Language is structurally linear Language = Grammar (a set of rules) Primacy of Surface structure Language is a verbal behavior No place for mind (a non-mentalistic view) Speaker is merely locus of control, no the cause Describing language in terms of separate components that could comprise a sentence As a result: Structural drills and Pattern Practices Mechanical Responses - Route learning and memorization to form habits - Immediate Treatment of errors to avoid fossilization. 1960s there was the emergence of generative Linguistics, Chomsky Were genetically equipped with a Language Acquisition Device What a learner produces is Performance His underlying knowledge is Competence The role of mind as a processor creativity is accounted for We are only able to test ones Performance As a result: - Language follows a logical development of rules (hypotheses) occurring in the minds of learners rather than a cycle of habit formation. - Errors were natural part of learning process. They could be mistakes - Focus should be on meaning (content) rather than form (grammar) 1970s: Vygotskys view: Interaction at the heart of language learning process. Language is socially constructed Help from a skilled helper is needed to produce independent learners. The role of teacher is to provide scaffolding, student should move from ZPD ZAD Classroom Connection: ZPD is the distance between what learners can do on their own and what they can do with guidance Communicate to learn the language In working with ESL learners, teacher involvement, adaptability and alignment are necessary. Krashens monitor model:
Acquire not learn i (input at level of learners) +1 Students throw a net around target language 2) The Affective Filter Hypothesis Instrumental motivation (means to an end) Integrative motivation (identity, to fit in) Anxiety as a filter is up (shuts-up) or down (phew) Self-confidence