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Second Language Acquisition (SLA)

Second Language Acquisition (SLA). “Second language acquisition research focuses on the developing knowledge and use of a language by children and adults who already know at least one other language.”.

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Second Language Acquisition (SLA)

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  1. Second Language Acquisition (SLA) “Second language acquisition research focuses on the developing knowledge and use of a language by children and adults who already know at least one other language.” Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 108.

  2. What a Theory Can Do… A (good) theory… • allows us to ORGANIZE what we find / discover. (NOT haphazard) • gives us something to use as a basis for EXPLANATIONS • guides us to ASK certain questions and look for the ANSWERS • SHOULD help us in our TEACHING / LEARNING of languages

  3. SLA Questions • What is the nature of language? • How are languages represented in the mind? • How is language processed? • Is learning language same/different from learning anything else? • How are languages learned? • What implications are there for policy makers? Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 108.

  4. Why do we need to learn about more than one theory? 1. There is NOT JUST ONE, BEST theory. Language is complex. Learning a language is complex. One alone won’t do it. 2. Your personality as a teacher will make certain approaches more appealing to you and you will do better with one theory than another. 3. Students’ learning styles / preferences differ. Mixing and matching approaches / methods / etc provide you the most/best chances to meet student needs.

  5. Theories of Language Acquisition 1 • Linguistic Perspectives • Psychological Perspectives • Sociocultural Perspectives Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, pp. 108, 110, 114.

  6. Theories of Language Acquisition 2 • Linguistic Perspectives Universal Grammar Monitor Theory Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, pp. 108-110.

  7. Theories of Language Acquisition 3 • Psychological Perspectives Behaviorism Cognitive Psychology Connectionism Processabilty Theory Interactionist Perspectives Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, pp. 110-114.

  8. Theories of Language Acquisition 4 • Sociocultural Perspectives Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 114.

  9. Observations about L1 Acquisition 1. Almost all children learn the language around them at about the same time. 2. Even mentally impaired children learn Language. 3. Logical Problem of Language Acquisition a. Language input defective b. Little systematic feedback Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 109.

  10. Krashen’s Monitor Theory Hypotheses 1. Acquisition hypothesis (Learning  Acquisition) 2. Monitor hypothesis 3. Natural order hypothesis 4. Comprehensible input hypothesis (i + 1) 5. Affective filter hypothesis Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 110.

  11. Contrastive Analysis Hypothesis • If L1 and L2 are similar: no problems learning L2 structure. • If L1 and L2 are different: yes problems learning L2 structure. • If L2 had something L1 did not: yes problems learning L2 structure. Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 111.

  12. Processability Theory: Pedagogical Conclusions • Teachability Hypothesis • Can't skip a stage • Might be able to encourage (or impede) moving through a stage more rapidly. Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 113.

  13. Learner Language Research Focus • Interlanguage Error Analysis Studies Contrastive Analysis Hypothesis • Developmental Sequences Morpheme Acquisition Studies • L1 Influence Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, pp. 115-117.

  14. L1 Influence “It has been observed that some aspects of language are more susceptible to L1 influence than others. For example, pronunciation and word order are more likely to show L1 influence than grammatical morphemes.” Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 116.

  15. Observations to Account for in L2 Acquisition 1. L1 learners all learn their language 2. Not all L2 learners achieve the same level of proficiency 3. Age factors influence ultimate proficiency 4. L1 influences L2 Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, pp. 109, 111-113, 115.

  16. Observations to Account for in L2 Acquisition 5. Restructuring apparently occurs 6. Chunking important in language learning and use 7. Acquisition develops in predictable stages Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, pp. 111, 113, 115.

  17. The Study of Second Language Acquisition(Rod Ellis, 1994) Table of Contents—1 1: Background 1. SLA research: An overview 2: The Description of Learner Language 2. Learner errors and error analysis 3. Developmental patterns: Order and sequence in SLA 4. Variability in learner language 5. Pragmatic aspects of learner language

  18. The Study of Second Language Acquisition(Rod Ellis, 1994) Table of Contents—2 3: Explaining SLA: External Factors 6. Social factors and SLA 7. Input and interaction and SLA 4: Explaining SLA: Internal Factors 8. Language transfer 9. Cognitive accounts of SLA 10. Linguistic universals and SLA

  19. The Study of Second Language Acquisition(Rod Ellis, 1994) Table of Contents—3 5: Explaining Individual Differences in SLA 11. Individual learner differences 12. Learning strategies 6: Classroom SLA 13. Classroom interaction and SLA 14. Formal instruction and SLA 7: Conclusion 15. Data, theory, and applications in SLA research

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