The Relationship Between The Interactionist Hypothesis

Published Date: 02 Nov 2017

The output hypothesis states that it is the production of writing and speaking the language that develops part of the process of second language learning.  The amount and accuracy of the output tells us how proficient the student has become in the L2.   This theory also suggests that when a learner encounters a gap in their linguistic knowledge they use self-taught strategies to fill the gaps. This will enable the student to learn something new about the language. It is a process of repairing and modifying what they know in order to aid fluency.

The input hypothesis theory states that learner’s progress in their knowledge of the language when the language input is set at a stage higher than what they already know.  The theory suggests that the students use their already acquired knowledge to understand the new input and produce the new language when they are ready.

The interactionist theory states that when students are attempting to communicate in the target language there are often break downs in communication.  When the students realise this they start to produce the target language to identify the problems and find the information that they want. The teacher, or a student who is more proficient in the L2, can be the source of clarification for the learner to correct the errors they are making. This leads to language acquisition.

There are similarities between these theories. None of them seem to rely on heavy correction of grammar or the learning of grammatical rules. The theories suggest that a more student-centred approach to error-correction and to the linking of previous knowledge is the way to improve effective communication.  The amount and level of comprehensible input seems to be relevant to each theory. The students are not taken in over their heads. The theories all espouse the idea of a relaxed and natural interaction between the learner and other learners in the target language.  Form doesn't appear to be the priority here.

2.    Compare and contrast the practical application of Behaviourism with that of the Socio-cultural Theory (similarities in 100 words and differences in 100 words).

 

Behaviourism suggests that learners arrive at the  learning process with little or no background knowledge.  In a behaviourist model the teacher is the expert and the learning materials come from them.

Behaviourists believe that we learn languages by practice, repetition and reinforcement. This approach creates automatic linguistic habits.  Behaviourism explains human behaviour by studying observable and measurable responses to environmental stimuli. Behaviourists say that learning has to be represented by a change in behaviour.

In contrast, social cognitive theorists say that because people can learn through observation alone, their learning may not necessarily be shown in their performance. It is the notion that human mental function is from participating in cultural mediation integrated into social activities. It is in the social world that the language learners observe others using language and imitate them. We learn behaviour by observing behaviour.  This model of language learning introduces the concept of ‘scaffolding’ whereby a learner gets information from a teacher or classmate. It is a collaborative learning approach

Both theories take into account the importance of the linguistic environments and the stimulus they produce.  Social interaction is strongly regarded in both theories too.

3.    Explain the process of parameter setting (in UG) and its relationship to the lexicon.

 I am not sure about this. I seem to remember that it is not about the language, but the positioning of lexical items within any language, ie, pronouns, prepositions, etc. I think it has something to do with ‘binding’, but I can’t remember. Sorry, it was a long time I go that I read about this.

  4.    How does learning take place according to the Communities of Practice perspective?

According to Communities of Practice, learning takes place through practising a skill, or completing a task, under instruction . I can relate this to my own experience of learning to become an electrician. To start with, I did not attempt to complete any work on my own. I was there to view and learn.  I was then given the same task to do by an experienced employee after the initial viewing and learning process had occurred. 

The company that I trained with took on many different kinds of electrical contracts. I was apprenticed to more than one electrician whilst serving my time. Each electrician had a specific skill-set that he worked with continuously.  Some of the electricians wired houses while some of them carried out electrical testing and inspection work of factories and offices.

 As I look back now it seems to me that there was a community spirit within us.  We were a group of people with a common aim.  There was a continual transfer of knowledge from person to person particularly to the apprentices. We were all trained on Health and Safety policies and safe practices of work. 

 The transfer of knowledge never stopped. I recall in the staff canteen at lunchtime the conversation was always work related.  If an electrician had a problem with a breakdown he could not repair he knew which electrician to ask for specific expert advice.

 

5.    Compare and  contrast John Schumann’s Acculturation Model with Barry McLaughlin’s

Information processing model.

The information processing model suggests in order for students to create meaningful output they need to be put into situations where they can practice the L2 as often as possible.  As a consequence, this will allow a series of processing actions to occur, which they will then start to become familiar with. This will then allow the students to automatize their linguistic capabilities through continued practice. The strength of a person’s natural processing abilities is a key factor in how quickly they will automatize the language.  If a learner has the ability to use their inter-language skills effectively this will also help them automatize the language.

 The acculturation model by John Schumann states that a person needs to be in regular and close proximity with speakers of the target language if acquisition is to occur. The same principle is stated in the information processing model. The author also states that this is not the only factor related to SLA, but a part of a series of factors that bring about SLA. If the learner can integrate on a cultural level with the speakers of the target language without simulation occurring; then, SLA occurs on a more natural level. It becomes a problem when the learner wishes to remain culturally and linguistically independent from the target group.  The theory suggests that the degree of proximity the learner has with the target group affects the rate, at which the target language is learnt.