Second Language Acquisition.2
description
Transcript of Second Language Acquisition.2
![Page 1: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/1.jpg)
Second Language Acquisition.2
Roml 700Fall 2012
1
What?
![Page 2: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/2.jpg)
I know what this
is!
But what are we
supposed to do with
it?
2
![Page 3: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/3.jpg)
BUT… “Helping Learners to learn does not require an
understanding of SLA phenomena.” ICoSLA (International Commission on Second Language
Acquisition)
3
![Page 4: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/4.jpg)
Cognitive Linguistics Efficiency grammatical structures of language are
directly associated with the way people conceptualize
Ronald Langacker: “grammar is conceptualization”
4
![Page 5: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/5.jpg)
Multi-competence – Integration continuum Mind of L2 user is a whole L1 + interlanguage + L2
Cook, 2002Grosjean, 2001
5
![Page 6: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/6.jpg)
Fundamental distinctions
Competence Performance
Unconscious knowledge of a grammatical system
How linguistic knowledge is used
6
![Page 7: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/7.jpg)
What do we teach?
7
![Page 8: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/8.jpg)
Oh, crap! this is going
to hurt!!
8
![Page 9: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/9.jpg)
Input Learner’s source of information is the target
language itself. Intake = Learner processes language
Language must fall within the learner’s range of comprehension.
Different learners have different intake levels.Krashe
n’s I + 1
9
![Page 10: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/10.jpg)
Factors in traditional instructional methods that inhibit intake Strict sequencing Emphasis on productive skills Limited interaction
10
![Page 11: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/11.jpg)
Using English in the classroom: NO Children learning L1 can’t fall back on another
language. L1 and L2 should be kept in separate
compartments in the brain. Maximize quantity of exposure to L2. Use L2 for real life functions.
11
![Page 12: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/12.jpg)
Using English in the classroom: YES
Cognitive styles
1. Acquisition Learning hypothesis
2. Monitor hypothesis3. Natural Order
hypothesis4. Input hypothesis5. Affective Filter
hypothesis
Wholists
Analytics
Verbalisers
Convergent thinkersDivergent thinkers
HolistsSerialists
Single dimension: right-brain to left-brainAdaptation-Innovation
…
HudsonWitkinOrnsteinRiding
12
![Page 13: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/13.jpg)
Using English in the classroom: HOW? Teachers
Instructions, explanations Use of L1 is supportive and facilitating scaffolding
Students Allows work within Zone of Proximal
Development Protects attitudinal balance between L1L1 and L2L2
ZPD: Lev Vigotsky, 1978
Clay, 2005Smagorinsky, 2007
13
![Page 14: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/14.jpg)
Why correct errors?
14
![Page 15: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/15.jpg)
15
![Page 16: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/16.jpg)
Acquisition theory Learner will stop making errors when ready Provide correct Input + 1
16
![Page 17: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/17.jpg)
Learning as process Make error obvious Model alternative Explain why it’s important to produce the correct
answer
17
![Page 18: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/18.jpg)
fossilization “stopping short” (incompleteness) of native
speaker proficiency
A central characteristic of any interlanguage is that it fossilizes… cases to develop at some point short of full identity with the target language. Tarone, 1994
Selinker, L. (1972). Interlanguage. IRAL, 10, (3), 209-231.
MotivationEgo boundaries
Lack of empathy with TL speakers
18
![Page 19: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/19.jpg)
Pragmatics Grammatical competence
Unconscious Implicit knowledge the speaker has about language Comes from the module of the mind associated with the
human language faculty Chomsky, 1965
PragmaticsReal world knowledgeNot innateThe result of non-language specific
abilities that change over the course of cognitive development
19
![Page 20: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/20.jpg)
How do we test achievement?
20
![Page 21: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/21.jpg)
21
![Page 22: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/22.jpg)
WantedProper descriptions of successful L2 users:
unique characteristics of grammar, vocabulary and pronunciation.
Progress assessment Is student a successful L2 user? (not “failed
native speaker”) What makes individual sense: specialized
goals.
22
![Page 23: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/23.jpg)
Proficiency assessment American Council of Teachers of Foreign
Languages Minnesota Language Proficiency Assessment Center for Advanced Language Proficiency
Education and Research , Penn State
University of IowaWorld Language Placement Testsdeveloped at Brigham Young
23
Achievement and Placement
![Page 24: Second Language Acquisition.2](https://reader036.fdocuments.in/reader036/viewer/2022081417/56814002550346895dab38b9/html5/thumbnails/24.jpg)
24