Introduction to Second Language Acquisition

1. Delia Prestiana Putri 2201410040 Introduction to Second Language Acquisition

2. Second Language Acquisition(Ellis; 2003) Chapter 1: Introduction: describing and explaining L2 acquisition Chapter 2: The Nature of Learner Language

3. Introduction: describing and explaining L2 acquisition • What is ‘second language acquisition’?- It is the systematic study of how people acquire a second language (L2),- It is a recent phenomenon; and- It belongs to the second half of the twentieth century. • Definition:- L2 acquisition is the way in which people learn a language subsequent to their mother tongue, for instance, naturally as a result of living in a country where it is spoken or through instructions in a classroom. - Second Language Acquisition (SLA) is the study of this.

4. Introduction: describing and explaining L2 acquisition The goals of learning SLA: 1. description: describe how learner’s language changes overtime. 2. explanation: identifying the internal and external factors that account for why learners acquire an L2 in the way they do. 3. Learners possess communication strategies that can help them make effective use of their

5. Introduction: describing and explaining L2 acquisition Two case studies Definition: A case study is a detailed study of a learner’s acquisition of an L2. These studies are longitudinal (samples of the learner’s speech or writing are collected over a period of time. ● The first case study is a study of an adult learner learning English in surroundings of daily communication. ● The second case study is a study of two children learning English in a classroom.

6. Introduction: describing and explaining L2 acquisition • Methodoligical issues and investigations:The second study is more typical of SLA because researchers have to focus on some specific aspects of language rather than on the whole complex phenomenon.One has to make a distinction between their knowledge and what learners can do.One possibility to measure wheter acquisition has taken place or not is to consider the overuse of linguistic forms. • Issues in the describtion of learners language • Issues in the explanation of L2 acquisition

7. Issues in the describtion of learner language • One finding is that learners make error of different kinds. • The role of the chunks formula to perform communication function. • Learners acquire the language systematically.

8. Issues in the explanation of L2 acquisition • Item learning: the expression as an unanalyzed whole. • System learning: an explanation of L2 acquisition must account for both item and system learning and how the two interrelate.

9. The Nature of Learner Language Error and error analysis ● Identifying error:- comparison of sentences produced by the learners with the ‘correct’ sentences in the target language.- dictinction error: < - > mistake ● Describing error:- classification into 2 types – 2 ways:1. classification into grammatical categories 2. try to identify general ways in which the learners utterances differ from target language utterances.

10. The Nature of Learner Language ● Explaining errors- systematic error -> L2 learners create rules on their own – different to the rules of the target language- universal error -> L2 learners commit the same grammatical errors ● Error evaluation-> purpose: to help L2 learners to learn an L2.- Global errors- Local errors

11. The Nature of Learner Language Developmental patterns ● The early stages of L2 acquisition- silent period- formulaic chunks -> use of fix expressions- propositional simplification ● The order of acquisition - accurancy order

12. The Nature of Learner Language Sequence of acquisition:1. transitional construction2. U-shaped course of development3. restructuring Some implication: Internal cognitive mechanism control acquisition, irrespective of the personal background of learners or setting in which they learn.

13. The Nature of Learner Language • Variability in learner language: • Linguistics context • Situational context • Psycholinguistic context • Form-function mapping • Free variation • Fossilization

14. Linguistic Context • In one context they use one form while in other contexts they use alternate forms.

15. Situational Context • Learners vary their use of language similarly. They are more likely to use the correct target-language forms in formal contexts and non-target forms in informal contexts.

16. Psycholinguistic Context • Learners have the opportunity to plan their production.

17. Form-function Mapping • That learners make do not always conform to those who found in the target language.

18. Free Variation • Learners do sometimes use two or more forms. • Constitutes an essential stage in the acquisitions of grammatical structures.

19. Fossilization • Learners stop developing while still short of target language competence.

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