The Classification of Memory and Its Effects on Language Education What Type of Knowledge is Language Knowledge?
Öz
This study investigates the type of knowledge that is processed in the brain while learning or teaching a language, as well as raises proposals for current practices in language education. Discoveries about the human brain have a key role in defining approaches to language education. Thus, the question of “what kind of knowledge is language knowledge?” is an important one for understanding language education. There is a difference between knowledge of a native language by children and knowledge of a second language by children or adults. Although unconscious forms of learning are sufficient for acquiring first languages, this is not the case for second language. The memory is divided into two subtypes: explicit and implicit. The literature on memory often focuses on whether explicit knowledge can be converted into implicit knowledge. This conversion process is a beneficial requisition because the human brain can access implicit knowledge more easily, making it more practical for use during the natural flow of communication. In that sense, true language knowledge is implicit. Finally, this study has four conclusions: (1) Language education curriculums and language acquisition should be overlapping. (2) In language classes, the content cannot be a subject of investigation. Thus, educators must approach language classes differently than other subjects such as history or geography. In that way, teacher training programs should include classes which contrast Turkish with other languages and reflect on what language is in the abstract sense. (3) The coursebooks (or language curriculums) depend on the idea that explicit knowledge can be converted into implicit knowledge. But these books can only be effective as long as they can run the input and output circle successfully. (4) Assessment tools should focus on the implicit type of knowledge, since assessing explicit knowledge does not mean that students genuinely know the language.
Kaynakça
- Bialystok, E. (2011). How analysis and control lead to advantages and disadvantages in bilingual processing. Implicit and explicit language learning: Conditions, processes, and knowledge in SLA and bilingualism, 49-58.
- Dekeyser, R. & Botana, G. (2015). The Effectiveness of Processing Instruction in L2 Grammar Acquisition: A Narrative Review. Applied Linguistics, 36(3). 290-305.
- Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in second language acquisition, 27(2), 305-352.
- Ellis, N. C. (2008). Implicit and explicit knowledge about language. Encyclopedia of language and education, 6, 1-13.
- Ellis, N. C. (2011). Implicit and explicit SLA and their interface. Implicit and explicit language learning: Conditions, processes, and knowledge in SLA and bilingualism, 35-47.
- Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224.
- Ellis, R. (2006). Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly, 40(1), 83-107.
- Frensch, P. & Rünger, D. (2003). Implicit learning. Current Directions in Psychological Science, 12(1), 13-18.
- Krashen, S. D. & Terrell, T. D. (1998). The Natural Approach Language Acquisition in the Classroom. UK: Prentice Hall International.
- Lenet, A. E., Sanz, C., Lado, B., Howard, J. H., Howard, D. V., & Leow, R. P. (2011). Aging, pedagogical conditions, and differential success in SLA: An empirical study. Implicit and explicit language learning: Conditions, processes, and knowledge in SLA and bilingualism, 73, 84.
- Leow, R. P., Johnson, E., Zarate-Sandez, G., & Sanz, C. (2011). Getting a grip on the slippery construct of awareness: Toward a finer-grained methodological perspective. Implicit and explicit language learning: Conditions, processes, and knowledge in SLA and bilingualism, 61-72.
- Littlemore, J. (2009). Applying cognitive linguistics to second language learning and teaching. UK: Pallgrave Macmillan.
- MacWhinney, B. (1997). Implicit and explicit processes: Commentary. Studies in Second Language Acquisition, 19(2), 277-281.
- Onan, B. (2011). Anlama sürecinde Türkçenin yapısal işlevleri. Ankara: Nobel Akademik Yayıncılık.
- Pienemann, M. (1989). Is Language Teachable? Psycholinguistic Experiments and Hypotheses. Applied Linguistics, 10(1), 52-79.
- Reber, A. S. (2011). An epitaph for grammar: An abridged history. Implicit and explicit language learning: Conditions, Processes, and Knowledge in SLA and Bilingualism, 23-34.
- Sanz, C. & Leow, R. P. (2011). Introduction. Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge in SLA and Bilingualism, 1-6.
- Schmidt, R. W. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11(2), 129-58.
- Van Patten, B. (2019). The Nature of Language: A Short Guide to What's in Our Heads. American Council on the Teaching of Foreign Languages (ACTFL).
- Vanpatten, B. (2011). Stubborn Syntax: How it Resists Explicit Teaching and Learning. Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge in SLA and Bilingualism, 9-21.
- VanPatten, B., & Cadierno, T. (1993). Input processing and second language acquisition: A role for instruction. The Modern Language Journal, 77(1), 45-57.
- Wulff, S. & Ellis, N. C. (2018). Usage-based approaches to second language acquisition. Bilingual cognition and language: the state of the science across its subfields, 54, 37-56.
