SEMANTICS

UNIVERSIDAD NACIONAL DE LOJA

Names: María José Andrade

Silvana Correa

Date: June 1st, 2016

7th cycle

STUDYING THE LANGUAGE OF SECOND LANGUAGE LEARNERS

Teachers determine whether students

have learned what has been taught

* Increase in errors indicates progress

Teachers and researchers must infer what

learners know by observing what they do

First language learners and second

language learnn¡ers do not learn

language simply through imitation and

practice

Children’s knowledge is built in

sequences

DEVELOPMENTAL SEQUENCES

NEGATION

• Stage 1

• The negative element usually “no or not”

• Stage 2

• “No and not” may alternate with don’t.

• Stage 3

• The negative elements are replaced by auxiliary verbs.

• Stage 4

• “Do” is marked for tense, person and number.

QUESTIONS

• Stage 1

• Single words, formulate, or sentence fragments.

• Stage 2

• Declarative words order, no inversion, no fronting.

• Stage 3

• Fronting: do-fronting; wh-fronting, no inversion, etc.

• Stage 4

• Inversion in wh- + copula; “yes/no” questions with other auxiliaries.

• Stage 5

• Inversion in wh- questions with both an auxiliary and a main verb.

MOVEMENT THROUGH DEVELOPMENTALSEQUENCES

It is important to emphasize that developmentalstages are not like closed rooms. So learners do not leave one behind when they enter another. Onthe contrary at a given point learners may use sentences typical of several different stages.

More about first language influence

Contrastive analysis was closely associated with

behaviourist views of language acquisition.

Avoidance: It appeared by learners' perception that a feature in

the target language was so distant and different from their first

language that they preferred not to try it.

Interference: When two languages are closely related. So, many

caharacteristics seems to have led learners to take a chance that

a word or a sentence structure in a specific language would

have an equivalent in another language.

COMPONENTS OF COMMUNICATIVE COMPETENCE

Vo

cab

ula

ryVocabulary is one of the most active areas in second language acquisition

We can communicate by using words that are not placed in the proper order, pronounced perfectly, or

marked with the proper grammatical morphemes.

Every language has a large number of words

An educated adult speaker of English is believed to know at least 20,000 words

Every conversation requires something more like 2,000 words

In older children or adults, the words they are exposed to may also be more difficult, referring to meanings

that are not easily guessed from context.

Words taht look similar and have the same meaning in two languages are called cognates.

Students may have difficulty with words that look similar in the two languages but have different meanings.

The best source of vocabulary growth is reading for pleasure

Pra

gm

ati

cs

It is how language is used in context to express such things as

directness, politness and deference

Learners need ton acquire skills for interpreting requests, responding

politely to compliments or apologies, recognizing humour, and

managing conversations.

Also, learners need to learn to recognize the many meanings that

the same sentence can have in different situations.

The study of how second language learners develop the ability to

express their intentions and meanings through different speech acts

is referred to as interlanguage pragmatics.

Second language pragmatic should be taught but rather how it can

be best integrated into classroom instruction.

Ph

on

olo

gy

Pronunciation was a central component in language teaching during the

audiolingual

Some tecniques for teaching pronunciation are focused on getting learners to

perceive and to produce distinctions between single sounds

It includes the emphasis on rhythm, stress, and intonation

Learners may substitute similar sounds from their first language

The presence of a strong foreign accent does not necessarily result in reduced

intelligibility or comprehensibility