second language acquisition and learning - nicolÁs - feb 2013.pdf

8/11/2019 Second Language Acquisition and Learning - NICOLS - Feb 2013.pdf

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SECOND LANGUAGESECOND LANGUAGESECOND LANGUAGESECOND LANGUAGEACQUISITION ANDACQUISITION ANDACQUISITION ANDACQUISITION AND

LEARNINGLEARNINGLEARNINGLEARNINGNICOLNICOLNICOLNICOLS BRIANS BRIANS BRIANS BRIAN

Training Course for English Teachers

Montevideo, Uruguay

ANEP CEIPDepartamento de Segundas Lenguas y Lenguas Extranjeras


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possible

resultsof

classroom

activities

reasonswhy some

activities

succeed

and others

fail

THEORIES

& MODELS


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SECOND LANGUAGESECOND LANGUAGESECOND LANGUAGESECOND LANGUAGEACQUISITION THEORYACQUISITION THEORYACQUISITION THEORYACQUISITION THEORY

explain childrens acquisition FL / L2

help make the classroom a better place for

FLA

Psychologicalinterpretations

Linguisticinterpretations


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Input in First Language AcquisitionChomsky Language Acquisition Device (LAD)

LAD outputinput

Content of sentencesheard by children fromparents, adults andother children,television, etc..

Adult competence in alanguage that isformally described bya grammar of thatlanguage.


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CaretakerCaretakerCaretakerCaretaker SpeechSpeechSpeechSpeech

Slowerrate of speech Distinct pronunciation Less complex sentences Rephrasing andrepetition Meaningchecks Gesturesandvisual reinforcement Concrete reference Scaffoldingincreasing childrens responsibility

as participants in the conversation


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MEANINGFULNESSMEANINGFULNESSMEANINGFULNESSMEANINGFULNESSCOMMUNICATIVE APPROACH

patterns connections

context

emotion


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KKKKrrrraaaasssshhhheeeennnn''''ssss

5 Hypotheses5 Hypotheses5 Hypotheses5 Hypotheses


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The Acquisition vs. Learning

Hypothesis2 independent systems of FL performance

Acquisition

to L1 acquisitionrequires meaningful interaction and naturalcommunicationspeakers concentrated in the communicative

actimplicit, subconsciousinformal situationsattitudestable order of acquisition

Learning

formal instruction productexplicit, consciousconscious knowledge about thelanguage (e.g.: grammar rules)

formal situationssimple to complex order of learning


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communicative language:communicative language:communicative language:communicative language:

acquisitionacquisitionacquisitionacquisition

fluencyfluencyfluencyfluency: consequence of: consequence of: consequence of: consequence of

acquisitionacquisitionacquisitionacquisition

teaching about the language:teaching about the language:teaching about the language:teaching about the language:

enables to develop theirenables to develop theirenables to develop theirenables to develop theirmonitormonitormonitormonitor


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The Monitor Hypothesis

Rules learned formally MONITOR used to check on

output as it arrives in the

mind

Monitor functions:-Planning

-Editing-Correcting

Conditions: 1) the language learner has sufficient time 2) he/she focuses on form andcorrectness 3) he/she knows the ruleThe learner can only apply formally learned rules


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The Natural Order Hypothesis

Students acquire different grammatical morphemes inregular and predictable sequences (natural order)

Studies: Dulay & Burt, 1974; Fathman, 1975; Makino, 1980; Krashen, 1987.

A language programsyllabus should not be

based on this order- it should be based on

communicative uses of thelanguage.

Ease of learning is not the same thing as apparentsimplicity or complexity.


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Krashen suggests the following is the common order ofacquisition of grammatical morphemes for learners of

English as a Foreign Language (adults and children alike):

I.

Progressive (-ing) Plural

Verb "to be"

II. Auxiliary verbs

Articles (a, an, the)

III. Irregular past

IV.

Regular past

Third person singular (-s)

Possessive(s)


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SLA STAGESSLA STAGESSLA STAGESSLA STAGES

StageStageStageStageAbout howAbout howAbout howAbout how

many words?many words?many words?many words?Pre-production (the "Silent

Period")500 receptive words

Early Production 1000 receptive/active words

Speech Emergence 3000 active words

Intermediate Fluency 6000 active words

Continued Language

DevelopmentContent Area Vocabulary


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The Input Hypothesis Linguistic progress lies in the effort made to comprehend

comprehensible input.

