Linguitica Aplicada

Applied Linguistics













Applied Linguistics Project

































Table of contents


Chapter 1: Introduction 3


Chapter 2: Theoretical Framework 4


Chapter 3: Methodological Framework 6


Chapter 4: Data presentation and data analysis 8


Chapter 5: Conclusion 12Bibliography 13


Appendix
First class questions and answers 14
Second class: Interactive communication 17
Vocabulary 19
Students Info 20















Chapter 1: Introduction

This project has been created by , all students of English pedagogy at UCSH.

According to all the contents seen in the classes of applied linguistics, our mainstream of thinking about linguistics and teaching is strongly related to Krashen, specially to Krashen’s Comprehensible input theory.

This project will be conducted with students different universities as “the Case”, to analyze the variables and try to demonstrate that the theories of Krashen about input combined with the social interaction theories can be one of the most important supports tochange the learning of a second language, by making short classes to these students specially aimed to the oral/social/interactional function of language.

Our theoretical framework will give us the base to structure the patterns of the classes and check which are the more important and relevant points in order to realize if the theories can be applied successfully in our students.Unfortunately we have just a couple of weeks to cover this investigation, so our results will be just the top of the iceberg but we hope that it could clarify some ideas and encourage our classmates to apply the theories that we are testing with our students in their professional life as teachers of English.








Chapter 2: Theoretical Framework

For our investigation the two main theoriesare Krashen’s Comprehensible input theory which claims that:

As long as the Native speaker/ Teacher, uses a simple language, regulates his pace and pay attention to what is to be said more than the way in which it is said it will be easier for the acquirer to understand, incorporate, acquire and use the second language. One of the positive points in this theory is that the frustration can beavoid, if the acquirer understands what is being said hgis motivation will grow up and the level of anxiety will be controlled.



This theory of krashen was our first step to turn our investigation into the oral aspects of language. In second place we studied the Social-Interaction theory, because, the first theory was applied to acquisition, but, as we are working with students that are beyondthe critical period we need to explore more dimensions of what can be taught and how to teach following our theoretical framework.

The Social-Interaction theory of Vigotsky is one of the most relevant for our investigation. This theory claims that:

“Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, betweenpeople (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals."

As this theory applies to the acquisition of language on children, it can be also applied to second language learning. There are somecharacteristics of this theory that are replicated once we are learning the second language.

1. http://tip.psychology.org/vygotsky.html
“Applications of socio-cultural theory to second language learning
From socio-cultural perspective, children’s early language learning arises from processes of meaning-making in collaborative activity with other members of a given culture. From this collaborative...