learning is a process by which learners construct concepts by making use of ones’ own experiences • Schema theory: --Discourse is interpreted according to one’s background knowledge • Mind map software • http://www.inspiration.com • http://www.learn4good.com/games/ • http://www.magickeys.com/books/farm/page1.html

11. How Constructivism differs from Behaviorism • Behaviorism assumes that learners’ mind is a blank slate, waiting to be written on. Constructivism assumes that learners comes to the classroom with background knowledge and encourage learners to go beyond the simple collection and memorization. • Collaboration and negotiation of meaning are two major ideas of Constructivism.

12. Contribution of Vygotsky • ZPD (zone of proximal development)近側發展區 • The distance between a learner's current or actual ability and potential skills aimed by teacher guideline or peer collaboration. • CALL implication: Interaction between social level and individual level.

13. Conclusion • The chapter provides theoretical background of behaviorism and constructivism with application of CALL and resulting methods, including programmed instruction and mastery learning. Also, constructivism makes use of schema theory to facilitate collaboration and negotiation meaning.