Stagei +1

Secondlanguage

comprehensibleinput one stepbeyond his / herpresent stage.

Stage i

Learnerscurrent stageof linguisticcompetence.

Learner

EXPO

S

ED

TO

Acquisition takes place when:

Natural communicative input - each learner will receive somei+1 input

Enough non-linguistic cues to enable the learner to decipher

the message without understanding everything in the text.


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INPUTINPUTINPUTINPUTISISISIS

NECESSARY,NECESSARY,NECESSARY,NECESSARY,

BUTBUTBUTBUT OUTPUTOUTPUTOUTPUTOUTPUTISISISIS

CRUCIALCRUCIALCRUCIALCRUCIAL


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NecessaryNecessaryNecessaryNecessary conditionconditionconditioncondition::::

COMPREHENSIBLE OUTPUT (Swain, Snow)

REGULAR, PLANNED, SCAFFOLDED,

MEANINGFUL OPPORTUNITIES FORPRODUCTION

Attempts at communication should be:

valued

shapedto make them acceptable and understandable

( communicative means of correction)


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The Affective Filter Hypothesis

Input must be experienced under conditions that lower theanxiety, and raise the motivation and self-imageof thelearner.

Learner

Self-confidenceMotivation

Anxiety

The affective filter is a mental block.


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INTERLANGUAGEINTERLANGUAGEINTERLANGUAGEINTERLANGUAGE


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FL LEARNERS ERRORS:

native language foreign language systematic, not random

The learner progresses along an acquisitioncontinuum (Seliger, 1988) from zero competence to

near native competence in the FL

Teacher, teacher, dame un pencil


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InterlanguageInterlanguageInterlanguageInterlanguage

Separate linguistic system used in communication

while progressing toward nativelike speaker FLcompetence.

This interlanguage:

not the Native Language not the FL contains elements of both.

gradually develops towards the rule-system of the FL

INTERLANGUAGE: the various shapes of the

learner's language competence.

(Selinker, 1972


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Interlanguage and SLAInterlanguage and SLAInterlanguage and SLAInterlanguage and SLA

L1L1L1L1

FLFLFLFL

Interlanguage 1

Interlanguage n

Interlanguage ....

Interlanguage 3

Interlanguage 2

LE

ARNING

ST

AGES

All FL speakers are on some stage of interlanguage.


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Errors are not signs of failure, but evidenceof the learner's developing system.

These forms WILL emerge when thelearner is attempting to expressmeaning in the FL, as opposed topracticing structured exercises.


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INTERLANGUAGE FEATURESINTERLANGUAGE FEATURESINTERLANGUAGE FEATURESINTERLANGUAGE FEATURES

REGRESSIONREGRESSIONREGRESSIONREGRESSION

The learner fails to express herself in areas(phraseology, style or vocabulary) he mastered earlier

OVERGENERALIZATIONOVERGENERALIZATIONOVERGENERALIZATIONOVERGENERALIZATION

The learner searches for a logical grammar of the

FL that would cover every aspect of it, or seeks to findevery aspect of existing grammars confirmed in theFL.

The learner draws on aspects of the FL alreadylearned and overuses them.

E.g.: dont= negative

I dont eat. You dont eat. They dont eat. *She dont eat.


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OVERELABORATIONOVERELABORATIONOVERELABORATIONOVERELABORATION

The learner wants to apply complex theoreticalstructures to contexts that may call for simpler

expression.

INTERFERENCE FROM L1INTERFERENCE FROM L1INTERFERENCE FROM L1INTERFERENCE FROM L1

"Language interference, i.e. transferring linguistic habitsof the L1 to the FL (and possibly vice versa), is an

inevitable outcome of the language contact which occurs in the process of learning a FL" (Krzeszowski 1967: 34)


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It is natural, and affects all levels of language: accent pronunciation syntax morphology vocabulary, etc.

While phonological interferenceis the most common

example, syntactic interferenceand semantic interferenceare also possible (e.g., so called false friends)

First Language Influence on Interlanguage example:Transfer:

Yo tengo diez aos* I have ten years

second language acquisition and learning - nicolÁs - feb 2013.pdf

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