Integrated+View

=Integrated View=

** An Integrated View of Second Language Acquisition **
 * ** Stage 1: **
 * Apperceived Input **

|| ** Approaches: Lexical Approach **

|| **__ Materials and Resources Needed: __**
 * Explanation: The Lexical Approach follows the apperceived input most closely because it follows that the learner may not completely understand the input. For example, if a person hears “I’m sorry” and observes that this happens after certain occurrences, he or she will realize what it means. The apperceived input stage is a stage in which the learner is first exposed to the language and is attempting to make sense of it. The lexical approach focuses on relatively fixed expressions and language “chunks” that the learner may use without understanding (Lewis 1997). The learner later breaks those chunks down for understanding. **
 * Rosetta Stone **
 * Books or other reading materials in L2 **
 * Educational videos in L2 **
 * Dictionaries **
 * Encyclopedias ** ||
 * ** Stage 2: Comprehended Input **

|| ** Approaches: Processing Approach ** || **__ Materials and Resources Needed: __**
 * Explanation: The Processing Approach follows Comprehended Input most closely because in both, the learner analyzes the input. Comprehended input is an analysis of the language. Processing the language is a natural occurrence and conscious process that people go through to make sense of the language, its syntax, and its semantics. **
 * Rosetta Stone **
 * Information Gap Activities **
 * Cloze Procedure Activities ** ||
 * ** Stage 3: Comprehended Integration **

|| ** Approaches: Connectivist or Constructivist **
 * Approach **

|| **__ Materials and Resources Needed: __**
 * Explanation: The Connectivist or Constructivist Approach follows Comprehended Integration most closely because both go on the theory that learners build from prior knowledge. Comprehended Integration is also based upon integrating prior L2 knowledge and past experiences with new concepts in L2. It is basically a construction of language. People acquire the language by building on prior knowledge, as if the language were a house built upon a foundation (Downes 2007). **
 * Rosetta Stone **
 * Educational videos **
 * Reading materials ** ||
 * ** Stage 4: Output **

|| ** Approaches: Social Interactionist Approach **


 * Explanation: The Social Interactionist Approach follows the Output stage most closely because the goal of output is to address an audience (Johnson n.d.). Once the learner reaches this stage, he or she will benefit most from reading, interacting, and expressing himself or herself in the target language (Haynes n.d.). Students practicing output work best in group settings (Haynes n.d.). **

|| **__ Materials or Resources Needed __**** : **
 * An audience **
 * Role-play situations **
 * Group work ** ||
 * ** Suggestions and Tips for Teachers ** || **__ Approaches for Beginners / Limited English Proficiency __**
 * Natural Approach **
 * Lexical Approach **


 * __ Approaches for Moderate English Proficiency __**
 * Natural **
 * Connectivist/Constructivist **
 * Social Interactionist **
 * Processing **
 * __ Approaches for Younger ESL Student __**
 * Natural **
 * Social Interactionist **
 * Lexical **
 * __ Approaches for Middle School __**
 * Natural **
 * Social Interactionist **
 * Lexical **
 * Connectivist/Constructivist **


 * __ Approaches for High School __**
 * Natural **
 * Social Interactionist **
 * Lexical **
 * Connectivist/Constructivist **
 * Processing **

|| **__ Materials and Resources Needed: __**
 * Rosetta Stone **
 * Books that offer __comprehensible input__ in L2. **
 * Educational Videos in L2. **
 * Group work/projects **
 * Computers with internet access **

||

__Sources__ Downes, S. (2007, February 3). What Connectivism Is. Retrieved from [] Haynes, J. (n.d.). Comprehensible Input and Output. Retrieved from [] Johnson, M (n.d.). Social Interactionist Theory. //eHow.// Retrieved from [] Moudria, O. (2001). Lexical Approach to Second Language Teaching. //Center For Applied Linguistics.// Retrieved from []

Steven Robinson sbrobinson85@gmail.com