Sessions 3: 13.15-14.45Theories of Language

Learning

1. Interlanguage Hypothesis 2. Universal Grammar Hypothesis3. Critical Period Hypothesis4. FLA vs SLA

Dr. Simon Phippsdr.simon.phipps@gmail.co

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CTS Module: Fresh Insights into Teaching & Learning (Linguistics)

INTERLANGUAGE THEORY

morpheme studies error analysis

L2 Learner language; L1 transfer overgeneralization simplification

L2 Learners’ grammar is; systematic different from L1 and L2

Interlanguage (IL) is; o different from the L1 processo in a state of developmento individual

Some questions; How do learners link form and meaning? Is IL influenced more by L1 or UG? What are the processes which underlie IL development?

Selinker 1972

INTERLANGUAGE

The learner constructs a system of abstract linguistic rules which underlies comprehension and production of the L2. This system of rules is viewed as a ‘mental grammar’ and is referred to as ‘interlanguage’ (Ellis 1997:33)

Analysis of a learner’s interlanguage shows that it has some characteristics of the learner’s L1, some characteristics of L2, and some characteristics which seem to be very general. Interlanguages are systematic, but they are also dynamic, continually evolving as learners receive more input and revise their hypotheses about L2 (Lightbown & Spada 1993:55)

UNIVERSAL GRAMMAR THEORY 1Chomsky 1960s, 1970s

‘Poverty of the input’Lack of negative evidenceLearners’ grammar is ‘underdetermined’ by the input

Universal Grammar (UG) is; Wired into the brain A set of properties that enable subsequent language

development These properties exist within certain parameters They are ‘open’ until ‘set’ by exposure/experience

All children start with UG principles All languages conform to these principles

Children build up knowledge over time according to;what is availablewhat is possible at that stage in cognitive development

‘innate knowledge of the principles of universal grammar permits allchildren to acquire the language of their environment during a criticalperiod in their development’ (Lightbown & Spada, 2006:35)

environment is not enough

interaction is not enough

UNIVERSAL GRAMMAR THEORY 2

Language acquisition is;

growth of the mental organ of language

triggered by certain language experiences

UG is made up of;

core grammar (rules, unmarked items)

peripheral grammar (exceptions, marked items)

Interlanguage may be influenced by UG, BUT

UG is not concerned with SLAUG may not be relevant for L2

UG does not focus on performanceUG does not focus on lexis

Some complex grammar is learnt quite lateLexis cannot be learnt innately

It is not clear whether UG is available later or not

CRITICAL PERIOD HYPOTHESIS(LENNEBERG 1967)

After a certain age (9, 12, 14???)• it is no longer possible to ‘acquire’ language

naturally and effortlessly• UG may no longer be available to learners

BUT• there is disagreement on what it means and

why• there does not appear to be a sudden cut-off

point HOWEVER

• There IS agreement that most learners are not able to learn an L2 naturally and effortlessly after a certain age

FIRST LANGUAGE VS SECOND LANGUAGE DEVELOPMENT

Profile of language learners

(adapted from Lightbown & Spada 2006:31)

Learner characteristicsand learning conditions

Child L1 informal

Child L2 informal

Adolescent L2 formal

Adult L2informal

Another language

Cognitive maturity

Metalinguistic awareness

World knowledge

Anxiety about speaking

Freedom to be silent

Ample time

Corrective feedback(grammar, pron)

Corrective feedback(meaning, word choice)

Modified input

FIRST LANGUAGE VS SECOND LANGUAGE LEARNING

Knowing another language Know how language works May make incorrect guesses

Cognitive maturity, meta-linguistic awareness, world knowledge Older learners are better at problem-solving Language acquisition in L1 is an unconscious process

Anxiety about speaking Young children are less concerned with making mistakes and sounding silly Not all children are willing to speak a language they do not know well

Freedom to be silent Young children in L1 are allowed to be silent until they are ready to speak Older learners have no biological need for a silent period

Ample time and exposure Limited exposure for learners in the classroom Overuse of L1 in the classroom may deprive learners of opportunities for exposure

Corrective feedback L1 feedback tends to be meaning-based Classroom feedback is often not consistent

Modified input Motherese Foreigner talk or teacher talk (graded language)

THEORIES, HYPOTHESES AND ASSUMPTIONS

How do the processes of learning L1 and L2 (in the classroom) differ? Cognitive development, world knowledge L1 already exists Critical period? Teaching/corrective fb, learner needs, writing

What are the implications of this for EFL/ESL? Maybe no automatic acquisition of L2 Need for formal instruction

What are the implications of a critical period? It may not be possible to ‘acquire’ L2 automatically Need more than CI (I + 1) Focus on form, error correction, etc

How is interlanguage theory innatist?o Errors are systematico Must be sth. other than L1 and L2

What does the Natural Approach assume about language learning ? Some innateness No critical period Process of learning L2 is similar to process of learning L1 Classroom environment is enough Formal instruction does not help

Innate ability to learn language?

Critical period?

Process of SLA similar to FLA?

L2 classroom exposure enough?

No

Yes

Yes

Yes

Yes

No

No

No

Learners can make use ofinnate ability at any age Formal instruction

Focus on formError correction

Conscious learningLots of exposure

Opportunities for interaction

Natural Approach