Long's Interaction: Theory and Beyond EDCI434 Final - YouTube

Lenneberg cited the superior ability of children to (re)learn language after left brain injury in support of the critical period hypothesis. But while there clearly is a difference between the abilities of young children, on the one hand, and older children and adults, on the other, to recover from left brain insults, the contrast in recovery course and outcome is not as stark as is often supposed.

Chapter 14- The Interaction Hypothesis: Why You …

Hauser presents his argument as a hypothesis to be proved, not as an established fact

Week 11 -- Long's Interaction Hypothesis

In the example of polar interrogatives, discussed above, we saw how children apparently require explicit falsifying evidence in order to rule out the plausible-seeming but false hypothesis, H1. Premiss 2 ofthe argument generalizes this claim: there are many instances in which learners need specific kinds of falsifying data to correct their mistakes (data that the argument goes on to assert are unavailable). These claims about the data learners would need in order to learn grammar are underpinned by certain assumptions about the learning algorithm they employ. For example, the idea that false hypotheses are rejected only when they are explicitly falsified in the data suggests that learners are incapable of taking any kind of probabilistic or holistic approach to confirmation and disconfirmation. Likewise, the idea that learners unequipped with inborn knowledge of UG are very likely indeed to entertain false hypotheses suggests that their method of generating hypotheses is insensitive to background information or past experience. (e.g., information about what sorts of generalizations have worked in other contexts

Interaction hypothesis - SlideShare

So endemic is the impoverishment of the pld, according to Chomskyans, that it began to seem as if the entire learning paradigm were inapplicable to language. As more and more and stricter and stricter innate constraints needed to be imposed on the learner's hypothesis space to account for their learning rules in the absence of relevant data, notions like hypothesis generation and testing seemed to have less and less purchase. This situation fuelled the recent shift away from hypothesis testing models of language acquisition and towards parameter setting models discussed in §2.1 above.

Interaction hypothesis in second ..
The Oral Interaction H.(Michael Long)

"Acquisition requires meaningful interaction in the ..

The Monitor hypothesis explains the relationship between acquisition and learning and defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar. According to Krashen, the acquisition system is the utterance initiator, while the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met: that is, the second language learner has sufficient time at his/her disposal, he/she focuses on form or thinks about correctness, and he/she knows the rule.

The Role of Interaction in Selected Studies on Second Language Acquisition

Interaction design theory - ScienceDirect

According to Krashen, the study of the structure of the language can have general educational advantages and values that high schools and colleges may want to include in their language programs. It should be clear, however, that examining irregularity, formulating rules and teaching complex facts about the target language is not language teaching, but rather is "language appreciation" or linguistics.

differences - "Hypothesis" and "theory" - English …

EXERCISE PSYCHOLOGY:Social Interaction Hypothesis …

These insights were to drive linguistic theorizing for the next fiftyyears, and it's worth emphasizing just how radical and exciting they were at the time. First, the idea that explaining language use involves attributing knowledge to speakers flouted the prevailing behaviorist view that talking about mental states was unscientific because mental states are unobservable. It also raised several pressing empirical question that linguists are still debating. For example, what is the content of speakers' knowledge of language?[] What sorts of facts about language are represented in speakers' heads? And how does this knowledge actually function in the psychological processes of language production and comprehension: what are the mechanisms of language use?