Öz
Bu çalışma dil öğrenirken ya da öğretirken beyinde ne tür bir bilgi işlendiğini inceleyerek dil eğitimindeki mevcut uygulamalara teklifler getirmektedir. Dil eğitimindeki yaklaşımların arka planında insan beynine ilişkin keşifler büyük rol oynamaktadır. O hâlde “Dil bilmek ne tür bir bilgiyi bilmektir?” sorusu dil eğitimini daha iyi anlayabilmemizi sağlayacak önemli bir sorudur. Çocukların ana dilini bilmesi ile çocukların ya da yetişkinlerin ikinci bir dil bilmeleri arasında bir fark olduğu görülmektedir. Bilinçsiz bir öğrenme süreci ana dili için yeterli olurken, ikinci dil için yeterli olmamaktadır. İnsan beyniyle ilgili yapılan çalışmalar insan belleğini işlenen bilginin türü bakımından açık ve örtük olarak ikiye ayırmaktadır. Bellek ve öğrenme üzerine yapılan araştırmalar açık bilginin örtük bilgiye dönüştürülüp dönüştürülemeyeceğine odaklanmıştır. Bu dönüşüm bir gereklilik olarak görülmektedir; çünkü insan beyni örtük bilgiye daha kolay ulaşabilmekte ve iletişim esnasında bu tür bilgiyi pratik olarak kullanmaktadır. Bu yönüyle gerçek dil bilgisi örtük bir bilgidir. Nihai olarak bu çalışma dört farklı sonuca varmaktadır: (1) Başarılı bir dil eğitimi için dil öğretiminde planlanan süreçlerle kişinin dil edinim süreci örtüşmelidir. (2) Öğretmenler dil derslerine içeriği inceleme konusu olabilecek tarih, coğrafya gibi derslerden farklı yaklaşmalıdır. Bu yönüyle öğretmen yetiştiren programlar dersleri arasına öğrencilerin hem birden fazla dille Türkçeyi karşılaştırabilecekleri hem de soyut olarak dilin ne olduğu ile ilgili formasyon kazanabilecekleri dersler koymalıdır. (3) Dil eğitiminde kullanılan ders kitapları (ya da ders programları) açık öğrenmenin örtük öğrenmeye dönüştürülebileceği görüşüne dayanmaktadır. Ancak bu kitaplar bu çalışmada da gösterilen girdi ve çıktı sürecini başarılı bir şekilde uygulayabildikleri sürece etkili olabilir. Aksi takdirde ders kitaplarının dil gelişimine gerçek bir etkisi görülmemektedir. (4) Dil yetkinliğini ölçmek için ölçme aracının örtük türdeki bilgiye odaklanması gerekmektedir. Açık bilgiyi ölçmek öğrencilerin dili gerçekten bildiği anlamına gelmemektedir.
Kaynakça
- Bialystok, E. (2011). How analysis and control lead to advantages and disadvantages in bilingual processing. Implicit and explicit language learning: Conditions, processes, and knowledge in SLA and bilingualism, 49-58.
- Dekeyser, R. & Botana, G. (2015). The Effectiveness of Processing Instruction in L2 Grammar Acquisition: A Narrative Review. Applied Linguistics, 36(3). 290-305.
- Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in second language acquisition, 27(2), 305-352.
- Ellis, N. C. (2008). Implicit and explicit knowledge about language. Encyclopedia of language and education, 6, 1-13.
- Ellis, N. C. (2011). Implicit and explicit SLA and their interface. Implicit and explicit language learning: Conditions, processes, and knowledge in SLA and bilingualism, 35-47.
- Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224.
- Ellis, R. (2006). Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly, 40(1), 83-107.
- Frensch, P. & Rünger, D. (2003). Implicit learning. Current Directions in Psychological Science, 12(1), 13-18.
- Krashen, S. D. & Terrell, T. D. (1998). The Natural Approach Language Acquisition in the Classroom. UK: Prentice Hall International.
- Lenet, A. E., Sanz, C., Lado, B., Howard, J. H., Howard, D. V., & Leow, R. P. (2011). Aging, pedagogical conditions, and differential success in SLA: An empirical study. Implicit and explicit language learning: Conditions, processes, and knowledge in SLA and bilingualism, 73, 84.
- Leow, R. P., Johnson, E., Zarate-Sandez, G., & Sanz, C. (2011). Getting a grip on the slippery construct of awareness: Toward a finer-grained methodological perspective. Implicit and explicit language learning: Conditions, processes, and knowledge in SLA and bilingualism, 61-72.
- Littlemore, J. (2009). Applying cognitive linguistics to second language learning and teaching. UK: Pallgrave Macmillan.
- MacWhinney, B. (1997). Implicit and explicit processes: Commentary. Studies in Second Language Acquisition, 19(2), 277-281.
- Onan, B. (2011). Anlama sürecinde Türkçenin yapısal işlevleri. Ankara: Nobel Akademik Yayıncılık.
- Pienemann, M. (1989). Is Language Teachable? Psycholinguistic Experiments and Hypotheses. Applied Linguistics, 10(1), 52-79.
- Reber, A. S. (2011). An epitaph for grammar: An abridged history. Implicit and explicit language learning: Conditions, Processes, and Knowledge in SLA and Bilingualism, 23-34.
- Sanz, C. & Leow, R. P. (2011). Introduction. Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge in SLA and Bilingualism, 1-6.
- Schmidt, R. W. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 11(2), 129-58.
- Van Patten, B. (2019). The Nature of Language: A Short Guide to What's in Our Heads. American Council on the Teaching of Foreign Languages (ACTFL).
- Vanpatten, B. (2011). Stubborn Syntax: How it Resists Explicit Teaching and Learning. Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge in SLA and Bilingualism, 9-21.
- VanPatten, B., & Cadierno, T. (1993). Input processing and second language acquisition: A role for instruction. The Modern Language Journal, 77(1), 45-57.
- Wulff, S. & Ellis, N. C. (2018). Usage-based approaches to second language acquisition. Bilingual cognition and language: the state of the science across its subfields, 54, 37-56.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | MAKALELER |
| Yazarlar | |
| Yayımlanma Tarihi | 20 Ekim 2021 |
| Kabul Tarihi | 30 Ağustos 2021 |
| Yayımlandığı Sayı | Yıl 2021 Sayı: 24 |
