Ch.1 SLA Theory — 개념정리

📋 목차

① Behaviorism

② Universal Grammar

③ Krashen's 5 Hypotheses

④ Output Hypothesis

⑤ Noticing / HIG·LIG

⑥ Information Processing

⑦ Processability

⑧ Interaction Hypothesis

⑨ Sociocultural Theory

키워드 ★★★ 최빈출 ★★ 빈출 ★ 기본개념 부키워드

📝 기출분석 포인트

① Input H · Interaction H · Output H 3대 가설 → 최빈출

② Interaction H: original version(input comprehensible하게) vs updated version(output comprehensible하게) 구분 필수

③ Negotiation of meaning에서 가장 효과적 전략 = clarification request

④ Scaffolding 두 가지 정의 구분 (supportive environment vs interactional supports)

⑤ Non-interface position(Krashen) vs Interface position(Bialystok) 대비

⑥ Teachability Hypothesis vs Krashen's zero option 대비

🔨 ① Behaviorism Structuralism · ALM · Rote Learning ▼

Structuralism

Language can be dismantled into small units and added up again to form the whole. → discrete point view of language.

Audiolingual Method (ALM)

Emphasizes lg acquisition through continuous decontextualized drills to form lg habits. Form-focused, spoken language, memorization of dialogue.

Pattern drills: rote, intensive, controlled practice — repetition without understanding of meaning

Rote learning: mental storage of isolated items with no association to existing cognitive structure

↔ Meaningful learning (Subsumption): relates new info to existing cognitive structure → strong retention

Rote learning

isolated · no cognitive connection weak retention · mechanical

Meaningful learning

anchoring to existing structure strong retention · Ausubel

🧬 ② Universal Grammar Model Innatism · LAD ▼

Grammar consists of principles and parameters. FLA = parameter setting. SLA = parameter re-setting.

LAD (Language Acquisition Device): 모든 인간에게 보편적으로 존재하는 언어습득 장치

Natural communication 노출을 통해 언어 체계 구축 → comprehensible input 중요 (i+1)

📥 ③ Krashen's 5 Hypotheses ★★★ 최빈출 ▼

1. Acquisition / Learning Hypothesis ★★★

Acquisition

unconscious · naturalistic natural communication · meaning focus comprehensible input 조건

Learning

conscious · explicit knowledge formal instruction · form focus monitor로만 사용 가능

Non-interface position: acquired ≠ learnt — separated and unrelated (↔ Bialystok's interface position)

2. Input Hypothesis (i+1) ★★★

Exposure to comprehensible input is the necessary and sufficient cause of SLA.

Optimum input 조건: comprehensible, interesting/relevant, not grammatically sequenced, sufficient amount, low affective filter

Silent period: Ss should never be required to produce speech unless ready

📋 기출 이력

2010 Q17 — 크라션의 입력 가설과 언어 습득 조건

2011 Q17 — 입력 가설과 이해 가능한 입력 조건

2012 Q17 — 크라션 입력 가설 적용

2014_A 기입7 — 크라션 입력 가설과 이해 가능한 입력

2016_A 기입5 — 입력·출력 가설 비교

2017_A 기입4 — 이해 가능한 입력과 SLA 조건

2018_A 기입5 — 이해 가능한 출력과 알아채기

2024 A-2 — SLA에서 입력의 현저성(Salience)과 Noticing Hypothesis

3. Affective Filter Hypothesis ★★

Affective filter: a mental block which prevents L from fully utilizing comprehensible input.

Filter ↓ (좋음): low anxiety · high motivation · high self-esteem → acquisition↑

Filter ↑ (나쁨): high anxiety → input blocked

📋 기출 이력

2010 Q18 — 정의적 여과기 가설과 학습 환경

2013 Q18 — 정의적 여과기와 동기·자신감

4. Natural Order Hypothesis

Grammatical structures in SL follow a predictable natural order.

Zero option for grammar instruction — 문법 교수 불필요 (↔ Teachability Hypothesis)

5. Monitor Hypothesis ★★

Conscious learning functions only as a monitor/editor that checks and repairs output.

성공적 작동 3조건: ① sufficient time ② know the rule ③ focus on form/accuracy

→ spontaneous conversation에서는 monitor 작동 어려움

📋 기출 이력

2011 Q18 — 모니터 가설과 명시적 언어 지식

⚠️ Krashen 비판점

① Acquisition & Learning both beneficial (interface position)

② HIGs/LIGs — output 생성의 중요성 간과

③ Silent period forever 문제

④ Output(learner production)의 중요성 간과

📤 ④ Output Hypothesis (Swain) ★★★ 최빈출 ▼

Output Hypothesis: Output requires syntactic processing, whereas input only requires semantic processing.

3 Functions of Output ★★★

① Noticing / Triggering

gap between what S can say vs wants to say

② Hypothesis Testing

try new rules get feedback → modify

③ Metalinguistic

reflect on own/ others' language

Pushed output: pushed to produce syntactically more advanced structure than normally would

📋 기출 이력

2010 Q20 — 스웨인의 출력 가설과 언어 생산

2011 Q20 — 출력 가설과 알아채기

2013 Q19 — 스웨인 출력 가설의 기능

2015_A 서술1 — 상호작용·출력 가설과 의미 협상 비교

2016_A 기입5 — 입력·출력 가설 비교

2017_A 기입5 — 출력 가설의 세 기능

2019_B 서술3 — 상호작용 가설과 출력의 역할

🔍 ⑤ Noticing Hypothesis · HIG/LIG ★★ 빈출 ▼

Schmidt's Noticing Hypothesis ★★

Noticing: an essential prerequisite for input → intake conversion and integration into interlanguage.

