ERNA & SAREN
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Transcript of ERNA & SAREN
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Krashens monitor model (1982)derived
form Chomskys nativist account of L1
acquisition and beyond.
For classroom purposes
The Natural Approach to teaching a
second language.
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Acquisition-Learning Hypothesis
Input Hypothesis (Comprehensible input)
Affective Filter Hypothesis
Natural Order Hypothesis Monitor Hypothesis
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Acquisition: Subconscious process
Learning: Conscious effort
Conscious rules: Act as monitor or editor
Acquisitionto communicate naturallyand fluently
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By understanding messages ; extra
linguistic context., knowledge of the
world, previous linguistic competence.
i + 1
Language input learner received must
be just beyond or a little more difficult
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Claims that speaking per se does not cause
language acquisition.
It emerges through obtaining
comprehensible input (listening and
reading)
Silent periodbuilding competence in the
second language
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Claims that comprehensible input, though
necessary, still not sufficient for SLA.
Input understood but does not mean it will
reach LAD
Low motivation, high anxiety, low self-
esteemhigh affective filter
Young childrenlow affective filter
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People acquire the rules of language in
a predictable natural order
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Monitor attending to form.
Conditions:
a. Learner must have sufficient time
b. Focus on form, not on meaning
c. Learner must know the rule.
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Do you think his hypotheses make sense?
In what way?
Can you relate your own experience inacquiring the second language?
I h Cl
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In the Classroom:
The Natural Approach
Teachers must distinguish
between acquisition and
learning activities.
Acquisition activitiesprovide
comprehensible inputdevoted
to topics of interest, not
grammatical structures
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In the Classroom:
The Natural Approach
Learning lessons - separate
lessons, focus on form.
Teachers must provide a lot of
comprehensible input i + 1 level.
Teachers to speak slowly, use
simpler words, pictures etc)
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Learners:
Listening to comprehensible input
never force to speak
silent period
Start speaking when ready
Teachers:
create friendly and relaxed
classroom atmosphere
No overt correction
acknowledge and respond
learners message.
In the Classroom:
The Natural Approach
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Grammatical mistakes -acquisitionactivities.
Indirect feedback on mistakes
by re-phasing andmodeling the correct form
Expand discussion and
commenting on
what the learners try to convey and
draw out more responses from them
In the Classroom: The Natural
Approach
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A More Positive View of Errors :the Notion of Interlanguage
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Cognitivists view L2 errors positively.
Source of errors - not necessarily
learners L1.
Error Analysis
learner errors cannot be explained infeatures of their L1
Instead evidence for and against nativisttheories
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Nativist view errors as:
part of an interlanguage
Changes & evolves
Learners acquire more rule of L2
By identifying L2 learners : gaininsights into the learners
development.
Consistent patterns of error : notisolated mistakes
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Analysing Learner Errors- Brown(1994)
1. Interlingual transfer Source of Error- L1, because learner is
using L1 to produce L2.
Behaviorist - L1 interference
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Analysing Learner Errors- Brown(1994)
2. Intralingual transfer Learner overgeneralizes an L2 rule
Eg -taked or teached instead of
took or taught
- two gooses instead of two geese
- many waters instead much water
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Analysing Learner Errors- Brown(1994)
3. Context of Learning Make errors because they are taught
that way.
Learn formally but fail in informalspoken english
Not know that the language is not
suitable in all situation or occasions.
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Analysing Learner Errors- Brown(1994)
4. Communication Strategies Make errors because learners are trying
to make up for their lack of knowledge in
L2
To maintain communicatioon
Very useful & learner who employ can
be praised Praising help learners to achieve their
purpose
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Conclusion
Cognitivism tells us not to justsee errors as problems to be
eradicated but regard them as ameans to find out what ishappening in the mind of the
learners
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DISCUSSION
What kind of learners errorcan you identify in your
classroom?
How do you solve the
problems?