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Essential Question

Essential Question. How does the linguistics from a student’s first language affect their second language acquisition?. Elisa Mateo, Kayla Grace, Tonya Roth. Terms Defined.

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Essential Question

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  1. Essential Question How does the linguistics from a student’s first language affect their second language acquisition? Elisa Mateo, Kayla Grace, Tonya Roth

  2. Terms Defined • Linguistics encompasses a number of sub-fields. An important topical division is between the study of language structure (grammar) and the study of meaning (semantics and pragmatics). • The linguistic relativity principle (also known as the Sapir-Whorf Hypothesis) is the idea that the varying cultural concepts and categories inherent in different languages affect the cognitive classification of the experienced world in such a way that speakers of different languages think and behave differently because of it.

  3. Terms • "Second Language Acquisition“ is the subconsciously “picking up” of language rules. • Learning is a conscious focus on knowing and apply rules of language.

  4. What we will cover: ~How L1 is acquired ~How students learn/acquire L2 ~Practical application/real life examples

  5. L1 Acquisition Theories • Behaviorism (Skinner,1960s) • Nativist (Chomsky, 1970s) • Social Interactionists (Vygotzky, 1970s-80s) • Critical Period Hypothesis (Penfield, 1959)

  6. L1 Theory: Behaviorism • Learner’s mind can be filled with information through; training, drill, and repetition. • Language is learned and depends on cultural factors. • Learning environment that allows for trial and error is essential. • The ability to learn and acquire language structure must be present.

  7. L1 Theory: NativistApproach • Language is acquired NOT learned through a natural setting. • Everyone is born with a language acquisition device (LAD) • Universal Grammar

  8. L1 Theory: Social Interactionists • Adults guide learners along the zone of proximal development (ZPD) • Learning occurs through authentic social interaction. • Learners are actively involved in the learning process

  9. L1 Theory: Critical Period Hypothesis • The ability to acquire language is linked to age • Linguistically rich environment improves the opportunity of sufficient language acquisition • Critical time for first language to be acquired • Once a first language is acquired the window to acquire another is never closed. Genie Presentation http://www.youtube.com/watch?v=bWzO8DtRd-s

  10. L2 Acquisition Theories • Krashen’s Monitor Model • Swain’s Output Hypothesis • Language Processing Model (Bialystok) • Interlanguage Theory (Selinker,1974) • Contrastive Analysis Hypothesis • Language Attrition

  11. Krashen’sMonitor Model • The acquisition-learning hypothesis • The monitor hypothesis • The natural order hypothesis • The input hypothesis • The affective filter hypothesis

  12. Swain’s Output Hypothesis • Learners need the opportunity to produce output • Speak the language • Helps learners bridge the gap between what they want to say and what they are able to say • Provides ways for learners to try new rules • Learners actively reflect on the L2 system

  13. Language Processing Model (Bialystok) • L2 learners use explicit and implicit knowledge to process input • Explicit Knowledge - learner can explain and use language rules • Implicit Knowledge - learner is not able to explain language rules but still uses them correctly

  14. InterlanguageTheory (Selinker,1974) • Interlanguage is the language of the learner • Contiually evolving and changing • System created as a result of 5 cognitive processes Interference from L1 Effect of instruction Over generalization of language rules Strategies involved in L2 learning such as memorization, etc. Strategies involved in L2 communication such as circumlocution.

  15. Contrastive Analysis Hypothesis • Explains how some features of L2 are more difficult to acquire than others • Elements similar to L1 are simple to learn • Elements that are different from L1 are difficult to learn • The more different L1 is from L2 the greater errors will surface • EX: “Arabic learners of English might use gender pronouns to things/objects when they speak English”

  16. Language Attrition • It is the loss of L1 • It is evident among speakers who use L2 in everyday life • Linked to frequency of use • Motivation • Attrition may be accelerated by negative emotional attitude towards L1

  17. Teaching Approaches • Teachers must be patient with L2 learners • Teachers must provide a low affective filter for students • Use explicit instruction only when necessary • Focus should be on communication and not on from • ELL’s require more time to process L2 input • Teachers need to provide the opportunity for students to use multiple modes of communication

  18. Teaching Approaches • Provide appropriate assessments • Teachers should value L1 to prevent language attrition • Encouragement • Make Course Work Relevant to students

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