Noticing the gap: cognitively comparing own interlanguage vs TL

→ recast, dictogloss가 noticing the gap을 유도

📋 기출 이력

2013 Q17 — 입력-흡수 과정과 알아채기 가설

2015_A 기입5 — 슈미트의 알아채기 가설

2020_A 기입2 — 형태-의미 연결과 알아채기

2024 A-2 — SLA에서 입력의 현저성(Salience)과 Noticing Hypothesis

HIG / LIG (Krashen 비판)

HIG (High Input Generator)

active · initiate & sustain turns try more hypotheses more input → intake conversion

LIG (Low Input Generator)

passive · receive input only less output production less intake conversion

⚙️ ⑥ Information Processing Theories ★★ 빈출 ▼

McLaughlin's Information Processing Model

Controlled processing

conscious effort · unfamiliar short-term memory

Automatic processing

without conscious · well-trained long-term memory

Restructuring: adjusts existing knowledge to accommodate new info in long-term memory

Bialystok's Implicit / Explicit Model ★★

Explicit knowledge

knowledge about lg can articulate · declarative

Implicit knowledge

automatically used procedural · spontaneous

Interface position: explicit → implicit through practice (↔ Krashen's non-interface position)

Skill-acquisition Theory

Declarative knowledge

knowledge that can be stated/declared

Procedural knowledge

ability to use the knowledge

Declarative → procedural through practice → reduces working memory load

🏗️ ⑦ Processability / Teachability Pienemann ▼

Processability Model

Developmental readiness: L2 structure acquired only if L is developmentally ready

Bottom-up approach: simpler elements → complex ones

Teachability Hypothesis 기출 포인트

Teachability Hypothesis: formal instruction is effective only when Ls' interlanguage approximates the point of natural acquisition.

Krashen

zero option for grammar instruction · natural order only

Teachability Hypo.

grammar works if developmentally compatible

🤝 ⑧ Interaction Hypothesis (Long) ★★★ 최빈출 ▼

Original vs Updated Version ★★★

Original version

comprehensible input 필요 → interactional modification 선행 필요 input을 comprehensible하게 만듦

Updated version

+ comprehensible output 중요 corrective feedback 제공 output 생성 기회

Negotiation of Meaning ★★★

Negotiation of meaning: interlocutors modify interaction to achieve mutual comprehension.

Strategy	Who	Purpose
Clarification request	listener	ask for more info · most effective
Confirmation check	listener	confirm own understanding
Comprehension check	speaker	check listener's understanding

Ls modify speech more when facing clarification request than confirmation check or recast

📋 기출 이력

2012 Q20 — 상호작용 가설과 의미 협상

2013 Q20 — 롱의 상호작용 가설과 의미 협상

2015_A 서술1 — 상호작용·출력 가설과 의미 협상 비교

2017_A 서술1 — 롱의 수정된 상호작용과 의미 협상

2019_A 서술1 — 상호작용 속 수정된 입력과 의미 협상

2019_B 서술3 — 상호작용 가설과 출력의 역할

Positive vs Negative Evidence

Positive evidence

model of correct form

Negative evidence

negative / corrective feedback

🌱 ⑨ Sociocultural Theory (Vygotsky) ★★ 빈출 ▼

Zone of Proximal Development (ZPD) ★★

ZPD: the distance between actual development (independent) and potential development (with guidance/peers).

Adult guidance / collaboration with capable peers

Mixed-level grouping → ZPD 활용

📋 기출 이력

2010 Q19 — 근접 발달 영역과 교사 지원

2011 Q19 — 사회문화 이론과 근접 발달 영역

2012 Q19 — 사회문화 이론과 매개 도구

2013 Q36 — 비고츠키의 사회문화 이론과 내면화

2014_A 기입8 — 근접 발달 영역 개념

2017_A 기입7 — 역동적 평가와 근접 발달 영역

2020_B 서술4 — 비계와 근접 발달 영역 활용

Scaffolding ★★ 두 정의 필수!

Definition ①

supportive environment through guidance/feedback during collaboration

Definition ②

interactional supports enabling L to perform what one cannot do independently

Verbal guidance: supportive behaviors from T/capable Ls → complete task beyond independent means

Peer scaffolding: among peers → task too difficult for any one individually

📋 기출 이력

2016_A 서술1 — 사적 언어와 매개 도구(sociocultural theory, private speech, mediation)

2018_B 서술3 — 사회문화 이론과 조건적 비계(contingency)

2020_B 서술4 — 비계와 근접 발달 영역 활용

2026 B-8 — Differentiated Instruction, scaffolding, Bloom's Taxonomy

Regulation 기출 포인트

Imitation & Internalization

Behaviorism: imitation

non-creative, mechanical mimicry · habit formation

Sociocultural: imitation

creative, transformative → internalization

Cooperative vs Collaborative Learning

Cooperative learning

pairs/groups · share info · common goals · socially structured exchange

Collaborative learning

engages with more capable peers · assistance/guidance

개념 정리 노트