The reading in the sugarsync folder attempts to combine all of the SLA theories we've covered into one model. Are you satisfied with it? Hopefully not.
I hope that you have developed (or are still developing) your own idea about how languages are learned and what effective teaching looks like. This week, we'll attempt to put it all together.
This week there are two tasks:
1. Look over the reading. The gist is most important. Focus on how Gass has simply combined everything we've already talked about into one model. This should act as a review.
2. More importantly, post 3-5 (or more) "big" questions that you still have about SLA. These questions can be things that you are still curious about -- perhaps the course did not cover them sufficiently (or at all). The questions could also be about things you want your classmates' opinions about. The questions can be about connecting Meth, ICC, and SLA. Or the questions could be related to your own classrooms. Pretty much anything goes.
Basically, everyone is the Discussion Leader this week. Post these questions here by Thursday evening. I also need some time to read the questions and look for relevant research.
I'll collect them into one paper and we'll spend most of class discussing these in small groups, and then as a class.
Do not answer the questions on the blog. We'll answer them in class.
Which of the SLA theories, or parts of the theories, have actually been proven to be true with concrete data? For example, has anyone actually defined what i+1 is and how to check if material qualifies as i+1 for a S?
ReplyDeletePeople always say that it's best to start learning languages young. Besides fossilization, is there any concrete evidence/support for this claim (besides the pronunciation thing we talked about in class that I can't remember right now)? Is there any proof of a point-of-no-return after which language learning is Sisyphean (haha)?
This course provided a lot of historical context for SLA and how it has developed, but what do the current theories look like? Who is doing cutting-edge work in the field and how can I keep up with it without reading thousand-page journals?
Have people developed language syllabus/curriculum/textbooks explicitly based on certain SLA theories?
What does the non-English speaking world think about SLA? Whose theories to they like best?
1. What is the difference in attitude towards ICC between Korean teachers and Native speaking English teachers? ie. those of possible 'target culture' vs. those of native culture?
ReplyDelete2. What are the primary benefits of knowing the same L1 as students vs. simply knowing another L2 (not target L2)? How is knowing an L2 that isn't a target language beneficial?
3. What are the differences between young learner theory and adult theory? Specifically will it affect Gass' flow chart? Would an absolute beginner vs. an advanced learner affect the flowchart?
4. Behaviorism methods seem to help with motivation, Why does it have such a bad rep, yet remain so popular?
5. People who have a knack for language may be better on the input side, but how exactly would this help on the output side? The multilingual are getting L1~Ln-1 interference from all over the place. Is it possible to 'tune out' interference? Are they dealing with more and just managing it better?
1) Has there been any long term studies (10 years+) done regarding Krashen's Input hypothesis. Many of the one's we have seen looked at studies programs that only lasted a few years and the results were not that significant.
ReplyDelete2) Have theorists ever agreed on a specific age in young learners that would be considered a critical period for acquiring another language?
3) Is fossilization inevitable? Can fossilization be overcome through pedagogical intervention?
Delete1) Some say it is much easier to acquire the third language after one has successfully acquired the second language. Is there any valid theory or hypothesis about this?
ReplyDelete2) I see more and more children are raised and educated with two different languages. Eg: Korean Ss attending international school or American/Canadian school in Korea. Is it possible for one to become absolute bi-lingual? What’s the most recent study on this issue?
3) Among many SLA theories, which would be most practical one for university classes? You are given 16weeks, two 50 minute long classes per week. Professors actually get less than 13weeks after deducting orientation week, exam weeks, holidays, and etc. to really ‘teach’ English. I found Krashen’s theory very impractical under these circumstances.
1. I would really like to know how I can actually use the orders of acquisition. I understand that there are numerous studies that show the order of acquisition of specific forms but how do the orders of different forms interact.
ReplyDelete2. Without constantly doing error analysis how can we accurately gauge our students progress?
3. If error correction has such limited success, what can we really do on a day to day basis to help our students?
Q1) Do all the theories of SLA follow pattern of L,S,R,W to learn English language? Is it mandatory to follow same sequence to master any/English language?
