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Second Language Acquisition
Second Language Acquisition
Objectives
explain expected stages and patterns of language development as related to first and second language acquisition (critical period hypothesis Proficiency levels). explain how first language development affects development of English (Transferability TheoryThreshold Hypothesis).
To Think About:
Is it better to learn a second language when one is young or when one is older? Why? Discuss your ideas with a partner.
Young learners use the same part of the brain for learning both languages Older learners use different parts of the brain
Proficiency
Proficiency includes grammatical, sociolinguistic, discourse and strategic competence Age appropriate competence in each of these areas needs to be developed to be considered proficient in a second language
Proficiency
Grammatical Competence Mastery of language code Lexicon (vocabulary) Word formation rules Sentence formation rules Pronunciation rules Spelling
Proficiency
Sociolinguistic Competence Mastery of appropriate language use in different contexts
How to speak to a friend How to speak to someone in authority How to speak socially vs. professionally
Proficiency
Discourse Competence Mastery of how to combine meanings and forms to create a text in different modes
Examples: Telephone inquiry
Narrative text
Oral report
Proficiency
Strategic Competence
Mastery of verbal and non-verbal strategies to compensate for breakdowns in communication
Examples:
How to ask for help How to rephrase a statement
A skill or concept learned in one language transfers to another language when the requisite vocabulary is acquired
From: C. Roberts. (1994). Transferring literacy skills from L1 to L2: From theory to practice. In The Journal of Educational Issues of Language Minority Students, v. p. 209-221
Threshold Hypothesis
The threshold hypothesis states there is a threshold level of ability that needs to be reached in one language in order for a learner to be successful in another language The threshold hypothesis also states that high levels of bilingualism have positive cognitive effects
Threshold Hypothesis
The better developed the L1, the better developed the L2 can be. High level of proficiency in L1-high level of proficiency in L2 is possible A low level of proficiency in L1-lower level of proficiency in L2
With a partner, list three new things you have learned today.
Assignment 1
1. Compare between first language learner and second language learner in terms of the following characteristics:
-constructs language from prior conceptual knowledge -is an active learner who tests and revises hypotheses -requires interaction -uses cognitive strategies (i.e., overgeneralization) -understands more when input is modified (caretaker talk, foreigner talk) -develops language in predictable stages - makes developmental errors - experiences a silent period -is familiar with one or more other cultures - may have a problem with attitude/motivation - is more likely to be inhibited or Anxious
Assignment 1
2. Select a topic that you will teach (for example, fairy tales, plant life, animals, etc.). Then, think of how you would involve a learner at each language proficiency level in the lesson. For example, you might think of questions that you could ask learners at each proficiency level. Or, you might think of an activity in which learners at each proficiency level could participate.