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The demise of the behaviorist paradigm and the rise of the social, cognitive, and interactionist models of second language acquisition (SLA) have led to the understanding that constructivist mechanisms are part of the process. Given the variety of empirical findings and understandings research in the field has yielded, this study attempts to offer a framework that conjugates them. Following the interactionist view, this study highlights learner variables (cognitive and affective) and environmental variables, and their relationship, taking a control and information systems perspective. The SLA as a feedback process framework innovates in the description of the SLA process in that it draws on notions such as feedback and transfer functions borrowed from control and information systems. It also uses the time variable and acquisition variable transfer functions for both learners and interlocutors to demonstrate how dynamic SLA is. Finally, it indicates that interlocutors' power to manipulate interlanguage and to help learners destabilize it is limited. Learners' internal processes play a bigger role, especially attention mechanisms. (Contains 18 references.) (KFT)

Descriptors: Behaviorism, Cognitive Development, Cognitive Processes, Cognitive Structures, Constructivism (Learning), Interlanguage, Learner Controlled Instruction, Learning Processes, Second Language Instruction, Second Language Learning











Autor: Podcameni, Abelardo; Salies, Tania Gastao

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6799&id=ED450598







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