Strategies to Maximize Language Acquisition Abroad

1. Strategies to MaximizeLanguage Acquisition Abroad Lance R. Askildson, Ph.D.Assistant Provost for InternationalizationDirector of the Center for the Study of Languages & Cultures

2. Some Preliminary Reflections In small groups of 4-6, answer the following questions: • How is a second language learned? What do you need to do to learn language? Why go abroad to learn language? • What do you find challenging about language learning? What do you anticipate to be difficult? • What do you hope to achieve in terms of language gains while abroad? Be specific. (Efficacy vsEfficiency)

3. Dual Routes of Acquisition • Two forms of language acquisition: • 1) Explicit instruction or focused study—a.k.a., attention to linguistic form • 2) Implicit learning via acquisitional mechanisms—a.k.a., attention to meaning (LAD) • Two processes of language skill development: • Controlled processing—a.k.a., attentionally-focused language study • Automatic processing—a.k.a., fluent & natural processing • Two domains of linguistic knowledge: • Declarative linguistic knowledge—what you know: vocab, grammar, etc. • Procedural linguistic knowledge—what you can operationalize via output

4. Language Learning in the Classroom • Explicit instruction, attentionally-controlled and focused on declarative knowledge (e.g. grammar) • Allows for targeted sequencing of language development (structural syllabus vs functional) • Allows you to overcome Critical Period effects that typify adult naturalistic learning (+ed) • Allows you to build key knowledge sets for language learning • Why leave the classroom then? Why go abroad? • Artificial, dis-fluent and slow language outcomes • Lack of implied cultural contexts and meanings • Need to connect language w/ people for motivation

5. Why go abroad for Language Learning? • To get out of the classroom and interact with native speakers in the local environment. It’s that simple. • Study abroad is not a panacea for language learning • In fact, it can cause you to regress or abandon your studies Keri Matwick, 2009 SLA Grant Alumnus

6. Language Learning Through Hypothesis Testing: In/Out of Class • Adult learners develop second language proficiency by recognizing patterns in the input • This pattern recognition happens at and below attentionalawareness • Once a pattern is recognized, the learner develops a hypothesis about that particular linguistic form—its construction and use • These hypotheses are tested and then revised until the accurate form and use is achieved • The driver of hypothesis revision is a mechanism termed ‘linguistic monitoring & noticing’ • Challenge for adult SLA

7. Setting Ideal Contexts for Acquisition • You should also try to seek out idealized opportunities for exposure to advance your gains • Input + 1 versus Input +4 and Input + 10 • Comprehensible input means 80-90% known language • Often more complex language gets negotiated down to these levels via ‘negotiation of meaning’ • Inference and contextual guessing is another engine of language (and specifically vocabulary) growth • Input needs to be authentic and student-driven to be most successful—the goal of SA

8. Motivation: Intrinsic & Extrinsic • Motivation is the most significant predictor of success for learning of any type, and significantly more so for language learning • While extrinsic motivation can help (e.g. DLI) in the short-term, intrinsic motivation has consistently demonstrated the strongest correlation with both length of language study and final attainment • It is important to raise your motivation to a level of awareness so that you can address areas that impact your motivation through targeted thoughts and behaviors, aka cognitive strategies • What motivates you to learn the language in your country of study?

9. Language Processing Patterns • Language is perceived & processed as a gestalt; in whole units of meaning consisting of words/phrases • “Aoccdrnig to rscheearch at an Elingshuinervtisy, it deosn'tmttaer in wahtoredr the ltteers in a wrod are, olnytaht the frist and lsatltteres are at the rghitpcleas. The rselt can be a toatlmses and you can sitllraed it wouthit a porbelm. Tihs is bcuseae we do not raederveylteter by ilstef, but the wrod as a wlohe.” Processing constraints on writing and reading“Whhefnyoguredahd or wridgthe in a sfechondlansegujgge, mudch of yotdsurattentfmionanxdpsrocfesjsingpogwer is fohckused on deckdoding or endhjcodingdmeanding via whsolhewosrds or pdhrdagses. As a reslsjult, it imsewasxy to ovfherlrookgrfasmmeatical or rhqetorficralfpattsernsevfeanwtheunysoiuksnoalwthdemw.”

10. Why we Send you Abroad: Negotiation of Meaning with NS’s • While the mental mechanism of language development is hypo testing and revision, this rarely happens passively and requires interaction • The applied mechanism of language development is interactive communication—but with caveats • Communication should allow for i+1/2 input • Communication should be authentic & meaningful • L2 learner communication should lead to a process of negotiation of meaning between interlocutors in which breakdowns in communication are noticed and repaired through cognitively-directed strategies like circumlocution, implicit/explicit feedback, contextual inference, etc. • Negotiation of meaning with Native Speakers during study abroad is an ideal means of developing both linguistic and sociolinguistic competences for true fluency

11. Putting it all together: What should you Know & do • Form & process of second language acquisition • Synergistic knowledge; sequencing; interlanguage; processing constraints; role for first language; occurrence of errors • Hypothesis testing and maximizing learning • Cognitivism; monitoring/noticing; i+1 versus i+4; motivation; and learning outcomes • Communicative competence & interaction • Sociocultural & strategic competence; meaningful & memorable interaction; negotiation of meaning • Use these insights to craft a purposeful approach to your language learning • Establish clear [functional] goals for language development • Seek out ideal contexts & interlocutors for learning • Direct attention and awareness via cognitive strategies to maximize acquisition

12. Questions? • Questions about principles of SLA and the learning process? • Questions about immersion-based language acquisition? • Other questions? • Prof. Lance Askildson (Askildson.2@nd.edu)