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The SLA Hall of Fame

The SLA Hall of Fame. Scott Thornbury. The BIG questions :. The BIG questions : In what ways is SLA like FLA (First Language Acquisition)?. The BIG questions : In what ways is SLA like FLA (First Language Acquisition)? Which of the following are necessary and/or sufficient?.

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The SLA Hall of Fame

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  1. The SLA Hall of Fame Scott Thornbury

  2. The BIG questions:

  3. The BIG questions: • In what ways is SLA like FLA (First Language Acquisition)?

  4. The BIG questions: • In what ways is SLA like FLA (First Language Acquisition)? • Which of the following are necessary and/or sufficient?

  5. The BIG questions: • In what ways is SLA like FLA (First Language Acquisition)? • Which of the following are necessary and/or sufficient? • input/exposure

  6. The BIG questions: • In what ways is SLA like FLA (First Language Acquisition)? • Which of the following are necessary and/or sufficient? • input/exposure • attention

  7. The BIG questions: • In what ways is SLA like FLA (First Language Acquisition)? • Which of the following are necessary and/or sufficient? • input/exposure • attention • interaction

  8. The BIG questions: • In what ways is SLA like FLA (First Language Acquisition)? • Which of the following are necessary and/or sufficient? • input/exposure • attention • interaction • correction

  9. The BIG questions: • In what ways is SLA like FLA (First Language Acquisition)? • Which of the following are necessary and/or sufficient? • input/exposure • attention • interaction • correction • motivation

  10. The BIG questions: • In what ways is SLA like FLA (First Language Acquisition)? • Which of the following are necessary and/or sufficient? • input/exposure • attention • interaction • correction • motivation • formal instruction

  11. The BIG questions: • In what ways is SLA like FLA (First Language Acquisition)? • Which of the following are necessary and/or sufficient? • input/exposure • attention • interaction • correction • motivation • formal instruction • all/none of the above

  12. The BIG questions: • In what ways is SLA like FLA (First Language Acquisition)? • Which of the following are necessary and/or sufficient? • input/exposure • attention • interaction • correction • motivation • formal instruction • all/none of the above • Why do learners make errors?

  13. The BIG questions: • In what ways is SLA like FLA (First Language Acquisition)? • Which of the following are necessary and/or sufficient? • input/exposure • attention • interaction • correction • motivation • formal instruction • all/none of the above • Why do learners make errors? • Why do some do better than others?

  14. Alberto

  15. Julie

  16. Wes

  17. Wes: I know I’m speaking funny English / because I’m never learning / I’m only just listen / then talk / but people understand / well / some people confuse / before OK / but now is a little bit difficult / because many people I’m meeting only just one time/ …/ sometimes so difficult / you know what I mean?

  18. Nora

  19. from Ellis, R. (2008) TheStudy of SecondLanguageAcquisition (2nd edn) Oxford: Oxford UniversityPress.

  20. R.

  21. This week we were introduced to and drilled on the imperfect… Wednesday night A came over to play cards … I noticed that his speech was full of the imperfect, which I never heard (or understood) before, and during the evening I managed to produce quite a few myself, without hesitating much. Very satisfying! (Schmidt and Frota, 1986: 279)

  22. Mario

  23. I had six resources that helped me in important ways:

  24. I had six resources that helped me in important ways: 1. Buying a pocket dictionary and a standard encyclopedia for my hotel room.

  25. I had six resources that helped me in important ways: 1. Buying a pocket dictionary and a standard encyclopedia for my hotel room. 2. Talking with Anglos who didn’t speak Spanish.

  26. I had six resources that helped me in important ways: 1. Buying a pocket dictionary and a standard encyclopedia for my hotel room. 2. Talking with Anglos who didn’t speak Spanish. 3. Watching and listening to English-language television and radio every day.

