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CURRENT ISSUES IN PSYCHOLINGUISTICS
& SECOND LANGUAGE TEACHING
ISSUES in PSYCHOLINGUISTICS Tuesday 16th , May 2017 TESOL Quarterly, vol 5, no.2 ( Jun 1971 )
@ Doha ZALLAG @ Kawtar SAYFALLAH @ Ikram TRABELSI Author: John.B Carroll
THIS IS THE OUTLINE
More details in some parts will be found in the outline we aforehand distributed.
INTRODUCTION
o THE FALSE OPPOSITION BETWEEN “ RULE GOVERNED BEHAVIOR” VS “HABITS”
o WHAT GRAMMATICAL THEORY IS MORE USEFUL TO LANGUAGE TEACHERS ?
o LANGUAGE LEARNING
o AUDIO-LINGUAL VS COGNITIVE LEARNING
CONCLUSION : PEDAGOGY & THE TEACHER
“
“It is urged that there is no real conflict between the "audiolingual habit" and "cognitive-code learning" theories as
applied to language teaching. It is false to make an opposition between rule-governed behavior and language habits.
The notion of habit is, however, more general than that of rule, and is not as conceptually inadequate as sometimes
claimed. The learning of second languages requires both the acquisition of knowledge about rules and the formation of
the habits described by these rules.
Language teaching procedures can be improved by application of psychological knowledge concerning the learning of
language habits.
It is stressed that situational meaning must be incorporated into language rules where it is applicable, and that the
corresponding language habits must be made contingent upon these situational meanings.”
CONCEPTS
A B
Cognitive -
Code Learning
Theory
Audiolingual
Habit Theory
📌 📌
Map ( Virginie 1966)
Basic
knowledge
of relevant
disciplines
Insight into
processes of
L.A ( 1st & 2nd )
Later
Teacher should acquire
insight into the
principles of educational
psychology & linguistics
…
HE
Will use to facilitate the
learner’s acquisition of the
English language + American
Culture.
Map
PART 1: In this specialization, you will learn about the basic
foundational principles of language acquisition and the basic
techniques founded upon those principles. It will describe
second or foreign language theories, and basic studies in
second language acquisition and their pedagogical
implications. It will elaborate upon basic design for lesson
plans and provide access to professional resources.
PART 2: It covers the design and implementation of reading
and writing, listening and speaking, and technology enriched
activities, as well as a teaching practicum.
TESOL CERTIFICATE , Online course in coursera.org
If you would like to learn more about the course, click on the hypertext in blue.
1
THE FALSE OPPOSITION BETWEEN “RULE
GOVERNED BEHAVIOR” & “HABITS”
HABIT
RULE
GOVERNED
BEHAVIOR
HABIT
Lge behavior
Linguistic Rules
False opposition
WHY ?😒
According to John.B CARROLL :
The Notion of Habits:
Rule
Habit
No one-to-one correspondence between linguistic habits and
linguistic rules.
The notion of “knowledge” in linguistic habits = no exclusion
WHAT GRAMMATICAL THEORY IS
MOST USEFUL TO LANGUAGE
TEACHERS ?
2
Solution :
Language teachers should
evaluate the grammatical
theories
the degree to which they
conform to the linguistic
habits => enable a language
user to speak + understand
the language !
AUDIO-
LINGUAL
THEORY
COGNITIVE
CODE
LEARNING
THEORY
GRAMMATICAL
THEORY
=
X ITS
GOAL’’
ITS
GOAL
👪 👪
According to Chomsky :
Theory of Competence + Theory of Perfomance
(langue & parole)
CARROLL :
The Transformational Theory of Competence as it has developed
thus far presents itself as mainly a set of abstractions that may or
may not relate to actual linguistic behavior.
According to CARROLL :
An adequate theory would include the statement of rules :
HOW speakers encode meaning into commincatively acceptable
utterances
+
HOW hearers decode those meanings
One other aspect that has been ignored
FULL DESCRIPTION = LEXICAL + GRAMMATICAL Information associated
with each of the words in the language.
FINDINGS OF A STUDY
.. Shows the relevance of this information to the interpretation and comprehension of
English sentences by native speakers of grades 3,6 and 9. (pg 108; line 5)
“.. A large number of such words with multiple grammatical functions and asked my subjects
to use them in sentences.”
