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Introduction: Describing and Explaining L2 Acquisition. Ellis 2003, chapter 1 pp. 3 -13 By Aida W. Wardhananti 2201410055. GLOBAL VILLAGE (GLOBALIZATION). People start to learn a second language (L2). What is ‘Second Language Acquisition’?.
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Introduction: Describing and Explaining L2 Acquisition Ellis 2003, chapter 1 pp. 3 -13 By Aida W. Wardhananti 2201410055
GLOBAL VILLAGE (GLOBALIZATION) People start to learn a second language (L2)
What is ‘Second Language Acquisition’? Any language that is learned subsequent to the mother tongue. It refer to the learning of a third or forth language SECOND The way in which people learn a language other than their mother tongue, inside or outside of a classroom L2 Acquisition Second Language Acquisition (SLA) The Study of L2
External and Internal Factors • Social milieu (Social condition) influence the opportunities that learners have to hear and speak the language and the attitudes that they develop towards it e.g., learning a language when you respect and are respected • The input that learners receive the sample of language to which a learner is exposed Learners possess cognitive mechanisms which enable them to extract information about the L2 from the input- to notice e.g., The plurality in English is conveyed by adding an –s to a noun
The goals of SLA are to: • Describe how L2 acquisition proceeds • Explain this process • Describe why some learners seem to be better at it than others
Two Cases Studies A case study is a detailed study of a learner’s acquisition of an L2 (involving the collection of samples of the learner’s speech or writing over a period of time, sometimes years) Two case studies are: The study of an adult learner English in surroundings where it serves as a means of daily communication The study of two children learning English in classroom
A case study of an adult learner • A thirty-three year-old Japanese artist named Wes. • He is an example of ‘naturalistic learner’ (Someone who learns the language at the same time as learning to communicate in it. • Richard Schmidt, a researcher at the University of Hawaii, studied Wes’s language development over three years period from the time Wes visited Hawaii.
Result of the research • After three years of trying to communicate English, Wes did not learn much grammar, (he was not so good in grammar); however, he achieved considerable success as communicator.
A case study of two child learners • The learners were a ten-year-old Portuguese boy named J and an eleven-year-old boy from Pakistan named R. • They were completely beginners in english • Both learners were learning English in a language unit in London. • The researcher was Rod Ellis. • The focus of the study is requests.
The result of the study • Both learners were capable of successfully performing simple requests even when they knew very little English • Both learners manifested development in their ability to perform requests over the period of study. • However, both learners were still far short of native-like competence.
So? Learners must engage in both ITEM LEARNING and SYSTEM LEARNING Item Learning: learning expression ‘Can I have….?’ System Learning: learning kind of rule for ‘can’
Conclusion of the research None of the three learners in the two case studies reached a native-speaker level of performance. WHY? Perhaps, • Needed more time to learn • Stop learning • They are only motivated to learn an L2 to the extent that they are able to satisfy their communicative need. • They did not wish to belong to the community of the native speakers they had contact with.
