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Second language learning; theoretical presentation

Second language learning; theoretical presentation

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Published by Mimoozamimoo
this is an MA presentation that represents a basic introduction to Second Language Learning
this is an MA presentation that represents a basic introduction to Second Language Learning

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Published by: Mimoozamimoo on Dec 18, 2009
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Instructor: Pr. Mohamed Daoud
ISLT Master’s Program
 Student: Eya Dahmen & Insaf Sellami Course: Applied LinguisticsDate: October 29
, 2009
Second- Language Learning
Barry McLaughling and John ZemblidgeIn William Grabe and Robert B. Kaplan. (1992). Introduction to Applied Linguistics.Reading, Massachusetts: Addison-Wesley Publishing Company. PP 32-40
General outline
Different attempts/ perspectives in developing a typical process of learning a secondlanguage:
Factors influencing Language Learning fail to develop the model of a goodlanguage learner
Influence of the First Language Acquisition on SLA debated
Comparing the process of learning L 1 and L 2
The interlanguage approach
The cognitive approach:
The Restructuring process
Part 1:I- Fifteen years of second-language research1. Factors Influencing Language Learning
Failure to provide a sufficiently complex profile of a good language learner.
InformationsharingProblem solving InteractionNegociation of meaningThinking
learning2. The influence of L 1 on Second Language Acquisition
Contrastive Analysis Hypothesis view
The Morpheme Order studies’ view
3. L 1 and L 2 compared
L 1 = L2: The Morpheme Order Studies (Roger Brown, 1973)
L 1 ≠ L2:
Fossilization (Selinker, 1972) and the Critical Period Hypothesis
L 1 Vs L2: LAD / UG; the Cognitive Explanation
Language uniqueness and the Contemporay Chomskyan Theory
It is no longer a question of L1 and L2 relationship but a question of howlearners could set new patterns for the process of L2 learning.
4. The Interlanguage Approach/ the Acculturation Approach
The Interlanguage Approach: review
Acculturation : review
Pidginization/ Fossilization: review
Part 2:II- The Cognitive approach:1. Review:
2. Second language learning:
The cognitive approach to SLA seeks for explanations of second language learning interms of mental representations and information processing (language as a process
Learning is a cognitive process because it is thought to involve the internalrepresentations that regulate and guide performance = selecting appropriatevocabulary, grammatical rules, and pragmatic conventions governing languageuse.
of the acquired information improvesecond language learner's performance.
Two interdependent and central notions to the cognitive perspective:
2.1 The Routinization of skills: Automacity:
The routinization of skills through practice to built a set of automatic procedures.
Long term vs. short term memory (Shiffrin & Schneider 1977).
2.2 Restructuring:
When acquiring complex skills, the learner devices new structures for interpretingnew information and for imposing a new organization on information alreadystored (S.V.O V.S.O)The second language learner
the acquired linguistic data.
3 phases of restructuring:
The Restructuring Process (Karmiloff-Smith 1986)
Automaticity not automacity
Edited by Foxit ReaderCopyright(C) by Foxit Corporation,2005-2009For Evaluation Only.

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