HE CONCLUDED :
1- an important component in child’s competence is his “Knowledge” of the
lexicogrammatical information associated with each word.
2- For a large number of words, the lexicogrammatical knowledge is seriously defective in
children VS educated native speaker.
ON LANGUAGE LEARNING3
◉The acquisition of a first language depends mainly on some "innate"
language ability/ mysterious process of “hypothesis testing”, whereby
language is "acquired," not learned.
◉There is a critical period for language acquisition that lasts only until about
the age of puberty, after which there is a decline of language-learning ability.
◉ The process of language acquisition, the first language or another, is
depicted as very mysterious and different from ordinary learning which made
second language teachers almost despair of their profession. that they could
never hope to compete with these processes.
The Author’s View
There is indeed a large
biological component in first
language acquisition.
The human child has a very
complex and well-differentiated
brain and that language is
acquired in step with the
maturing of that brain.
(chimpanzee ‘s example)
◉The "Critical period" and a decline
in lge acquisition ability after it, MUST
NOT be explained by biology.
◉ An alternative hypothesis: this is
due to the consolidation of the habits
established in primary language
acquisition and their interference
with the acquisition of new habits.
John B. Carroll
The Author’s View
◉Chief concern about these claims is that they underplay the role of
learning.
◉People can and do "learn" second languages by normal learning
processes without reinforcement procedures.
◉By the conscious acquisition of knowledge about the language-
knowledge that with time and appropriate experience is converted into
habits.
vs.
Cognitive-Code
Learning?
Audiolingual
NO Theory is Perfect
"Cognitive
Habit-
formation
Theory."
Audiolingual
Habit Theory
Cognitive-
code Learning
Theory
(CCLT)
Synthesized Theory
◉It directed attention to a particular objective of language
teaching, the aural-oral objective and thus achieving of good
pronunciation everyone has to speak.
◉BUT Learning is a two-way street between aural-oral and
reading-writing skills.
◉The use of dialogues and drills are effective in foreign lge
teaching as they lead the students to produce speech.
◉The use of dialogues and drills, also enables students to
respond quickly and accurately in spoken lge.
Audiolingual Habit Theory
The Merits
The Demerits
◉Teacher- centered/ Students play a passive role in
the classroom
◉Memorization and repetition exclude context
knowledge
◉Errors were seen as a bad thing
◉Difficulties transferring to real conversation.
◉Focus on class as a whole
The Cognitive Code Learning
Theory The Merits
* It put more emphasis on guided discovery of the rules.
* It changed the attitude of teachers towards errors which
were accepted as natural happenings in the process of learning
foreign languages.
* It rejected the habit formation of Behaviorist theory. There is
language acquisition rather than habit formation.
The Cognitive Code Learning
Theory The Merits
*Learning is not a habit formation but requires cognitive
processing and mental effort because learners are thinking
beings.
* It stressed on the learning of the rules via meaningful practice
and creativity.
The Demerits
* CCLT is essentially a theoretical proposal because it did not
lead to the development of any teaching method in relation to
classroom procedures and activities.
* There is little use of examples from authentic material.
* Human thinking is said to be an invisible process, and therefore
cognitive processes are hypothetical constructs.
The Demerits
* Human information processing is resembled computers, which
perhaps oversimplifies the human mind; human brain is much
more sophisticated than computer systems.
* The theory attaches more importance to the learner
understands of the structure of the foreign language than to the
facility in using that structure.
* It never took off in a big way; this theory did not gain support
over time.
PEDAGOGY AND THE TEACHER:
• The practices of Cognitive Habit Formation Theory.
• Adopting one-sided theory of lge.
• The critical factor in lge teaching=
• Successful learning=
• Research on “Teacher Behavior”.
• The teacher’s ability to manage learning behavior
Thanks!

