INTANGIBLE EXCHANGE THEORY

Luz Adriana Cardona

This theory takes an important part in the SECOND LANGUAGE ACQUISITION. “Intangible exchange process” is the concept that introduces this theory. It is based on several theories descriptions and how they finally exchange elements among their own concepts.  Nowadays, Education is flexible, creative, challenging, and complex.  It addresses a rapidly changing world filled with fantastic new problems as well as exciting new possibilities.  Fortunately, there is a growing group of teachers supporting this theory.

The principals are:

-      Behavior exchange. A new behavior reflects a new consequence. Learning is based on stimuli that improve what is needed. Rewards guide the reach of the goal; with this kind of stimuli better responses are obtained. A punishment directed in a meaningful form keeps the process to obtain positive effects. Skinner (1974)

-      Need exchange. This is an important principle, the concept of a Universal Grammar and its innate nature in the human condition. It makes reference to the human cognitive capacity. It is indispensable to achieve proficiency in a language acquisition. It is a human need. It is the human’s essence. Chomsky (1950)

-      Synonyms and antonyms exchange. When mental blocks happen, the information is not well processed but, if this filter decreases, the second language learning is optimal.

Low anxiety – higher relaxation.

Low motivation – higher motivation.

Low self esteem – self confidence.

These factors are very important for the conscious and subconscious language             learning. Krashen (1982)

-      Language to language exchange. The practice and learning exchange is seen in a conversation. It is a meaning negotiation (Gass 2007). Through this negotiation, the most competent interlocutor assesses his / her competences and it facilitates language learning in a higher level. Long (1996)

-      Grammar exchange. When we listen to other people, we perceive the sound and then the word. It drives us to the message itself. Pica (2006) “is it possible to acquire L2 grammatical competence through communication and content study?” Well, Noticing is a necessary condition for storage. Noticing is receiving and it avoids fossilizing grammar and pronunciation as well. Schmidt (1990)

-      Cooperation exchange. Knowledge is a process of interaction between a person and the environment in a social and cultural way. Every individual learns with others’ help. That is the maximum learning condition. We do not simple imitate other people, which indicates that we are conscious about what we are. Vigotsky (1978)

-      Oral and aural exchange.  “The communicative competence is addressed to a teacher’s capacity of establishing an effective and efficient pedagogical communication with his/her students while developing in his or her personality a flexible style, to obtain the wanted results in the students” Ortiz (1994). Students really enjoy talking in a social setting thus, the use of language in real situations enhance competence and performance. Bruner (1986)

This intangible exchange theory is useful because it leads to great achievements. This theory has a global model, based upon the needs of a globalized, high-tech society and how the necessary input activates the grammar notions to promote critical thinking. This is something that helps reflective autonomy in making decisions. Teachers model students to be more active in their learning process. Theory of learning emphasizes that the assimilation of knowledge by the learner should be the focus (Bruner, 1960).

When the information is related to understanding and production, the comprehensible input is necessary; it is because nobody processes information in the same way. Humans process information with amazing efficiency and often perform better than highly sophisticated machines at tasks such as problem solving and critical thinking (Halpern, 2003; Kuhn, 1999). All individuals experience severe limitations in how much mental activity they can engage in due to limited cognitive resources (Kane & Engle, 2002). 

Through language, we first know, then we develop and finally we create our reality. Language is the best psychological tool. It allows us to be conscious and control our actions. This theory attempts to address you to take into account some principles for second language teaching.

Did you know that there is filter in our perception organs for instance? Eyes when we   read and ears when we listen. This is an important part for a language acquisition.  If a teacher smiles, the students’ affective filter will decrease and it will let them feel more confident to participate. Overall, Krashen’s theory provides reinforcement for what most teachers already do in their classrooms: engage the students at an appropriate level and push them to acquire more knowledge.

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