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1. Language, Learning, and TeachingCurrent Issues in Second Language Acquisition(SLA)
Language
Learning and Teaching
Schools of Thought in SLA
2. First Language Acquisition
Theories of Language Acquisition
Issues in First Language Acquisition
3. Age and Acquisition
Dispelling Myths
Types of Comparison and contrast
The Critical Period Hypothesis
Neurological Considerations
The Significance of Accent
Cognitive/ Affective/ Linguistic Considerations
4. Human Learning
Learning and Training
Pavlov`s Classical Behaviorism/Skinner`s Operant Conditioning/Ausubel`s meaningful learning theory/ Rogers`s Humanistic psychology
Types of learning
Transfer, Interference, and Overgeneralization
Inductive and Deductive learning
Aptitude and Intelligence
5. Styles and Strategies
Process, Style, and Strategy
Learning Styles
Strategies
Strategies-Based Instruction
6. Personality Factors
The Affective Domain
Myers-Briggs Character Types
Motivation
The Neurobiology of Affect
Measuring Affective Factors
7. Sociocultural Factors
Form Stereotypes to Generalization
Attitudes
Second Culture Acquisition
Social Distance
Culture in the Classroom
Language Policy and Politics
8. Cross-Linguistic Influence and Learner Language
The Contrastive Analysis Hypothesis
From the CAH to CLI
Markedness and Universal Grammar
Learner Language
Error Analysis
Stages of Learner Language Development
Variability in Learner Language
Fossilization
Form-Focused Instruction
Error Treatment
9. Communicative Competence
Defining Communicative Competence
Language Functions
Functional Syllabuses
Discourse Analysis
Pragmatics
Styles and Registers
Nonverbal Communication
10. Theories of SLA
Building a Theory of SLA
An Innatist Model: Krashen`s Input Hypothesis
Cognitive Models
A social Constructivist Model: Long`s Interaction Hypothesis
From Theory to Practice
Teaching By Principle TBT
A Methodical History of Language Teaching
본문내용
Chapter1. Language, Learning, And TeachingCurrent Issues In Second Language Acquisition
Who?
Learners and teachers. How do the teacher and student interact with each other is most important.
What?
the nature of the subject matter itself. Teacher needs to know understand the system and functioning of the second language, the differences between the first and second language of the learner.
How?
to find proper ways to learners. Teacher and learner needs to know what is the optimal interrelationship of cognitive, affective, and physical domains.
When?
difference success of children and adult is one of the key issue in learning L2 acquisition.(age of learning) learners exposed to 3 or 8 hours or 24 hours? (amount of time spent)
Where?
How do affect contrast and similarities of learning process.
Why?
what is the purposes of learning and other affective, emotional, personal, or intellectual reasons?
⇒L2 language teacher needs to know form an integrated understanding of the many aspects of the process.