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Issues in psycholinguistics and Second language teaching, by: John B Caroll

  • 1. CURRENT ISSUES IN PSYCHOLINGUISTICS & SECOND LANGUAGE TEACHING ISSUES in PSYCHOLINGUISTICS Tuesday 16th , May 2017 TESOL Quarterly, vol 5, no.2 ( Jun 1971 ) @ Doha ZALLAG @ Kawtar SAYFALLAH @ Ikram TRABELSI Author: John.B Carroll
  • 2. THIS IS THE OUTLINE More details in some parts will be found in the outline we aforehand distributed. INTRODUCTION o THE FALSE OPPOSITION BETWEEN “ RULE GOVERNED BEHAVIOR” VS “HABITS” o WHAT GRAMMATICAL THEORY IS MORE USEFUL TO LANGUAGE TEACHERS ? o LANGUAGE LEARNING o AUDIO-LINGUAL VS COGNITIVE LEARNING CONCLUSION : PEDAGOGY & THE TEACHER
  • 3. “ “It is urged that there is no real conflict between the "audiolingual habit" and "cognitive-code learning" theories as applied to language teaching. It is false to make an opposition between rule-governed behavior and language habits. The notion of habit is, however, more general than that of rule, and is not as conceptually inadequate as sometimes claimed. The learning of second languages requires both the acquisition of knowledge about rules and the formation of the habits described by these rules. Language teaching procedures can be improved by application of psychological knowledge concerning the learning of language habits. It is stressed that situational meaning must be incorporated into language rules where it is applicable, and that the corresponding language habits must be made contingent upon these situational meanings.”
  • 4. CONCEPTS A B Cognitive - Code Learning Theory Audiolingual Habit Theory 📌 📌
  • 5. Map ( Virginie 1966) Basic knowledge of relevant disciplines Insight into processes of L.A ( 1st & 2nd ) Later Teacher should acquire insight into the principles of educational psychology & linguistics … HE Will use to facilitate the learner’s acquisition of the English language + American Culture.
  • 6. Map
  • 7. PART 1: In this specialization, you will learn about the basic foundational principles of language acquisition and the basic techniques founded upon those principles. It will describe second or foreign language theories, and basic studies in second language acquisition and their pedagogical implications. It will elaborate upon basic design for lesson plans and provide access to professional resources. PART 2: It covers the design and implementation of reading and writing, listening and speaking, and technology enriched activities, as well as a teaching practicum. TESOL CERTIFICATE , Online course in coursera.org If you would like to learn more about the course, click on the hypertext in blue.
  • 8. 1 THE FALSE OPPOSITION BETWEEN “RULE GOVERNED BEHAVIOR” & “HABITS” HABIT RULE GOVERNED BEHAVIOR HABIT Lge behavior Linguistic Rules False opposition WHY ?😒
  • 9. According to John.B CARROLL : The Notion of Habits: Rule Habit No one-to-one correspondence between linguistic habits and linguistic rules. The notion of “knowledge” in linguistic habits = no exclusion
  • 10. WHAT GRAMMATICAL THEORY IS MOST USEFUL TO LANGUAGE TEACHERS ? 2 Solution : Language teachers should evaluate the grammatical theories the degree to which they conform to the linguistic habits => enable a language user to speak + understand the language ! AUDIO- LINGUAL THEORY COGNITIVE CODE LEARNING THEORY GRAMMATICAL THEORY = X ITS GOAL’’ ITS GOAL 👪 👪
  • 11. According to Chomsky : Theory of Competence + Theory of Perfomance (langue & parole) CARROLL : The Transformational Theory of Competence as it has developed thus far presents itself as mainly a set of abstractions that may or may not relate to actual linguistic behavior.
  • 12. According to CARROLL : An adequate theory would include the statement of rules : HOW speakers encode meaning into commincatively acceptable utterances + HOW hearers decode those meanings One other aspect that has been ignored FULL DESCRIPTION = LEXICAL + GRAMMATICAL Information associated with each of the words in the language.
  • 13. FINDINGS OF A STUDY .. Shows the relevance of this information to the interpretation and comprehension of English sentences by native speakers of grades 3,6 and 9. (pg 108; line 5) “.. A large number of such words with multiple grammatical functions and asked my subjects to use them in sentences.” HE CONCLUDED : 1- an important component in child’s competence is his “Knowledge” of the lexicogrammatical information associated with each word. 2- For a large number of words, the lexicogrammatical knowledge is seriously defective in children VS educated native speaker.
  • 15. ◉The acquisition of a first language depends mainly on some "innate" language ability/ mysterious process of “hypothesis testing”, whereby language is "acquired," not learned. ◉There is a critical period for language acquisition that lasts only until about the age of puberty, after which there is a decline of language-learning ability. ◉ The process of language acquisition, the first language or another, is depicted as very mysterious and different from ordinary learning which made second language teachers almost despair of their profession. that they could never hope to compete with these processes.
  • 16. The Author’s View There is indeed a large biological component in first language acquisition. The human child has a very complex and well-differentiated brain and that language is acquired in step with the maturing of that brain. (chimpanzee ‘s example) ◉The "Critical period" and a decline in lge acquisition ability after it, MUST NOT be explained by biology. ◉ An alternative hypothesis: this is due to the consolidation of the habits established in primary language acquisition and their interference with the acquisition of new habits. John B. Carroll
  • 17. The Author’s View ◉Chief concern about these claims is that they underplay the role of learning. ◉People can and do "learn" second languages by normal learning processes without reinforcement procedures. ◉By the conscious acquisition of knowledge about the language- knowledge that with time and appropriate experience is converted into habits.
  • 19. NO Theory is Perfect "Cognitive Habit- formation Theory." Audiolingual Habit Theory Cognitive- code Learning Theory (CCLT) Synthesized Theory
  • 20. ◉It directed attention to a particular objective of language teaching, the aural-oral objective and thus achieving of good pronunciation everyone has to speak. ◉BUT Learning is a two-way street between aural-oral and reading-writing skills. ◉The use of dialogues and drills are effective in foreign lge teaching as they lead the students to produce speech. ◉The use of dialogues and drills, also enables students to respond quickly and accurately in spoken lge. Audiolingual Habit Theory The Merits
  • 21. The Demerits ◉Teacher- centered/ Students play a passive role in the classroom ◉Memorization and repetition exclude context knowledge ◉Errors were seen as a bad thing ◉Difficulties transferring to real conversation. ◉Focus on class as a whole
  • 22. The Cognitive Code Learning Theory The Merits * It put more emphasis on guided discovery of the rules. * It changed the attitude of teachers towards errors which were accepted as natural happenings in the process of learning foreign languages. * It rejected the habit formation of Behaviorist theory. There is language acquisition rather than habit formation.
  • 23. The Cognitive Code Learning Theory The Merits *Learning is not a habit formation but requires cognitive processing and mental effort because learners are thinking beings. * It stressed on the learning of the rules via meaningful practice and creativity.
  • 24. The Demerits * CCLT is essentially a theoretical proposal because it did not lead to the development of any teaching method in relation to classroom procedures and activities. * There is little use of examples from authentic material. * Human thinking is said to be an invisible process, and therefore cognitive processes are hypothetical constructs.
  • 25. The Demerits * Human information processing is resembled computers, which perhaps oversimplifies the human mind; human brain is much more sophisticated than computer systems. * The theory attaches more importance to the learner understands of the structure of the foreign language than to the facility in using that structure. * It never took off in a big way; this theory did not gain support over time.
  • 26. PEDAGOGY AND THE TEACHER: • The practices of Cognitive Habit Formation Theory. • Adopting one-sided theory of lge. • The critical factor in lge teaching= • Successful learning= • Research on “Teacher Behavior”. • The teacher’s ability to manage learning behavior

Editor's Notes

  1. THIS PAPER WAS PRESENTEND AT THE TESOL CONVENTION IN 1971
  2. the nature of linguistic rules and their relation to "habits" of language use the role of grammatical theory in language teaching the nature of language learning the balance between an audiolingual habit theory and a cognitive –code theory and to conclude some of the critical variables in language pedagogy.
  3. LET’s WARM UP OUR SCHEMATA SHALL WE !!! :D
  4. The cognitive-code approach of the 1970s emphasised that language learning involved active mental processes, that it was not just a process of habit formation (the assumption underlying the audiolingual method that came before it). TO MAKE SURE WE’re ALL ONTHE SAME PAGE !!! WHICH ONE ???? A- Lessons focused on learning grammatical structures VS B- emphasised the importance of meaningful practice, and the structures were presented inductively. ??????
  5. OK Theoretically speaaaking ! Theeeese are acceptable as CARROLL PUTS IT ! BUT when it comes to the actual implementation it becomes problematic.
  6. For chosmky this would have to include both
  7. For chosmky this would have to include both
  8. WHAT IS THE PROBLEM OF TRANSFORMATIONAL GRAMMAR ??? ( the relation between DEEP AND SURFACE ) WHERE IS MEANING? See example in the outline !!!!!!!!
  9. subjects had strong ten-dencies to use each word in a particular part of speech! this deficiency is possibly a serious and little recognized source of children's difficulty in comprehending language.