SLA Theory

Strategies to MaximizeLanguage Acquisition Abroad

Lance R. Askildson, Ph.D.Assistant Provost for InternationalizationDirector of the Center for the Study of Languages & Cultures1Some Preliminary ReflectionsIn small groups of 4-6, answer the following questions:

How is a second language learned? What do you need to do to learn language? Why go abroad to learn language?

What do you find challenging about language learning? What do you anticipate to be difficult?

What do you hope to achieve in terms of language gains while abroad? Be specific.

(Efficacy vs Efficiency)

2Dual Routes of AcquisitionTwo forms of language acquisition:1) Explicit instruction or focused studya.k.a., attention to linguistic form 2) Implicit learning via acquisitional mechanismsa.k.a., attention to meaning (LAD)Two processes of language skill development:Controlled processinga.k.a., attentionally-focused language studyAutomatic processinga.k.a., fluent & natural processingTwo domains of linguistic knowledge:Declarative linguistic knowledgewhat you know: vocab, grammar, etc.Procedural linguistic knowledgewhat you can operationalize via output

3Language Learning in the ClassroomExplicit instruction, attentionally-controlled and focused on declarative knowledge (e.g. grammar)Allows for targeted sequencing of language development (structural syllabus vs functional)Allows you to overcome Critical Period effects that typify adult naturalistic learning (+ed)Allows you to build key knowledge sets for language learningWhy leave the classroom then? Why go abroad?Artificial, dis-fluent and slow language outcomesLack of implied cultural contexts and meaningsNeed to connect language w/ people for motivation4Why go abroad for Language Learning?To get out of the classroom and interact with native speakers in the local environment. Its that simple.

Study abroad is not a panacea for language learningIn fact, it can cause you to regress or abandon your studies

Keri Matwick, 2009 SLA Grant Alumnus5Language Learning Through Hypothesis Testing: In/Out of ClassAdult learners develop second language proficiency by recognizing patterns in the inputThis pattern recognition happens at and below attentional awarenessOnce a pattern is recognized, the learner develops a hypothesis about that particular linguistic formits construction and useThese hypotheses are tested and then revised until the accurate form and use is achievedThe driver of hypothesis revision is a mechanism termed linguistic monitoring & noticingChallenge for adult SLA

6Setting Ideal Contexts for AcquisitionYou should also try to seek out idealized opportunities for exposure to advance your gainsInput + 1 versus Input +4 and Input + 10Comprehensible input means 80-90% known languageOften more complex language gets negotiated down to these levels via negotiation of meaningInference and contextual guessing is another engine of language (and specifically vocabulary) growthInput needs to be authentic and student-driven to be most successfulthe goal of SA7Motivation: Intrinsic & ExtrinsicMotivation is the most significant predictor of success for learning of any type, and significantly more so for language learningWhile extrinsic motivation can help (e.g. DLI) in the short-term, intrinsic motivation has consistently demonstrated the strongest correlation with both length of language study and final attainmentIt is important to raise your motivation to a level of awareness so that you can address areas that impact your motivation through targeted thoughts and behaviors, aka cognitive strategiesWhat motivates you to learn the language in your country of study?8Language Processing PatternsLanguage is perceived & processed as a gestalt; in whole units of meaning consisting of words/phrases

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Processing constraints on writing and reading

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9Why we Send you Abroad: Negotiation of Meaning with NSsWhile the mental mechanism of language development is hypo testing and revision, this rarely happens passively and requires interactionThe applied mechanism of language development is interactive communicationbut with caveatsCommunication should allow for i+1/2 inputCommunication should be authentic & meaningfulL2 learner communication should lead to a process of negotiation of meaning between interlocutors in which breakdowns in communication are noticed and repaired through cognitively-directed strategies like circumlocution, implicit/explicit feedback, contextual inference, etc.Negotiation of meaning with Native Speakers during study abroad is an ideal means of developing both linguistic and sociolinguistic competences for true fluency

10Putting it all together: What should you Know & doForm & process of second language acquisitionSynergistic knowledge; sequencing; interlanguage; processing constraints; role for first language; occurrence of errorsHypothesis testing and maximizing learningCognitivism; monitoring/noticing; i+1 versus i+4; motivation; and learning outcomesCommunicative competence & interactionSociocultural & strategic competence; meaningful & memorable interaction; negotiation of meaning

Use these insights to craft a purposeful approach to your language learningEstablish clear [functional] goals for language developmentSeek out ideal contexts & interlocutors for learningDirect attention and awareness via cognitive strategies to maximize acquisition11Questions?Questions about principles of SLA and the learning process?Questions about immersion-based language acquisition?Other questions?

Prof. Lance Askildson (Askildson.2@nd.edu) 12