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support to the linguistic relativity hypothesis, ..
Often, leading researchers in the field summarize their newest findings and views in edited collections. These volumes are good places to begin research into the topic of linguistic relativity. The listed volumes arose from papers presented at conferences, symposia, and workshops devoted to the topic. arose from a symposium that revived interest in the linguistic relativity hypothesis, leading to a wave of new research on the topic. Highlights of this work are reported in , , and .
The Input hypothesis is Krashen's attempt to explain how the learner acquires a second language â how second language acquisition takes place. The Input hypothesis is only concerned with 'acquisition', not 'learning'. According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'. Since not all of the learners can be at the same level of linguistic competence at the same time, Krashen suggests that natural communicative input is the key to designing a syllabus, ensuring in this way that each learner will receive some 'i + 1' input that is appropriate for his/her current stage of linguistic competence.
According to Whorf's linguistic relativity hypothesis, ..
Linguistic relativity, sometimes called the Whorfian hypothesis, posits that properties of language affect the structure and content of thought and thus the way humans perceive reality. A distinction is often made between strong Whorfian views, according to which the categories of thought are determined by language, and weak views, which argue that language influences thought without entirely determining its structure. Each view presupposes that for language to affect thought, the two must in some way be separable. The modern investigation of linguistic relativity began with the contributions of Benjamin Lee Whorf and his mentor, Edward Sapir. Until recently, much experimental work has focused on determining whether any reliable Whorfian effects exist and whether effects truly reflect differences in thought caused by linguistic variation. Many such studies compare speakers of different languages or test subjects at different stages of language acquisition. Other studies explore how language affects cognition by testing prelinguistic infants or nonhuman animals and comparing these groups to children or adults. Significant progress has been made in several domains, including studies of color, number, objects, and space. In many areas, the status of findings is hotly debated.
As always, one has to be careful not to accept the simplistic discourse of language teaching methodologies as necessarily reflecting more than a fraction of the complex realities of language teaching classrooms (Swan, 2009): What methodologists suggest is often far removed from what actually happens in the class.LINKS BETWEEN LINGUISTIC RELATIVITY AND LANGUAGE TEACHING METHODOLOGYBefore the days of Universal Grammar, linguists used to claim that “[L]anguages can differ from each other without limit and in unpredictable ways” (Joos, 1957).
The Paleolithic Continuity Paradigm - Introduction
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