applied linguistics

1. TEACHING LINGUISTIC KNOWLEDGE
Group 5:
Nguyen Thi Minh Phuong
Nguyen Phuong Thao
Dao Hoai Thuong
Ta Ngoc Thu Tram
Pham Anh Thu
Lecturer: Dr. Nguyen Thanh Tung

2. 01
BEHAVIORISM
19th – Ivan Pavlov (classical conditioning – animal learning)
1920 – Watson and Raynor (human learning)
1930s - B.F.Skinner (socially adaptive behaviors are maintained by
positive reinforcement

3. 1
Sounds and patterns
they read or hear
2
Imitation
Practice through
repetition or drills
Positive reinforcement:
Rewards
Praise
Successful communication
3
Stimulus Response Reinforcement
A three-stage procedure of Behaviorism
Habit formation of
correct language use
FOCUS ON FORM

4. Doubts?
How can learners acquire the
more complex grammatical
structures of language
How come learners
frequently produce
things they have
never heard before?
Noam Chomsky (1959)

5. 02
MENTALISM
COGNITIVISM
Noam Chomsky (1959) (classical conditioning – animal learning)
Stephen Krashen – Input hypothesis
Jean Piaget theory of cognitive development

6. A three-stage procedure of Mentalism
Input
Comprehensible Input
Hypothesis (Krashen)
exposed to
comprehensible input,
which is at an “i + 1”
level (one level beyond
the learner’s current
level)
Input = form + meaning
Input processing
Universal grammar (UG)-
Noam Chomsky
language as a result of innate
process:
Humans possess a “language faculty /
a black box / “language acquisition
device” / a universal set of underlying
principles
 Form rules and hypotheses
about language based on the input
received.
Output
02 03
01 MEANING FORM USE

7. Behaviorism:
social environment (social factor)
Cognitivism:
genetic predisposition (biological factor)
 Interactionist Theory

8. 03
INTERACTIONISM
Lev Vygotsky - Zone of Proximal Development (ZPD)
Jerome Bruner – Language Acquisition Support System' (LASS)
Long (1983) – The interaction hypothesis

9. Comprehensible
input
- Required for
language learning
- A task with a reason
to communicate
Ex: teacher’s talk,
foreigner’s talk
Interaction
The interaction hypothesis
– Long (1983)
Negotiation for meaning
through communicative
strategies (requests for
clarification , comprehension
checks, confirmation check)
Corrective feedback
Negative feedback
Modified interaction
Output
1 2 3
A three-stage procedure
of Interactionism
Comprehensible
output hypothesis –
Swain (1985)
 Relevant input from
partners
 Identify gaps in
Knowledge
Realtime feedback
 fluency and
automaticity

10. USE: Teacher gives students contextualized input
and let them do communicative tasks related
to the input
MEANING: Students negotiate for meaning to
understand the input
FORM: Teacher gives explicit instructions for the
grammatical rules or vocabulary
Order of teaching: