Second Language Acquisition

1. Second Language Acquisition Lecs. 4 & 5

2. Linguistics, Psychological Theories, & SLA • Second language acquisition (SAL) • Second language acquisition research focuses on the developing knowledge and use of a language by children & adults who know at least one language. • Understanding how languages are learned will lead to more effective teaching practices.

3. First Language Acquisition & Second Language Acquisition • Second-language acquisition or second-language learning is the process by which people learn a second language. Second-language acquisition (often abbreviated to SLA) is also the name of the scientific discipline devoted to studying that process. Second language refers to any language learned in addition to a person's first language; although the concept is named second language acquisition, it can also incorporate the learning of third, fourth or subsequent languages.[1] Second-language acquisition refers to what learners do; it does not refer to practices in language teaching.(http://en.wikipedia.org/wiki/Second-language_acquisition)

4. Acquisition & L2 • L2 may be learned • simultaneously with L1, or • successively with L1 (Childhood/ adolescence/ adulthood) L2 may be learned in • L1 environment (Instruction) • L2 environment (verbal contact with native speakers)

5. Acquisition or Learning?Krashen (1981) Acquisition Learning Conscious process of studying it Formal setting • Subconscious process of picking up a language through exposure • Contact with natives

6. Research in SLA • Attempts have been made to answer the following question: • How do individuals acquire an L2? • What are the different thoughts & premises that have been offered in order to explain the process of SLA? • What needs to be taught in L2 classes?

7. Approaches to the study of SLA • The behavioristic approach • The cognitive/ psychological approach • The creative construction approach • The sociological approach

8. Historical Perspective • 1950s pedagogic (the teacher) • 1970s  pedagogic (the learner) • External factors  internal factors • Mental grammar processes of the speaker, NOT the linguistic structure • Why? • Research in linguistics, psychology, & L1 acquisition • The need to understand the mechanisms underlying SLA. • Are these mechanisms similar to those involved in FLA?

9. 1. The Behavioristic Approach • (Skinner, 1957) SLA is a process of imitation & reinforcement • (Lado, 1957) The acquisition of L2 is essentially a task of overcoming the L1 habits & learning (in their place) the habits of the L2. Only the different elements between L1 & L2 are to be learned.

10. 1. The Behavioristic Approach & Contrastive Analysis • Positive vs. negative transfer (Arabic & English) I’m going to home In my way to home This is the house I live in it Openthe light & close the light To drive a plane

11. 1. The Behavioristic Approach & Contrastive Analysis • To identify the structural similarities & difference between languages • The findings will aid in planning the language-teaching materials • The main aim of behavioristic teaching is to (i) form new correct linguistic habits through intensive practice, & (ii) eliminate errors in the process of SLA

12. Critical evaluation of the behavioristic approach • The learning process is more complex than imitation & habit-formation. • Transfer alone doesn’t fulfill the function of explaining the learner’s behavior in the L2. • L2 learners know that certain features of their L1 are less likely to be transferable than others (idiomatic expressions).

13. 2. Cognitive / Psychological Approach • Cognitive factors involve the mechanics of how an individual acquires something. • SLA = the acquisition of a complex cognitive skill (sub-skills) • A complex cognitive skill / Performance A (pattern) + Performance B (tense) = Fluent Performance

14. A. Part skill & full skill • E.g. learning to express a communicative function (may I …)  sub-skill • To take part in a conversation  a whole skill

15. B. Restructuring • There is an interaction between the element the learner is learning & the knowledge he has already acquired • This may restructure the system (language) the learner has or acquires • An L2 learner’s performance improves & develops through constant reorganizing & restructuring of information contained in this system. • An L2 learner will simplify & unify linguistic information, & gain increasing control of language performance.

16. 3. Creative Construction Hypothesis • Chomsky & SLA • What is the creative construction hypothesis ? • The learner constructs a series of internal representations of the L2 system which result from natural processing strategies: (generalization, transfer, exposure to the L2 in communication situations)

17. Creative Construction Approach • The analysis of learners’ errors at various points in their SLA • The order in which certain structures are acquired INPUT  OPERATION OF INTERNAL PROCESSING STRATEGEIS / (not the learner’s attempts to produce the language) SLA takes place internally via HEARING & READING not SPEAKING & WRITING

18. SLA as a Creative Construction

19. SLA as a Creative Construction

20. Krashen & the monitor model (creative construction hypothesis) • The acquisition-learning hypothesis • The monitor hypothesis • The natural order hypothesis • The input hypothesis • The effective filter hypothesis

21. a. The acquisition-learning hypothesis Acquisition Learning The processing of language input provided by explicit teaching of grammatical rules It is knowing the rules; having a conscious knowledge about grammar • The processing of language input provided by information

22. b. The monitor hypothesis • Monitor is a device that learners use to edit their own language performance by modifying utterances which are generated from the acquired knowledge (competence) • It occurs just before or after an utterance • BUT, there are 3 conditions • Some knowledge of the acquired rule • Sufficient time • The learner’s attention  location + nature of the grammatical form

23. c. The natural-order hypothesis • Language learners acquire properties of an L2 in a predictable order through a series of common transitional stages in moving towards target/ 2nd language forms • Exception: morphemes & conjunctions

24. d. The input hypothesis • Input is the most important factor in SLA; it affects the progress of the learner in learning the L2. • The characteristics of comprehensible input: • Comprehensive • Adequate to the level of learners • Clear (pronunciation + grammar)

25. e. The affective filter hypothesis • Non-linguistic factors affecting SLA • MOTIVES, NEEDS, ATTITUDES, EMOTIONAL STREES, ETC.

26. The Sociological Approach, ORACCULTURATION Model • The focus in the late 1970s & early 1980s  the social context of the adult SLA • Acculturation  the process of becoming adapted to the culture of the new or 2nd language • understanding of the system of thoughts, beliefs, emotions, & system of communication of the new culture • Degree of adaptation to L2 = extent of competence acquired in L2

27. social distance & psychological distance • Learners of L2 Social distance  native speakers of L2 • Development towards L2 is dependent on the level of social distance between the learner & native speakers of L2 • Social distance & the acquisition of Grammar • Learners of L2 psychological distance  native speakers of L2 • Psycho. Distance results from various affective factors concerning the learner as an individual • Resolution of language shock, culture shock, stress, integrated vs. instrumental motivation

28. 4. The Sociological Approach, ORACCULTURATION Model • This model explains why L2 learners often fail to develop/ achieve native-like competence due to social and/ or psychological factors