Upload
basil-fields
View
213
Download
0
Embed Size (px)
Citation preview
Second Language Acquisition.2
Roml 700
Fall 2012
1
What?
I know what this is!
But what are we
supposed to do with
it?
2
BUT… “Helping Learners to learn does not require an
understanding of SLA phenomena.” ICoSLA (International Commission on Second Language
Acquisition)
3
Cognitive Linguistics Efficiency grammatical structures of language are
directly associated with the way people conceptualize
Ronald Langacker: “grammar is conceptualization”
4
Multi-competence – Integration continuum Mind of L2 user is a whole L1 + interlanguage + L2
Cook, 2002Grosjean, 2001
5
Fundamental distinctions
Competence Performance
Unconscious knowledge of a grammatical system
How linguistic knowledge is used
6
What do we teach?
7
Oh, crap! this is going
to hurt!!
8
Input Learner’s source of information is the target
language itself. Intake = Learner processes language
Language must fall within the learner’s range of comprehension.
Different learners have different intake levels.Krashe
n’s I + 1
9
Factors in traditional instructional methods that inhibit intake Strict sequencing Emphasis on productive skills Limited interaction
10
Using English in the classroom: NO Children learning L1 can’t fall back on another
language. L1 and L2 should be kept in separate
compartments in the brain. Maximize quantity of exposure to L2. Use L2 for real life functions.
11
Using English in the classroom: YES
Cognitive styles
1. Acquisition Learning hypothesis
2. Monitor hypothesis3. Natural Order
hypothesis4. Input hypothesis5. Affective Filter
hypothesis
Wholists
Analytics
Verbalisers
Convergent thinkersDivergent thinkers
HolistsSerialists
Single dimension: right-brain to left-brainAdaptation-Innovation
…
HudsonWitkinOrnsteinRiding
12
Using English in the classroom: HOW? Teachers
Instructions, explanations Use of L1 is supportive and facilitating scaffolding
Students Allows work within Zone of Proximal
Development Protects attitudinal balance between L1 and L2
ZPD: Lev Vigotsky, 1978
Clay, 2005Smagorinsky, 2007
13
Why correct errors?
14
15
Acquisition theory Learner will stop making errors when ready Provide correct Input + 1
16
Learning as process Make error obvious Model alternative Explain why it’s important to produce the correct
answer
17
fossilization “stopping short” (incompleteness) of native
speaker proficiency
A central characteristic of any interlanguage is that it fossilizes… cases to develop at some point short of full identity with the target language. Tarone, 1994
Selinker, L. (1972). Interlanguage. IRAL, 10, (3), 209-231.
MotivationEgo boundaries
Lack of empathy with TL speakers
18
Pragmatics Grammatical competence
Unconscious Implicit knowledge the speaker has about language Comes from the module of the mind associated with the
human language faculty Chomsky, 1965
PragmaticsReal world knowledgeNot innateThe result of non-language specific
abilities that change over the course of cognitive development
19
How do we test achievement?
20
21
WantedProper descriptions of successful L2 users:
unique characteristics of grammar, vocabulary and pronunciation.
Progress assessment Is student a successful L2 user? (not “failed
native speaker”) What makes individual sense: specialized
goals.
22
Proficiency assessment American Council of Teachers of Foreign Langu
ages Minnesota Language Proficiency Assessment Center for Advanced Language Proficiency Ed
ucation and Research , Penn State
University of IowaWorld Language Placement Testsdeveloped at Brigham Young
23
Achievement and Placement
24