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Second Lanaguage Acuis PDF
Second Lanaguage Acuis PDF
Prepared By:
Dr. Emma Alicia Garza
Assistant Professor
Texas A&M University-Kingsville
Presentation Script
(Continued)
When the learner learns a language, this learning includes a set of stimulus-
response-reward (S-R-R) chains.
The characteristics of human and non-human learners include the ability to:
(Continued)
McNeill (1966) described the LAD as consisting of four innate linguistic
properties:
1. the ability to distinguish speech sounds from other sounds in the environment;
2. the ability to organize linguistic events into various classes that can be refined later;
3. knowledge that only a certain kind of linguistic system is possible and that other kinds
are not; and
4. the ability to engage in constant evaluation of the developing linguistic system in order
to construct the simplest possible system out of the linguistic data that are encountered.
Slide 13: The Nativists also contend that learners actively construct
grammar for themselves by actively listening to the language
around them and trying to determine the patterns in the
utterances. Learners progress through language in predictable
stages. The learner will not respond to error correction if he/she
is not developmentally ready.
Slide 14: Cognitivists claimed that the conditions for learning language
are the same conditions that are necessary for any kind of
learning. They believed that human beings have the capacity for
developing logical thinking. Acquiring knowledge is a
cognitive process which involves automatic processing
(rountinzed) and controlled (temporary) learning.
Cognitivist Theory Theory
(Continued)
1. Learning a language involves internal representations that regulate and guide performance.
5. Skills are learned and routinized only after the earlier use of controlled processes have
been used.
6. Learner strategies contain both declarative knowledge i.e. knowing the ‘what’ of the
language-internalized rules and memorized chunks of language, and procedural knowledge
i.e. know the ‘how’ of the language system to employ strategies.
Slide 15: The Cognitive theory underscores the fact that the learner
brings an innate mental capacity to the learning task. He/she
also brings perceptions of relationships between what he knows
and what he/she needs to know. Learner strategies are used for
learning the rules of a language and how to use the language for
different audiences and purposes.
Theories of Second Language Theory
Acquisition (Continued
Social Interactionist Theory supports the view that the
development of language comes from the early interactions
between infants and caregivers.
Social interactionists stress:
the importance of a child’s interactions with parents and other caregivers;
the importance of “motherese”;
contributions of context and world knowledge; and
the importance of goals
Some second language learners who develop fluent spoken English have difficulties in
reading and writing because they may be at different levels of proficiency while they are
moving from social language (BICS) to academic language (CALP). It takes between five
to seven years for second language learners to acquire academic language.
L2 acquisition can only take place when the learner has access to input in the second language.
This input may come in written or spoken form.
Behaviorists claim that presenting learners with input in the right doses and then reinforcing
their attempts to practice them can control the process of acquisition.
Chomsky pointed out that in many cases there was a very poor match between the kind of
language found in the input that learners received and the kind of language they themselves
produced.
Comprehensible input (Krashen’s, 1985 Input Hypothesis) proposed that learners acquire
morphological features in a natural order as a result of comprehending input addressed to them.
Long (1981a) argued that input which is made comprehensible by means of the conversational
adjustments that occur when there is a comprehension problem is especially important for
acquisition.
Swain (1985) proposed the comprehensible output hypothesis which states that learners need
opportunities for “pushed output” in speech or writing that makes demands on them for correct
and appropriate use of the L2.
Slide 30: Input and interaction are very important factors in second
language acquisition. Second language acquisition can only
take place when the learner has access to input in the target
language. Teachers can provide comprehensible input in their
instructional delivery coupled with opportunities for
interactions.
The role of native language in second language acquisition has come to be known as
“language transfer.”
It has been assumed that in a second language learning situation learners rely extensively
on their native language.
According to Lado (1957) individuals tend to transfer forms and meanings, the
distribution of the forms and meanings of their native language and culture to the foreign
language and culture.
This transfer is productive when the learner attempts to speak the language.
This transfer is receptive when the learner attempts to grasp and understand the language
and culture as practiced by native speakers.
Lado’s work and much of the work of that time (1950’s) was based on the need to
produce pedagogically relevant materials. A contrastive analysis of the native language
and the target language was conducted in order to determine similarities and differences
in the languages.
Slide 31: The first language has a distinct role in second language
acquisition. When language learners have a strong linguistic
and communicative foundation in their native language, then
the process of second language acquisition involves language
transfer. Learners transfer forms and meanings as they attempt
to speak or write the second language.
Where the two languages were different, learning difficulty arose and errors
occurred resulting from negative transfer.
Slide 34: When language features in the two languages are similar,
positive transfer from the first language to the second language
occurs. When language features in the two languages are
different, learning difficulties and errors happen. This transfer
process made it evident to researchers that the native language
definitely plays a major role in second language acquisition.
The Nature of the
Interlanguage Continuum
Cognitive theories of interlanguage claim that with the assistance of
learning strategies, learners build mental grammars of the second
language.
According to Selinker, second language learners are producing their own self-contained linguistic system. The system is not a native language
or target language system, rather it falls between the two.
4) backsliding-appears to have grasped but later regressed and unable to correct errors;
5) systematic stage-ability to correct errors on their own; rules may not be well-formed but display more internal self-consistency;
6) stabilization-few errors are made, have mastered the system to the point of fluency; and
7) intralingual-inconsistencies within the target language; Global errors-affect meaning;local errors-close similarities in word form (i.e.
spelling).
Interlanguage Continuum
Interlanguage Stages
L1 L2
______/____/______/____/_______/_____/___/_____/_____/______
Basilang Mesolang Acrolang
Much of the early work on learner errors focused on the extent to which L2
acquisition was the result of L1 transfer or creative construction (construction of
unique rules similar to those which children form in the course of acquiring the native
language).
The presence of errors that mirrored L1 structures was taken as evidence of transfer
(interlingual), while those errors similar to those observed in L1 acquisition were
indicative of creative construction (intralingual).
The study of learner errors showed that although many errors were caused by
transferring L1 habits, many more were not.
It was found that learners went through stages of acquisition and the nature of errors
varied according to their level of development.
Error analysis could not show when learners resorted to avoidance and it ignored what
learners could do correctly.
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L1 + L2 Cognitive Development
Slide 42: Thomas and Collier (1997), proposed the Prism Model of
Language Acquisition for School. This model includes first and
second language cognitive development, academic
development, language development as well as social and
cultural processes.
Slide 43: The cognitive development component is a subconscious
process that is developmental. Thought processes are built
through interactions. It is critical that cognitive development
take place in the first language so that the foundation is strong
and positive transfer of skills and concepts occurs.
Slide 44: Academic knowledge, concepts and skills transfer from the first to the
second language. In order to make the necessary instructional adjustments,
teachers need to provide instruction in the learners’ first language and a
strong English as a Second Language component during the instructional
day in order to make academic content meaningful. The interruption of
academic development in the first language will likely promote academic
failure. A good balance of academic instruction (Cognitive Academic
Language Proficiency) in the first language and vocabulary and oral
language development (Basic Interpersonal Communication Skills)
through ESL will facilitate language transfer and transition when the
learner is ready.
According to research, it takes a language learner from 5-7 years to reach
academic proficiency in the second language. It takes from 2-3 years to
acquire BICS. Therefore, teaching BICS in the two languages and having
a strong ESL program are essential if language learners are to be ready for
transitioning from the first to the second language.
Slide 45: Language development includes Basic Interpersonal
Communication Skills (BICS) which are acquired
subconsciously as well as the innate ability learners bring with
them to the academic setting (CALP). In order to assure both
cognitive and academic success in learning a second language,
the learner must be taught in his/her first language to a high
cognitive level so that the learner can develop the necessary
competence and performance in the second language.
Slide 46: Second language learners go through everyday experiences
which impact the acquisition of the second language. The
home-school connection is very important in order to help
language learners respond to second language learning more
effectively. The sociocultural support that language learners
need must be evident at home, at school, in the community and
in society at large. The instructional environment can either
create social unity, linguistic and ethnic respect, and value for
bilingualism or it may promote a psychological distance
between two groups, cultures and languages.
Slide 47: In conclusion, teachers working with second language learners
must consider the learners’ linguistic, cultural, and academic
needs, as well as the levels of language proficiency. Teachers
should encourage their students to experiment with language
and not be afraid of making errors. Errors are part of the
learning process just as error correction is part of the teaching
process. Teachers should not ignore errors, but focusing too
much on them can cause anxiety, fear and hamper learning.