Second Language Acquisition.2

Roml 700Fall 2012

1

What?

I know what this is!

But what are we

supposed to do with

it?

2

BUT… “Helping Learners to learn does not require an

understanding of SLA phenomena.” ICoSLA (International Commission on Second Language

Acquisition)

3

Cognitive Linguistics Efficiency grammatical structures of language are

directly associated with the way people conceptualize

Ronald Langacker: “grammar is conceptualization”

4

Multi-competence – Integration continuum Mind of L2 user is a whole L1 + interlanguage + L2

Cook, 2002Grosjean, 2001

5

Fundamental distinctions

Competence Performance Unconscious

knowledge of a grammatical system

How linguistic knowledge is used

6

What do we teach?

7

Oh, crap! this is going

to hurt!!

8

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.Krashen’s

I + 1

9

Factors in traditional instructional methods that inhibit intake Strict sequencing Emphasis on productive skills Limited interaction

10

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

Using English in the classroom: YES

Cognitive styles1. Acquisition Learning

hypothesis2. 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

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 L1 and L2

ZPD: Lev Vigotsky, 1978

Clay, 2005Smagorinsky, 2007

13

Why correct errors?

14

15

Acquisition theory Learner will stop making errors when ready Provide correct Input + 1

16

Learning as process Make error obvious Model alternative Explain why it’s important to produce the correct

answer

17

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

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

How do we test achievement?

20

21

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

Proficiency assessment American Council of Teachers of Foreign Langu

ages Minnesota Language Proficiency Assessment Center for Advanced Language Proficiency Ed

ucation and Research , Penn State

University of IowaWorld Language Placement Testsdeveloped at Brigham Young

23

Achievement and Placement

24