Acquisition of English as a Foreign Language - reading 8, Ejercicios de Idioma Inglés

¡Descarga Acquisition of English as a Foreign Language - reading 8 y más Ejercicios en PDF de Idioma Inglés solo en Docsity! 1 SAMY BRUGES erasmus ACQUISITION OF ENGLISH AS A FOREIGN LANGUAGE: READING 8 READING 8: Dalton-Puffer, C. (2007). The CLIL Classroom as a Language Learning Environment. In C. Dalton-Puffer, Discourse in Content and Language Integrated Learning (CLIL) Classrooms. J. Benjamins (Ch. 9. pp. 257-292). 1. Which areas/approaches to SLA are mentioned in this chapter? 1) Krashen’s Monitor Model (input hypothesis): The hypotheses put primary importance on the comprehensible input (CI) that language learners are exposed to. Understanding spoken and written language input is seen as the only mechanism that results in the increase of underlying linguistic competence, and language output is not seen as having any effect on learners' ability. 2) Long’s hypothesis theory (Interaction hypothesis): leaners may actually obtain more and more fine-turned input if they interact with other speakers, either native or non- native, of the target language, because they can directly cases of spoken language. In that sense, they can get corrected by the speaker in order for them to progress in the target language with the help of tools such as recasts, expansions, reformulations… Mistakes and errors is an important subject in CLIL. However, grammatical errors, should they happen during CLIL classes, will never be attended. 3) Swain’s Output Hypothesis: learning takes place when a learner finds a gap in their linguistic knowledge of the second language. By noticing this gap, the learner becomes aware of it and may be able to modify his output so that they learn something new about the language. 4) Givon’s Discourse Hypothesis: the learner will only learn the different parts of the language they participate in. If a learner is only exposed to unplanned and informal discourse, they will only be able to excel in those parts of the language. 5) Vygotsky’s Sociocultural Theory: learning as a social process and the origination of human intelligence in society or culture. Social interaction plays a fundamental role in the development of cognition. Vygotsky believed everything is learned on two levels. It is the theory of learning in general and not a theory of language acquisition.