  27. I had six resources that helped me in important ways: 1. Buying a pocket dictionary and a standard encyclopedia for my hotel room. 2. Talking with Anglos who didn’t speak Spanish. 3. Watching and listening to English-language television and radio every day. 4. Reading newspapers and magazines and trying to translate everything that was going on.

  28. I had six resources that helped me in important ways: 1. Buying a pocket dictionary and a standard encyclopedia for my hotel room. 2. Talking with Anglos who didn’t speak Spanish. 3. Watching and listening to English-language television and radio every day. 4. Reading newspapers and magazines and trying to translate everything that was going on. 5. Keeping a dictionary with the words that I learned every day. I took notes in a small pocket notebook during the day, the copied everything at night into a regular notebook that I alphabetized.

  29. I had six resources that helped me in important ways: 1. Buying a pocket dictionary and a standard encyclopedia for my hotel room. 2. Talking with Anglos who didn’t speak Spanish. 3. Watching and listening to English-language television and radio every day. 4. Reading newspapers and magazines and trying to translate everything that was going on. 5. Keeping a dictionary with the words that I learned every day. I took notes in a small pocket notebook during the day, the copied everything at night into a regular notebook that I alphabetized. 6. Translating everything that I saw: signs in shop windows, neon signs, ads in the subway, everything…

  30. Conclusions?

  31. Conclusions? Somelanguagelearnersreachimpressivelevels of proficiencywithoutinstruction; othersdon’t.

  32. Conclusions? Somelanguagelearnersreachimpressivelevels of proficiencywithoutinstruction; othersdon’t. Thosewho do are oftenmotivatedtodeveloplearningstrategies of theirown.

  33. Conclusions? Somelanguagelearnersreachimpressivelevels of proficiencywithoutinstruction; othersdon’t. Thosewho do are oftenmotivatedtodeveloplearningstrategies of theirown. Theselearningstrategiestypicallyinvolvesomekind of social interaction.

  34. Conclusions? Somelanguagelearnersreachimpressivelevels of proficiencywithoutinstruction; othersdon’t. Thosewho do are oftenmotivatedtodeveloplearningstrategies of theirown. Theselearningstrategiestypicallyinvolvesomekind of social interaction. Classroominstructionmighthave a ‘priming’ function.

  35. Conclusions? Somelanguagelearnersreachimpressivelevels of proficiencywithoutinstruction; othersdon’t. Thosewho do are oftenmotivatedtodeveloplearningstrategies of theirown. Theselearningstrategiestypicallyinvolvesomekind of social interaction. Classroominstructionmighthave a ‘priming’ function. Communicativecompetencemay be lessdependenton formal accuracythanonformualiclanguage.

  36. References: Alberto: Schumann, J. (1978) ThePidginizationProcess: A ModelforSecondLanguageAcquisition, Rowley, Mass.: NewburyHouse. Julie: Ioup, G., Boustaggoui, E., Tigi, M. & Moselle, M. (1994) ‘Reexaminingthecriticalperiodhypothesis: a case of a successfuladult SLA in a naturalisticenvironment’, Studies in SLA, 16. Wes: Schmidt, R. (1983) Interaction, acculturation and the acquisition of communicative competence. In Wolfson, N., and Judd, E. (eds.) Sociolinguistics and Second Language Acquisition. Rowley, Mass.: Newbury House. Nora: Wong Fillmore, L. (1979) ‘Individual differences in secondlanguageacquisition,’ in Fillmore, C., Kempler, D., & Wang, W. (eds) Individual Differences in LanguageAbility and LanguageBehavior, New York: AcademicPress. R.: Schmidt, R., and Frota, S. (1986) ‘Developing basic conversational ability in a second language: A case study of the adult learner of Portuguese’, in Day, R. (ed.), Talking to learn: Conversation in Second Language Acquisition. Rowley, Mass.: Newbury House. Mario: Kreutzberger, M. (2007) ‘Don Francisco’s Six Steps to Better English,’ in Miller, T. (ed.) How I learned English,Washington, DC: National Geographic.

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