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L2 learning Second Language learning: The birth of error analysis.

L2 learning Second Language learning: The birth of error analysis. Errors happen when learners try to say something that is beyond their current level of language processing . Learners are not able to correct their errors . E.g Excuse me, I didn’t hear what did she say .

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L2 learning Second Language learning: The birth of error analysis.

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  1. L2 learningSecond Language learning: The birth of error analysis.

  2. Errorshappenwhenlearners try tosaysomethingthatisbeyondtheircurrentlevel of languageprocessing. Learners are notabletocorrecttheirerrors. • E.g Excuse me, I didn’thearwhatdidshesay. • Slips are theresult of tireness, temporaryemotionsorcircumstances. Learners can correct slips bythemselves. • E.gShe has fiveyears, I mean, sheisfiveyearsold.

  3. L2 LEARNING

  4. SECOND LANGUAGE LEARNING: thebirth of error analysis • Researchers and teachers: studies are basedoncontrastiveanalysis • Findings: pairs of languageswerenotdifficult E.g: I likethem(English) Je lesaime (French)

  5. SECOND LANGUAGE LEARNING • Error AnalysisOrigin: DuetotheDevelopment of firstlanguageacquisition and desillusionmentwithcontrastiveanalysis. • Thepredictions of contrastiveanalysis: all error would be causedbyinterferencefromfirstlanguage. • Otherpredictions: errorswouldnot be causedbyfirstlanguage

  6. SECOND LANGUAGE LEARNING • Researchers: comparedtheerrorsmadebychildrenlearningtheirmothertongue. • Interlanguageappeared: two fundamental notions. 1. languageis a system: itsown rules 2. languageis a dynamicsystem: evolveover time

  7. Theories about SLA • Principles and Practice in Second Language Acquisition FIVE HYPOTHESIS • Acquisitions / learning are two different processes (spontaneous vs. conscious) • Natural order (grammar is acquired in a predictable order in a natural setting) • Monitor (learning functions only as an editor or monitor) • Input (comprehensible input essential for acquisition) • Affective filter (acquisition occurs when affective conditions are optimal, i.e, low anxiety, motivation, confidence, etc.)

  8. Affective Factors in SLA Self -esteem Inhibition Extroversion Empathy Risk taking Anxiety

  9. LEARNING and ACQUISITION are not able to exist at the same time mutually exclusive

  10. The acquisition learning hypothesis

  11. The Monitor hypothesis

  12. INTERLANGUAGE TT language produce by learners INTERLANGUAGE Which can be described at any point in time as a resulting from sistematic rules SYSTEM INTERLOKING SYSTEM Caracterize learner progression

  13. The interlanguage concept relies on two fundamental notions • in its own right • obeying its own rules SYSTEM The languageproduced by the learners is a DINAMIC SYSTEM envolving over time

  14. REFERENCES • Ellis (1990, p.57) • Mitchell & Myles (1998, p.126) • Gregg (1984, p.94) • McLaughlin (1987, p.56) • Krashen& Terrell, 1983; Terrell et al, 1997

  15. MEMBERS GROUP 3 Jimmy torresgabrielavenegasruthinfantemaria de lourdesguevaramonicachiliquinga

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