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    Bilingual Education Bilingual Education: Unit 4: Psycholinguistic Theories and Its Application To B. E

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    David Mora Leal
    The document discusses several psycholinguistic theories and their application to bilingual education. It covers behaviorism, innatism, the monitor model, input hypothesis, affective filter hypothesis, and cognitive constructivism. The key theories discussed include the language acquisition device, monitor model, natural order hypothesis, input hypothesis including scaffolding and multimodality, and cognitive constructivism including stages of language development.

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    Bilingual Education Bilingual Education: Unit 4: Psycholinguistic Theories and Its Application To B. E

    Uploaded by

    David Mora Leal
    30 views29 pages
    The document discusses several psycholinguistic theories and their application to bilingual education. It covers behaviorism, innatism, the monitor model, input hypothesis, affective filter hypothesis, and cognitive constructivism. The key theories discussed include the language acquisition device, monitor model, natural order hypothesis, input hypothesis including scaffolding and multimodality, and cognitive constructivism including stages of language development.

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    The document discusses several psycholinguistic theories and their application to bilingual education. It covers behaviorism, innatism, the monitor model, input hypothesis, affective filter hypothesis, and cognitive constructivism. The key theories discussed include the language acquisition device, monitor model, natural order hypothesis, input hypothesis including scaffolding and multimodality, and cognitive constructivism including stages of language development.

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    30 views29 pages

    Bilingual Education Bilingual Education: Unit 4: Psycholinguistic Theories and Its Application To B. E

    Uploaded by

    David Mora Leal
    The document discusses several psycholinguistic theories and their application to bilingual education. It covers behaviorism, innatism, the monitor model, input hypothesis, affective filter hypothesis, and cognitive constructivism. The key theories discussed include the language acquisition device, monitor model, natural order hypothesis, input hypothesis including scaffolding and multimodality, and cognitive constructivism including stages of language development.

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    Bilingual Education

    Unit 4: Psycholinguistic theories and its application to B. E.

    1
    Bilingual Education

    Unit 4: Psycholinguistic theories and its application to B. E.

    Behaviorism

    Innatism

    2
    Bilingual Education

    3
    Bilingual Education

    Main theories

    Imitation
    and
    repetition
    Creative process
    Interaction between Role of contextual and
    Perception > memory
    ability and input psychological/affective
    > processing > solving
    (in society) factors
    4
    Bilingual Education

    Behaviorism

    Stimulus

    Response

    Blank
    slate Reinforcement

    Learning 5
    Bilingual Education

    Behaviorism

    Stimulus

    Response
    Army/Audiolingual
    Example
    method
    Reinforcement

    Learning
    6
    Bilingual Education

    Innatism

    UG

    Generative

    Language
    Acquisition
    Device

    7
    Bilingual Education

    CPH

    8
    Bilingual Education

    Unit 4: Psycholinguistic theories and its application to B. E.

    9
    Bilingual Education

    Unit 4: Psycholinguistic theories and its application to B. E.

    Monitor
    model

    Cognitivism

    10
    Bilingual Education

    Monitor model

    Acquisition Learning

    Acquired Learnt
    system system 11
    Bilingual Education

    Monitor model

    FoF Grammar Time

    12
    Bilingual Education

    Natural order hypothesis

    13
    Bilingual Education

    Natural order hypothesis

    1 2 3

    French: Je ne parle français Je ne parle pas


    Ne…pas français

    14
    Bilingual Education

    Input hypothesis

    Scaffolding

    i+1
    Multimodality

    Visual literacy
    15
    Bilingual Education

    Input hypothesis

    Scaffolding

    Multimodality

    Visual literacy
    16
    Bilingual Education

    Multimodality: Royce’s model

    Intersemiotic relation Type of relation Meaning

    Synonymy Similarity An image can represent a


    synonymous lexical item
    Antonymy Opposition An image can represent an opposite
    lexical item
    Hyponymy Class-subclass An image can represent a hypernym
    or hyponym
    Meronymy Part-whole An image can represent a part that
    signifies the whole
    Collocation Expectancy An image can recall lexical items likely
    to occur together

    17
    Bilingual Education

    Multimodality: Carney and Levin’s model

    Decorational

    Representational

    Organizational

    Interpretational

    Transformational
    18
    Bilingual Education

    Affective filter hypothesis

    19
    Bilingual Education

    Krashen’s monitor model summary

    20
    Bilingual Education

    Cognitive constructivism

    21
    Bilingual Education

    Cognitive constructivism

    Reaction
    React to
    Assimilation & accommodation
    behaviorism
    Instead of
    Evolves
    stimulus>response
    Not fixed
    Dependent
    Language learning
    Schemata
    depends on other
    cognitive processes Web of learnt
    concepts
    Based on the
    experience of
    repeated situations

    22
    Bilingual Education

    Cognitive constructivism

    Stages
    Symbolic Logical
    language reasoning

    Pre- Specific Formal


    Sensorimotor
    operational operations logical
    0-2
    2-7 7-11 12-16 Abstract
    thought

    23
    Bilingual Education

    24
    Bilingual Education

    Cognitive constructivism

    Automatic
    Mc Laughlin processes
    Attentive
    practice

    Controlled processes 25
    Bilingual Education

    Cognitive constructivism

    Bialystok

    26
    Bilingual Education

    Cognitive constructivism

    Meisel Schmidt Ellis


    what
    Maturation Noticing Declarative

    how

    Procedural
    Cognitive
    Input > Attention > Intake > Output Associative
    Autonomous
    3 stages
    27
    Bilingual Education

    Summary

    28
    Bilingual Education

    29

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