ReplyDeleteQ2) How do I measure the success of my ss language learning, as in is it complete when they use grammar proficiently or that they have knowledge of literature of that subject. In India, English language ss use to read lots of English literature, they are regarded proficient English language learners and practitioners...
ReplyDelete1) Is raising a baby to be bilingual from birth necessarily a good thing or can it confuse their ability to process language? If your answer is the latter, from what age should an L2 be introduced?
ReplyDelete2) How has modern technology impacted SLA in the last decade or so? Is this a positive or negative development? I know predictions aren’t science, but where do you see SLA going in 10, 20 or 30 years?
3) We’ve established that Krashen is in favor of passive input and Swain is in favor of comprehensible output, but I wonder how Krashen would defend the input hypothesis when challenged on the merits of it by output advocates like Swain? And vice-versa. We’ve covered many theories, but not really delved into how to defend them when challenged by opposing theorists. (Sean suggested I pose this question as a role-play between a drunken Krashen and Swain at a bar)
4) I guess this is more of a meth question, but can competing language-acquisition teaching techniques or theories complement one another or are most in direct opposition to one another? Can I teach using TPR one day, direct-method the next day, and dogme the day after that, or should I stick with one consistent method?
5) This has been touched on briefly in a couple of the readings, but can any of the techniques that apply to L2 learners also be used to help teach language to deaf people or people with learning-disabilities such as dyslexia? Why or why not?
1) What do acquisition theories have to say about what works best for learners whose skills have fossilized and are beginning to study a language again? I'm not talking about motivation here, but rather just effective methods, techniques, and materials.
ReplyDelete2) How much research has been done on post-course transfer in language classes that are happening in an environment where the L2 is not an official language of that country? Especially for adult learners, whether this is in corporate training programs, or adults taking classes in institutes or colleges.
3) Assume that someone decided to put in a lot of time, effort, and money to design a language course for you (Korean, German, Spanish, whatever you want to learn). What would that course look like? Would it be just you and a teacher? Would there be lots of people in the class? Would there be a lot of intensive reading? Extensive reading? Listening to music in that language? Project-based learning? Just go wherever your mind and heart take you with this question!
4) How do you assess people in your classes?
5) How do you address motivation? What specific things do you have problems motivating your students to do? For example, some of my older students aren't as careful with their writing as I'd like them to be. One of my Freshman classes full of engineers are shy about speaking up in class (though they are better when talking in pairs or small groups--but not that much better).
6) What does the possible selves theory (or any SLA theory I guess) say about children being raised bilingually by parents of two different nationalities? Is there an age when identity issues really rear their heads?
ReplyDeleteIt's early Friday morning, not Thursday evening… sorry I'm late!
ReplyDelete1. Do all of these theories we've discussed translate equally to writing as well as speaking/listening? I don't recall any of our readings saying very much (or anything at all) about teaching students how to write. Do you know of any specific research that I should look to for teaching students to be competent writers?
2. Out of all of the hypotheses we've covered, is there one that is generally accepted to be the most "complete"? Or, since they all seem a little lopsided in one way or another, which ones have been most widely adopted around the world? I'm glad we've had exposure to all of these ideas and I think I like Long/Swain/Vygotsky better than others, but what do the "experts" say?
3. What are some effective strategies for dealing with a classroom full of unruly children? Or just one unruly child? I know this isn't an SLA question, so I guess it's more directed at other teachers. I tried one thing that seemed to work in one of my adventures as a substitute… I told the kids, "let's play a game, it's called Be Quiet. I'm going to count down to zero, and when I reach zero you be quiet." It worked! But I know that "game" won't work every time. I'll be teaching at a hagwon in January and, once the kids get used to me, I'm guessing they'll probably feel more free to act up.
4. I like Bloom's Taxonomy because it's logical and it makes sense. I'm not sure if there's a question here, but if I find myself designing a curriculum of my own at some point, or maybe even writing a textbook, I'm going to try and follow it when coming up with exercises. If there are reasons to not do this, I'd appreciate knowing them!