Structuralism

Structuralism is the name that is given to a wide range of discourses that study underlying structures of signification. Signification occurs wherever there is a meaningful event or in the practice of some meaningful action. Hence the phrase , "signifying practices." A meaningful event might include any of following: writing or reading a text; getting married; having a discussion over a cup of coffee; a battle. Most (if not all) meaningful events involve either a document or an exchange that can be documented. This would be called a "text." Texts might include any of the following: a news broadcast; an advertisement; an edition of Shakespeares King Lear; the manual for my new washing machine; the wedding vows; a feature film. From the point of view of structuralism all texts, all meaningful events and all signifying practices can be analysed for their underlying structures. Such an analysis would reveal the patterns that characterize the system that makes such texts and practices possible. We cannot see a structure or a system per se. In fact it would be very awkward for us if we were aware at all times of the structures that make our signifying practices possible. Rather they remain unconscious but necessary aspects of our whole way of being what we are. Structuralism therefore promises to offer insights into what makes us the way we are. http://courses.nus.edu.sg

Innatism
Innatism is the view that there are important structures already in the new-born or infant mind/brain, which do not require sensory experience in order to be instilled. They are inborn (hard-wired) or at least "wetwared". Sensory experience might be required in order to activate or trigger them, and to stimulate their full development. The triggered growth, however, will be rapid. It will outpace any developments that would result from simple learning by an "unstructured" mind/brain. (The philosopher's favorite phrase for the unstructured mind/brain is "tabula rasa"the Latin for "blank slate".)

Innatism is a philosophical doctrine that holds that the mind is born with ideas/knowledge, and that therefore the mind is not a 'blank slate' at birth, as early empiricists such as John Locke claimed. It asserts therefore that not all knowledge is obtained from experience and the senses. http://moditesl001.blogspot.com/

interactionism
interactionism is a theoretical perspective that derives social processes (such as conflict, cooperation, identity formation) from human interaction.[1] It is the study of how individuals act within society. Interactionist theory has grown in the latter half of the twentieth century and has become one of the dominant sociological perspectives in the world today. http://en.wikipedia.org

Critical period hypothesis

The critical period hypothesis says that there is a period of growth in which full native competence is possible when acquiring a language. This period is from early childhood to adolescence. The critical period hypothesis has implications for teachers and learning programmes, but it is not universally accepted. Acquisition theories say that adults do not acquire languages as well as children because of external and internal factors, not because of a lack of ability. Example Older learners rarely achieve a near-native accent. Many people suggest this is due to them being beyond the critical period.

In the classroom
A problem arising from the differences between younger learners and adults is that adults believe that they cannot learn languages well. Teachers can help learners with this belief in various ways, for example, by talking about the learning process and learning styles, helping set realistic goals, choosing suitable methodologies, and addressing the emotional needs of the adult learner. http://www.teachingenglish.org.uk

krashens theories
Dr. Krashen has published more than 350 papers and books, contributing to the fields of second language acquisition, bilingual education, and reading.[2] He is credited with introducing various influential concepts and terms in the study of second language acquisition, including the acquisition-learning hypothesis, the input hypothesis, the monitor hypothesis, the affective filter, and the natural order hypothesis.[3] Most recently, Krashen promotes the use of free voluntary reading during second language acquisition, which he says "is the most powerful tool we have in language education, first and second.

The Acquisition-Learning hypothesis: Krashen claimed that formal instruction, or learning and studying about a language, is a different process from the natural acquisition that takes place as a subconscious act similar to the way children begin to understand their native language. We use learning to produce correct form or grammar, while acquisition is used to understand and produce meaning. As an example, if someone wants to learn Russian, she could learn Russian by taking classes on Russian grammar and vocabulary, but she could acquire the language by reading and listening to Russian texts or living in Russia and interacting with the people and culture in that country (how about interacting with Russian people through the net?).

The Natural Order hypothesis: There is a natural, predictable order in which people acquire language. It is the same for each person and independent of the instruction program (this is related to Chomky's mentalistic view of language). The Monitor hypothesis: The learned system should have the purpose to self-monitor production. It is somehow related to the goal that the learner may be able to identify and correct mistakes or ask for help and reflect on the process of acquisition. The Input hypothesis: People acquire a language by receiving comprehensible input. This input should be slightly ahead of a learners current state of knowledge (i + 1). The Affective Filter hypothesis: When the learner is experiencing high anxiety, low self-esteem or low motivation, the filter turns on and causes the learner to block out input. Learners need both comprehensible input and a weak filter, that is, a learning environment free of stress and anxiety, where the learner is not forced to produce and can progress at his own pace. Krashen suggests that adolescence and puberty may not be good periods for SLA, as this affective filter arises out of self-conscious reluctance to reveal oneself and feelings of vulnerability.

http://englishteachinglab.blogspot.com