View
218
Download
0
Category
Preview:
Citation preview
8/13/2019 Inter Language Funiber1
http://slidepdf.com/reader/full/inter-language-funiber1 1/11
1
Order of acquisition of L2 morphemes
8/13/2019 Inter Language Funiber1
http://slidepdf.com/reader/full/inter-language-funiber1 2/11
2
3.4.1 The learners’ active role in language acquisition:
the notion of interlanguage. Evolving definitions
Corder (1967): transitional system
Role of LAD and input for rule formation and reformulation
Role of errors
Role of mother tongue
Status of learner hypotheses
Unique character of learner system
Transitional system: Learning a L2 is seen as an operation whereby the LAD builds a system usingthe language to which the learner is exposed (input) and creating out of that input a particulartransitional system. This transitional system is modified when new input encountered by thelearner is seen to conflict with the rules of that system: the learning device’s hypotheses aredisconfirmed. Using this transitional system the learner produces systematic utterances(conforming to the target language rules) and other non-conforming features which are what theteacher would call systematic ‘errors’.
Three more important aspects of this transitional competence:
role of mother tongue (hypotheses are formed on the basis of the L1 and also with reference tothe input, so the basis is not the L1)
status of ‘learner hypothesis’ (largely unconscious)
unique character of learner systems versus normal languages.
8/13/2019 Inter Language Funiber1
http://slidepdf.com/reader/full/inter-language-funiber1 3/11
3
3.4.2 The learners’ active role in language acquisition:
the notion of interlanguage. Evolving definitions
Nemser (1971): approximative systems
Directional and discrete stages
Deviant system
Succession of evolving systems that take learner nearer andnearer to the target system and further and further from thesource system: Approximative systems.
8/13/2019 Inter Language Funiber1
http://slidepdf.com/reader/full/inter-language-funiber1 4/11
4
3.4.3. The learners’ active role in language acquisition: the
notion of interlanguage. Evolving definitions
Selinker (1972): Interlanguage
Role of L1 acquisition Role of LAD: fossilization
Processes of Interlanguage
1. L1 transfer
2. Overgeneralization
3. Transfer of training4. Strategies of second language learning
5. Communication strategies
6. Use of target language rules
7. Backsliding
Interlanguage (Selinker, 1972): separateness of a second language learner’s system,structurally intermediate between native and target languages. The differences withCorder: Role of L1 and Type of Learning.
For Selinker acquiring a second language is different from acquiring a first language, sothere is no child language (but interlanguage) as the original mechanism for learning(lateralization) are atrophied. (Fossilization).
8/13/2019 Inter Language Funiber1
http://slidepdf.com/reader/full/inter-language-funiber1 5/11
5
Fossilization Phenomena (Selinker)
Why??
- May be first and second language acquisition are driven by different
mechanisms (that’s why it takes place only in L2 acquisition) - May be first and second language acquisition are driven by the samelearning mechanisms but the L2 process is disturbed by some externalfactor or cluster of factors such as inadequate input, lack of motivation orinterference from the L1
How??
1st stage: Random errors: Learners do not know systematic aspects ofL2 (‘lexical stage’)
2nd stage: Emergence: There exist some rules, different from L2 rules.
Overgeneralizations occur.3rd stage: Systematic: rules are similar to L2 rules. Learner is able toself-correct
4th stage: Stabilization: the learner has no communication problem. Hecommits few errors
Result
8/13/2019 Inter Language Funiber1
http://slidepdf.com/reader/full/inter-language-funiber1 6/11
6
Fossilization: In the process of rule formation and
hypothesis testing, the learner does not ‘see’ any
errors, so he does not correct himself, even if errors
are still present. If the learner receives positive
feedback –he is understood, even with mistakes- he
will not correct himself. This is typical of advancedlearners, who have errors for a long time.
Factors affecting fossilization: sex, listening capacity,hemisphere specialization, age, motivation,
personality, absence of learning opportunities…
8/13/2019 Inter Language Funiber1
http://slidepdf.com/reader/full/inter-language-funiber1 7/117
3.4.6. Interlanguage features (continued)
3.4.6.4. L1 influence and rate of development
L1 influence on L2 (Ellis, 1994: 339)
8/13/2019 Inter Language Funiber1
http://slidepdf.com/reader/full/inter-language-funiber1 8/118
3.4.6. Interlanguage features (continued)
3.4.6.4. L1 influence and rate of development
1. Transfer versus interference
2. Types of cross-linguistic influence
Grammatical transfer
1. Delay sequences
2. Speed up passage through sequences3. Add sub-stages to sequences
4. No change in order or omission of sequences
Communication transfer
Pragmatic transfer
3. Factors affecting transferLinguistic complexity
Permanence in L2 country
Level of competence
4. Markedness
5. Perceived transferability
8/13/2019 Inter Language Funiber1
http://slidepdf.com/reader/full/inter-language-funiber1 9/11
9
Variation in linguistic form
Horizontal v.(synchronic)
Vertical v.(diachronic)
Intra-learner Inter-learner
Systematic
Non-systematic
Linguistic context
Situational context
Psycholinguistic context
Task induced v.
Form-function
8/13/2019 Inter Language Funiber1
http://slidepdf.com/reader/full/inter-language-funiber1 10/11
10
3.4.6.6. Use of communication strategies: definitions Learner Strategies (go over Selinker Interlanguage processes):
-Examples of learner strategies identified in ‘early’ development(Larsen-Freeman and Long, 1991: Table 3.4.)-Two types:
A.Learning strategies: a series of skills used with a particular learningpurpose in mind. Ability to monitor the learning situation and respondaccordingly. They deal with the receptive domain of intake, memory,storage and recall.
B.Communication strategies: employment of verbal or nonverbalmechanisms for the productive communication of information.
Role: some prefer to see strategies as having a special status ininterlanguage theory while others see them more simply as a reflectionof general human problem-solving behaviour and nothing specific to L2behaviour.
B. Communication strategies(See general classifications: Tarone, 1981; Chesterfield & Chesterfield,
1985)
Practice 3: Analysis of Learners’ strategies.
8/13/2019 Inter Language Funiber1
http://slidepdf.com/reader/full/inter-language-funiber1 11/11
11
3.4.6.6. Use of communication strategies. Classifications
2. Types: several classifications-Tarone (1981)
1. Paraphrase2. Transfer/borrowing3. Avoidance
4. Mime5. Appeal for assistance
- Chesterfield and Chesterfield (1985)- Oxford (1990)- Common taxonomy (Dörnyei & Scott,1997)
Recommended