Tema 2 First and Second Language Acquisition

8/8/2019 Tema 2 First and Second Language Acquisition

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Second Language Acquisition

To Think About:

Think about a baby acquiring his first language.

Think about a person acquiring a second

language.

What similarities and differences are there in the

two processes?


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First and Second Language

AcquisitionCharacteristics L1 Learner L2 Learner

constructs language from

prior conceptual knowledge x x

is an active learner who tests

and revises hypotheses x x

requires interaction x x

uses cognitive strategies(i.e., overgeneralization) x x

understands more when input is modified

(caretaker talk, foreign talk) x x

develops language in predictable stages x x

makes developmental errors x x

experiences a silent period x x


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Characteristics L1 Learner L2 Learner

is usually made cognitively developed x

generally has a greater knowledge of

the world x

generally can learn and apply rules

more easily x

usually has more control over input xhas an L1 as a resource x

is familiar with one or more other cultures x

may have a problem with

attitude/motivation x

is more likely to be inhibited or anxious x

Adapted from: P. Richard-Amato. (1996). Making it happen: Interaction in the second

language classroom. P.27


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Age and Second Language

Acquisition

To Think About:

Is it better to learn a second language when

one is young or when one is older?

Why?


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Critical Period Hypothesis

The Critical Period Hypothesis states that

and individual must acquire a language by a

critical period or it will be difficult to

acquire a language. This is in terms ofFirst

Language Acquisition.

The main advantage to learning a languagewhen younger is that the individual is more

likely to acquire a native-like accent.


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Proficiency: What is it?To Think About:

When a person proficient in a second

language?

How do you know a person is proficient?


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Proficiency: GrammaticalCompetence

Mastery of language code

LexiconWord formation rules

Sentence formation rules

Pronunciation rules

SpellingSociolinguistic Competence

Mastery of appropriate language use n differentcontexts


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Discourse Competence

Mastery of how to combine meanings and formsto create a text in different modes

Examples: telephone inquiry, argumentative

essays, recipes

Strategic Competence

Mastery of verbal and non-verbal strategies tocompensate for breakdowns in communication


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Proficiency: How long does it take?

To Think About:

If you wanted to learn a second language, how

long do you think it would take you to speak and

understand that language? How long would it take

you to read and write?


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BICS ( Basic Interpersonal Communication Skills)

2 to 3 years

Ability to converse and understand every daydiscussions

CALP (Cognitive Academic LanguageProficiency)

5 to 7 years

Ability to read, write, speak, and listen at an academiclevel


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Stages in Second Language

AcquisitionPreproduction/Comprehension Stage

Characteristics

Silent period

Can respond non-verbally

Will be able to understand more than they can

produce


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Early Speech Production

CharacteristicsCan understand more than can produce

Can produce one or two words at a time

Will make lots of errors

Interlanguage occurs (a mixture of vocabularyand structures from both languages


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Speech Emergence

CharacteristicsWill be able to understand more than they can

produce

Interlanguage continues to occur

Longer utterances

Decreases in errors


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Intermediate Fluency

CharacteristicsAppear orally fluent

Errors are same errors native speakers make

Struggle with content area reading andwriting.


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First Language Development

To Think About

Do you think the childs first language is a

hindrance or a help in terms of learning a

second language?

Why?


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Common Underlying

Proficiency/Transferability Theory

Many skills and concepts are common orinterdependent across languages.


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Dual Iceberg Representation

Surface Features Surface Features

of L1of L2

Common

UnderlyingProficiency


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What Literacy Skills Transfer?Directionality

Sequencing

Ability to distinguish shapes and sounds

Knowledge that written symbols correspond to

sounds and can be decoded in order and direction


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Activation of semantic and syntactic knowledge

Knowledge of text structure

Learning to use cues to predict meaning

Awareness of the variety of purposes for reading

and writing

Confidence in oneself as a reader and writer


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What SkillsD

o Not Transfer?

Critical and Cultural Literacy(interpretation of text given a specific culturalworld view)

From: C. Roberts. (1994). Transferring literacy skills from L1 to L2: From theory to practice. In The Journal ofEducational Issues of Language Minority Students, v. p. 209-221


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Threshold HypothesisBilingualism has been viewed as a handicap and a cause of

cognitive confusion.

One reason for this view is Interlanguage

Another reason has to do with theThreshold Hypothesis


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Threshold Hypothesis: The better developed the L1, the better developed the L2

can be.

High level of proficiency in L1-high level of proficiency inL2 is possible

A low level of proficiency in L1-lower level of proficiency

in L2

Documents

Tema 2 First and Second Language Acquisition