Please include Ten Harvard references
Compare and contrast the English limited-context and English oriented-context.
• Discuss the main principles of Behavourist, Socio-cultural, and Innatist perspectives on language acquisition.
• Using examples, explain how you would apply any one of these theories in an EFAL intermediate phase classroom.
1. Margolis, E., & Bresnan, M. (2012). L-Context: A Limited-Context, Compositionality-Preserving, Probabilistic Grammar for English. Proceedings of the Eighth International Conference on Language Resources and Evaluation (LREC 2012).
2. Aijmer, K. (2002). English discourse particles: Evidence from a corpus. John Benjamins Publishing.
3. Hymes, D. (1972). On communicative competence. In J.B. Pride & J. Holmes (Eds.), Sociolinguistics: Selected readings (pp. 269-293). Harmondsworth, UK: Penguin Books.
4. Skinner, B. F. (1957). Verbal behavior. Copley Publishing Group.
5. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
6. Chomsky, N. (1957). Syntactic structures (2nd ed.). Mouton de Gruyter.
7. Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford University Press.
8. Piaget, J. (1969). The psychology of the child. Basic Books.
9. Ellis, R. (2004). The study of second language acquisition. Oxford University Press.
10. Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
In comparing and contrasting the English limited-context and English oriented-context, one key difference is the level of explicitness of communication. Limited-context communication relies more on explicit verbal communication, while oriented-context communication relies on implicit cues and shared knowledge among participants.
The behaviorist perspective on language acquisition emphasizes the role of conditioning and reinforcement in learning language. The socio-cultural perspective highlights the importance of social interaction and cultural context in language development. The innatist perspective posits that humans are born with an innate capacity for language acquisition.
To apply the behaviorist perspective in an EFAL intermediate phase classroom, one could use techniques such as positive reinforcement for correct language use, repetition and practice exercises to strengthen language skills, and structured behavioral objectives to guide learning outcomes. For example, a teacher could incorporate language games and activities that reward students for using target language structures correctly, providing immediate feedback and reinforcement for desired behavior.