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ERIC Number: ED501919
Record Type: Non-Journal
Publication Date: 2007
Pages: 30
Abstractor: As Provided
Reference Count: 101
ISBN: N/A
ISSN: N/A
How Do General Psychological Processes Inform FLL Pedagogy? Presenting a New Instructional Framework
Paradowski, Michal B.
Online Submission, Nordlyd v34 n3 p57-86 2007
Learning invariably proceeds by relating new facts to the already familiar and present in the conceptual structure. In the context of FL study the familiar is, of course, the student's mother tongue. Drawing on the learner's L[subscript 1] (or another mastered tongue) and showing comparisons and contrasts between the languages mirrors, facilitates and accelerates the processes which occur independently in his/her mind. At the same time, when in a new situation, we look for familiar orientation points and similarities owing to our instinctive need for safety. This is also why the target language should literally be taught in the framework of the learner's L[subscript 1]. Instruction in the Language Interface Model (LIM; Gozdawa-Golebiowski 2003a,b, 2004a,b, 2005) proceeds from an explication of how relevant rules operate in the students' L[subscript 1] through an explanation of corresponding L[subscript 2] rules and subsequent interface formation, modifying the L[subscript 1] rule to accommodate L[subscript 2] data, with practice first expecting the learner to apply the FL rules to L[subscript 1] examples before moving to more traditional exercises, to finally end with competence expansion--integrating the two competences, leading to the development of multicompetence and allowing for the obliteration of the rules governing the structure of the utterance from the learner's conscious mind. (Contains 6 figures and 22 footnotes.) [This paper was published in: "Papers from the Language Acquisition Workshop, SCL 2006." Merete Anderssen and Marit Westergaard, Eds. CASTL, Tromso.]
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A