A presentation on social intraction theory, social constructivism, Brown's horticultural theory of SLA and theory building. Primary source is Chapter 10 of H. Douglas Brown, 2007.

1. Social Interaction 7c Vilvilivyne Yusak Low Chiao Yie Feysa Kaya Nermin Tunci University of Malaya KL Chapter 10

4. Long’s view interaction Input Process of acquisition SL classroom Contexts for “practicing grammatical structures & Other languages forms Old paradigm Basis for development of lingustic rules PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

6. INPUT -Textbooks -Teacher Talk -Materials -Other students -Nonverbal -Outside of class -Self Seeds of Predisposition Soil of style PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

7. Dialect, style, Formality, Relationship Climate of Context Germination Strategies Strategies : Direct, memory, affective, social, metacognitive PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

8. Dialect, style Formality, Relationship Leaves of Comprehension & Production Strategies Branches of Affective Variables Climate of Context Root of Competence PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

9. Fruit of Performance Reading Writing comprehension speaking listening Trunk of Feedback Oh man! I love Durian!! PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

10. Theory : the general principles of an art or science( contrasted with the practice) Practice : performance, the doing of sth/ frequent or regular repetition of sth in order to become skillful. FROM THEORY TO PRACTICE PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

11. * Today teachers create theories according to the situation in the class. Teachers practitioners theorist A RECIPROCAL RELATIONSHIP, NOT A DICHOTOM Y PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

12. THEORY BUILDING - Peter Elbow (1973), DOUBTING GAME is truth-seeking: trying to find something wrong with someone’s claim or hypothesis BELIEVING GAME is to find truths not errors; you make acts of self-insertion and self- involvement, not self-extrication. PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

13. The Role of Intuition Analytical Approach Ewing(1977) notes that analytical thinkers are more successful in solving problems. Intuitive A pproach intuitive thinkers are successful in solving problem if it is difficult to define because they keep coming up with different possibilities, follow their hunches . Teachers tend to be born doubters but the believing game provides them with a constrasting principle,intuition. PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

14. - It’s n on-verbalizability . - The implications are clear for teaching are clear - Intuition involves a certain kind of risk taking - Good language teachers have developed good intuition. Intuition Instinct perceptions feelings Sixth sense PBET 2113 Group 7c (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL