SecondLanguageAcquisition.

SecondLanguageAcquisitionWhatisSLATheKeyissuesinSLAAFrameworkforinvestigatingSLAChapterOneKeyIssuesinSLAWhatisSLA1SLAasauniformphenomenon2SLAvs.firstlanguageacquisition3SLAvs.foreignlanguageacquisition4Thecentralityofsyntaxandmorphology5Competencevs.performance6Acquisitionvs.learning7DefinitionofSLASLAisnotauniformandpredictablephenomenon.DifferentlearnersindifferentlearningsituationslearnaL2indifferentways.LearnersIndividualityLearningsituationVariability1SLAasauniformphenomenon2SLAvs.firstlanguageacquisitionSLA:astudyofhowlearnerslearnantraditionallanguageaftertheyhaveacquiredtheirmothertongue(L1).3SLAvs.foreignlanguageacquisitionSLA:ageneraltermthatembracesbothuntutored(naturalistic)andtutored(classroom)acquisition.SLAreferstoallaspectsoflanguageSLAfocusesonhowL2learnersacquiregrammaticalsub-systems,suchassyntaxandmorphology4Centralityofsyntaxandmorphology(byChomsky)Competence:consistsofthementalrepresentationoflinguisticruleswhichconstitutethespeaker-hearer’sinternalizesgrammar.Performance:consistsofthecomprehensionandproductionoflanguage.SLAresearchisaboutperformance,itlooksatactualutteranceandtowhatextentcompetencecanbeinferredfromperformance.5Competencevs.performanceAcquisition:pickingupasecondlanguagethroughexposure,anunconsciousprocessLearning:theconsciousstudyofasecondlanguage6Acquisitionvs.learningSLA:--thesubconsciousorconsciousprocessesbywhichalanguageotherthanthemothertongueislearntinanaturaloratutoredsetting.--coversthedevelopmentofphonology,lexis,grammarandpragmaticknowledge,buthasbeenconfinedtomorphosyntax.--theprocessmanifestsbothvariableandinvariablefeatures.--thestudyofSLAisdirectedataccountingforthelearner’scompetence,butinordertodosohassetouttoinvestigateempiricallyhowalearnerperformswhenheorsheusesasecondlanguage.7DefinitionofSLA1Theroleofthefirstlanguage2The“natural”routeofdevelopment3Contextualvariationinlanguage-learnerlanguage4Individuallearnerdifferences5Theroleofinput6Learnerprocess7TheroleofformalinstructionTheKeyissuesinSLALanguagetransfer:Learner’sL1knowledgewouldinterferewiththeL2.InthecaseofsimilaritiesbetweentheL1andtheL2,L1functionedpositively,whileinthecaseofdifferences,L1functionsnegatively.1TheroleofthefirstlanguageConstructiveAnalysis:Basedonbehaviorismandstructuralism--SLAbeseenasthedevelopmentofanewsetofhabits--Positivevs.Negativetransfer(ofhabits)MainpointsofContrastiveAnalysis:--MainsourceoferrorsinL2duetothetransferofL1habits--ErrorscanbepredictedbyacontrastiveanalysisoftheL1andL2--ThegreaterthedifferencebetweenL1andL2,themoreerrorsthatwilloccurProblemswithCA:alargeproportionofgrammaticalerrorscouldnotbeexplainedbyL1interference.1TheroleofthefirstlanguageTheeffectsofL1operatedinwaysotherthanthroughtransfer--thelearnersmaynottransferL1ruleintotheL2,butmayavoidusingtherulesthatareabsentintheL1system--transferoccursonlyundercertainlinguisticconditions--learnersmayusetheL1asaresourcefromwhichtheyconsciouslyborrowinordertoimprovetheirperformance(i.e.translate)1TheroleofthefirstlanguageL2=L1Hypothesis:TheprocessesofSLAandL1acquisitionareverysimilarasaresultofthestrategieslearnersemploy.Thetaskof“crackingthecode”,whicheverylanguagelearnerfaces,ismetthroughtheapplicationofacommonsetofmechanismwhichhavetheirorigininthespecialcharacteristicsofthehumanlanguagefaculty.InvestigationofL2=L1HypothesisErroranalysisLongitudinalstudiesofL2learners2The“natural”routeofdevelopmentTwotypesofcontextualvariation:1situationalcontext--learnersusetheirknowledgeoftheL2differentlyindifferentsituations.2linguisticcontext--learnersproduceerrorsinonetypeofsentencebutnotinanother.3Contextualvariationinlanguage-learnerlanguage5generalfactorscontributingtoindividuallearnerdifferences:AgeAptitude:specialabilityinvolvedinlanguagelearning(intelligence:generalabilityinvolvedinlearning,linguisticandnon-linguistic)CognitivestyleMotivation:“socioaffectivefilter”/fossilizationPersonality4IndividuallearnerdifferencesEarlytheory:(Behaviorism)--languagelearningconsistsofbuildingupchainsofstimulus-responselinkswhichcouldbecontrolledandshapedbyreinforcement.languagelearningisanexternalphenomenon.Chomsky:(mentalist)--“languageacquisitiondevice”--inputservesasatriggertoactivatethelanguageacquisitiondevice5Theroleofinput1Learnerstrategies6LearnerprocessLearningstrategies:learnersprocesstheL2inputProductionstrategies:learnersusetheL2knowledgeCommunicationstrategies:learnersexpressideasbeyondtheirlinguisticresources2UniversalGrammar(Chomsky)--Childmustpossessasetofinnateprincipleswhichguidelanguageprocessing.--UniversalGrammar:thelinguisticfeaturesandprocesseswhicharecommontoallnaturallanguagesandalllanguagelearnersEffectontherouteoflearningEffectontherateoflearning:accelerate7Theroleofformalinstruction5interrelatedfactors:Situationalfactors:naturalisticSLA/classroomSLALinguisticinput:activate/structuretheSLAprocessLearnerdifferences:5keysLearnerprocesses:cognitive/linguisticLinguisticoutputSummary:AtheoryofSLAisanattempttoshowhowinput,internalprocessingandlinguisticoutputarerelated.Framework