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E10 02 second languaje acquisition cap1
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Prepared By:
Edward Valcárcel Melgarejo
Docente de Educación en IdiomasUniversidad Nacional de San
Agustín de Arequipa
*Second Language
Acquisition
OBJECTIVES
1. Demonstrate an understanding of the internal
factors influencing the learning process.
2. Integrate knowledge of second language
acquisition research and diverse cognitive
style.
* CHAPTER 1
KEY ISSUES IN SECOND
LANGUAGE ACQUISITION
*THEMATIC NUCLEUS 1
PREVIOUS CONCEPTS
*What is Second
Language Acquisition?
SLA as a Uniforms Phenomenon
SLA is not a uniform and predictablephenomenon. There is no single way inwhich learners acquire a knowledge of asecond language. SLA is the product ofmany factors pertaining to the learner on theone hand and the learning situation on theother.
*SECOND LANGAGE ACQUISITION
VS FIRST LANGUAGE ACQUISITION
Second language acquisition stands in contrast to first language acquisition. It is the study of how learners learn an additional language after they have acquired their mother tongue. The study of language leaner language began with the study of first language (L1) acquisition.
* What is the Study of Second Language
Acquisition?
It is the study of:
how second languages are learned;
how learners create a new language system with limited exposure to a second language;
why most second language learners do not achieve the same degree of proficiency in a second language as they do in their native language; and
why some learners appear to achieve native-like proficiency in more than one language.
THE CENTRALITY OF SYNTAX AND MORPHOLOGY
COMPETENCE VERSUS PERFORMANCE
A distinction is often made beween competenceand performance in the study of language.According to Chomsky competence consists ofthe mental representation of linguistic ruleswhich constitute the speaker-hearer’sinternalized grammar. Performance consists ofcomprehension and production of language.
*Competence Vs. Performance
According to Chomsky (1965), competence consistsof mental representations of linguistic rules thatconstitute the speaker-hearer’s internal grammar.
This internal grammar is implicit rather than explicit.It is evident in the intuitions, which the speaker-hearerhas about the grammaticality of sentences.
Performance consists of the use of this grammar inthe comprehension and production of the language.
*THE ROLE OF THE FIRST
LANGUAGE
*Language transfer
*L1 helps L2
*L1 makes difficult
*THE GIRL SMART
*THE SMART GIRL
*
Contrastive analysis is a way of comparing languages
in order to determine potential errors.
The ultimate goal of contrastive analysis is to predict
areas that will be either easy or difficult for learners.
*INDIVIDUAL LEARNER
DIFFERENCES
*AGE: Do adults learn a L2 in the same way as
children.
*APTITUDE
*MOTIVATION: Intrinsec and Extrinsec.
*PERSONALITY AND COGNITIVE STYLE: What kind
of personality is most successful in learning a
L2? What role does inhibition play in SLA?
*THE ROLE OF THE INPUT
*LEARNER PROCESSES
*Cognitive Strategies.
*Universal Grammar
*THE ROLE OF FORMAL
INSTRUCTION
*The effect that instruction has on the route of
learning and
*The effect that it has on rate of learning.
Order of grammar.
Does formal instruction help learners to perform in
all types of situations? Why?
*Accelerating the whole process.
*Learn more rapidly.
*THEMATIC NUCLEUS 2
THE ROLE OF THE FIRST
LANGUAGE
*The Role of the First Language
Introduction
Foreing accents in SLA.
Transferring L1 features into the L2.
Language
Transfer
*Behaviourist Learning
Theory
*Habits: Different stimuli produced
differente responses from a learner.
*What is a habit?
*The stimulus elicits the response.
*Imitation and reinforcement.
*Behaviourist Learning
Theory
*Errors: old habits get in the way
of learning new habits.
*Interference was the result of
what was called proactive
inhibition.
*Contrastive Analysis
Hypothesis: The Psychological
Aspect
There are two positions that developed with regard to CA: (1) strong (2) weak.
The strong version (predictive) maintained that all L2 errors can be predicted.
The weak version (explanatory) maintained that a contrastive analysis can be used to identify which errors are the result of interference..
*Contrastive Analysis
Hypothesis: The Linguistic
Aspect
Structuralist linguists: description of the differentcategories that make up the patterns of alanguage.
Procedure:
oDescription of the two languages.
oSelection of items or areas for comparison
oComparison.
oPrediction of areas which can cause errors.
*Criticisms of the
Contrastive Analysis
Hypothesis
*The ability of Contrastive Analysis to
predict errors.
*Contrastive Analysis doesn’t have
anything relevant to offer to language
teaching.
*Empirical Research and
the predictability of
errors
*Four types of errors.
1. Interference-like errors: reflect native language
structure.
2. First language developmental errors: are found in first
language acquisition data.
3. Ambigous errors: can not be categorized.
4. Unique errors.
*Theoretical
Criticisms
*The attack on behaviourist accounts
of language learning which was given
impetus by chomsky`s (1959) review
of Skinner`s Verbal Behaviour;
*Practical Criticisms
*Is Contrastive Analysis useful for the
teacher?
*The final set of criticisms concerns
whether Contrastive Analysis is of any
practical worth to language teachers.
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