second language acquisition powerpoint online final
TRANSCRIPT
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SECOND LANGUAGE ACQUISITION
Dr. Comfort Pratt
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Definition Acquiring a language subsequent to the
mother tongue
Why do people learn a second language?
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THEORIES OF SECOND LANGUAGE ACQUISITION
Behaviourist Theory♣ Remember Skinner’s model of language
behavior ♣ Proponents – Nelson Brooks (1960) and
Robert Lado (1964)♣ Language development is viewed as the
formation of habits
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BEHAVIOURIST THEORY
Stimulus-Response-Reward chain There are three crucial elements in
learning
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BEHAVIOURIST THEORY♣ Manifested itself in SLA in the form of
mimicry and memorization of dialogs and sentence patterns
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BEHAVIOURIST THEORY
Assumed that L2 learners would start off with the habits
formed in the first language and transfer them to the L2
L1 habits would interfere with habits needed for the second language
Often linked to the CAH
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BEHAVIOURIST THEORY
Researchers
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BEHAVIOURIST THEORY
Do L2 learners draw on what they already know?
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BEHAVIOURIST THEORY
Researchers found the behaviorist theory an inadequate explanation for L2 acquisition.
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INNATIST THEORY Remember Chomsky’s LAD Lydia White (2003), Vivian Cook (2003) Due to the presence of the LAD, L2
learners are able to eventually know more about the language than they could have learned if they had to depend entirely on the input they are exposed to.
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INNATIST THEORY
Theorists
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KRASHEN’S HYPOTHESES1. The Acquisition-Learning Hypothesis
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KRASHEN’S HYPOTHESES
2. The Natural Order Hypothesis
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KRASHEN
3. The Monitor Hypothesis
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KRASHEN
4. The Input Hypothesis
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KRASHEN
5. The Affective Filter Hypothesis
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COGNITIVIST DEVELOPMENTAL THEORY
Proponents - Cognitive and developmental psychologists
Language learning is a cognitive process
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INFORMATION PROCESSING MODEL
Proponents- Cognitive psychologists such as Norman Segalowitz (2003)
Building up of knowledge that can eventually be called on automatically
At the beginning stages, learners pay attention to main words.
Process new input Can process more information later
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INFORMATION PROCESSING
More proficient – more aspects Limited mental activity The skills become proceduralized and
automatized Restructuring Retrieval
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CONNECTIONISM Proponent - Nick Ellis (2002) Humans don’t possess a neurological
module for language learning Attributes greater importance to the role
of the environment. Emphasis on frequency Exposure Stronger network Activation Chunks
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COMPETITION MODEL
Proponents – Elizabeth Bates & Brian Whinney (1981)
Language acquisition occurs without an innate brain module specifically for language.
L2 acquisition requires learners to learn the relative importance of the different cues
Language form, language meaning, and language use
Learners receive competing cues Learners come to understand how to use the
cues
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INTERACTION HYPOTHESIS Proponents – Evelyn Hatch (1978), Michael
Long (1983, 1996), Teresa Pica (1994), Susan Gass (1997)
Conversational interaction is an essential condition for L2 acquisition.
Speakers modify their speech and interaction patterns in order to help learners understand the information.
Comprehensible input Modified interaction is necessary for
language acquisition.
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INTERACTION HYPOTHESIS Interactional modification can be done in
3 ways: Comprehension checks Clarification requests Self-repetition or paraphrase
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NOTICING HYPOTHESIS Richard Schmidt (1990) Nothing is learned unless it has been
noticed. Awareness precedes acquisition.
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INPUT PROCESSING
Bill VanPatten (2004) Inability of many L2 learners to process
input. Learners have limited processing capacity They tend to give priority to meaning. They use the context to understand.
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PROCESSABILITY THEORY
Jütgen Meisel, Harald Clahsen, and Manfred Pienemann (1981)
Sequence of development for features is affected by how easy they are to process.
Ease of processing depends to a large extent on the position of the features in a sentence.
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SOCIOCULTURAL PERSPECTIVE
Vygotsky Views thinking and speaking as tightly
interwoven Learning occurs when the learner
interacts with an interlocutor within his or her zone of proximal development (ZPD)
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THE END!