Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics

Meeting 5

Second language acquisition (ch.15)

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Today’s agenda

• Repetition of meeting 4 (brain, L1 acquisition)

• Seminar on chapter15 & mini-lecture• The exam• Qs?• Goodbye

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics The brain

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Aphasia

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Individual variation

• Speak but not write• Write but not speak• Deficiency in language

comprehension…• …and/or in language production

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Tomas Tranströmer

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics

Tip of the tongue phenomenon

*fire distinguisher

=malapropism, ”near-misses”

for words

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Slips of the tongue

Reverend Dr William Spooner (1844-1930)

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Slips of the ear

♫’Cause I’m strong enough

’Cause I’m Stroganoff

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Victor & Genie

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Jim

Sachs, Bard & Johnson. (1981). Language learning with restricted input: Case studies of two hearing children of deaf parents. Applied Psycholinguistics, 2 (1), 33-54.

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics

Ch.15. Second language acquisition

• What is a second language as opposed to a foreign language?

• What is English in Sweden – a second or a foreign language?

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics SLA

• …a cover term for learning any other language (foreign, second, third…) after your first language (i.e. your mother tongue, your native tongue, your L1)

• Is it possible to change one’s first language?

• How many languages can a child acquire simultaneoulsy?

The Aalborg child

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Behaviorism

Skinner

imitation positive reinforcement

feedback

contrastive

analysis

audiolingual

method

habit formation

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Contrastive analysis

• Errors in L2 due to L1 influence

• Negative transfer• Learner

awareness of transferable and less transferable L1 features

• Idiomatic expressions

Skolan *The school

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics

Positive transfer Swe-Eng

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics We’re related!

• Mamma• Fisk• Bok• SVO

– De har ett hus.– De har ett rött hus.

• Bil – bilar • *bilbil

• Mother • Fish• Book• SVO

– They have a house.

– They have a red house.

• Car – cars• *carcar

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Interlanguage

Larry Selinker

fossilization

Zero L2knowledge

Native-likeproficiency

idiosyncratic

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Innatism

Chomsky

UG LAD

competence L1 (+L2)

performance Critical periodLenneberg

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics

The Monitor Model – five hypotheses

Krashen

acquisition-learning

monitor

comprehensible input: i → i + 1

natural orderaffective filter

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Cognitivism

Vygotskyenvironment

Zone of proximal developmentSociocultural perspective

private speech

connectionismN. Ellis (explicit/implicit learning), Lantolf (socio-cultural perspective), Long (negotiation of meaning), Swain (output), Gass (interaction approach), Schmidt (noticing)…

Jim

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Seminar

The four sharings:

Worksheet 5

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Pia’s thesis

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Extramural English (EE)

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Research question

Does extramural English have an impact on students’

oral proficiency and vocabulary?

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics 9th grade – 2006/07

42 3

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics

What data?How representative?

• Extramural English (EE)– Two language diaries– Hours / week

• Oral Proficiency (OP)– Five speaking tests,

random dyads– OP grade, 1-6

• Vocabulary– Two written tests

• Generalizability of results

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Total extramural English

• Individual variation• Lack of research

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics The EE House

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics All: Time per room (%)

36

125

20 16

2 =2

=72

=26

Time and results

Vocabulary Oral proficiency

.357**; .307**

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics

Boys Girls

Gender: Time per room (%)

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics

Boys Girls

Gender: Time per room (%)

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics EE & OP - gender

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Gender pattern

• Boys: Strong positive correlation between EE and OP; statistically significant (.515**, Spearman, 2-tailed)

• Girls: Weak positive correlation between EE and OP, not statistically significant (.118, Spearman, 2-tailed)

• The same pattern for vocabulary and self-efficacy

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Main conclusions 1

• EE correlates positively and significantly with both the level of OP and the size of VOC

• The correlation b/w EE and VOC is stronger and more straightforward than the correlation b/w EE and OP

• EE has an impact on both OP and VOC; causal relationship more salient regarding VOC

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Main conclusions 2

• EE activites which require learners to be active/productive and to rely on their language skills (upstairs) have a greater impact on learners’ OP and VOC than EE activities where learners can remain fairly passive/receptive (downstairs).

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Main conclusions 3

• Boys spend more time on active/productive EE activities than girls; therefore, EE has a greater impact on boys’ OP and VOC than it has on girls’

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Background variables

socioeconomic

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Main conclusions 5

• OP is clearly connected with socioeconomic background variables, whereas EE is not.

• EE is an independent variable; it is a possible path to progress for any learner, regardless of his or her socioeconomic background

• Implications for the English classroom?

Young learners?

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics The exam

Pia Sundqvist

ENGBG1

ENGBL1

Campus

Linguistics Questions?

Good luck

studying

http://asp.artologik.net/kau/qr/surveys/3508.htm