Theories of L2 Acquisition

Dr. Chen Chin-fen

Introduction

An integrated understanding of the principles of SLA that underline the pedagogical process.

A number of disciplines attempting to explain the complex phenomena, each with its claims and hypotheses, which reflect the intricacy of SLA and the variability of individuals and contexts.

Current Generalizations, Hypotheses, and Models of SLA

Elements for a language theory:1. What language is, what learning is, and

what teaching is. 2. Knowledge of kids’ learning of their L1.3. Differences between adult & child

learning, and between L1 & L2.4. SLA is part of general principles of

human learning. 5. Variations across learners in cognitive

style and learning strategies.

Learner Variables

AgeCognitionNative LanguageInputAffective DomainEducational Background

Age

Children 1-5 5-10

Adolescents 11-15

Adult 16-on

Biological Cognitive factors Social – parental influence, schooling,

peer group pressure.

Critical period, social factors

Critical period, social factors

Cognition

General intelligence

Language aptitude (learning strategies)

Native Language

Phonological Grammatical Semantic

Input -I

Free learners: place of learning (foreign L., L2

L., bilingual environments) Type of language contact Family L. environment Peer L. Environment

Input -II Instructed learners: Types of instruction (formal, informal, intensive, non-intensive) Length of instruction (No. of years, No. of contact hours) Place of instruction (Foreign, L2, bilingual environment) Material of Instruction ( graded (sequencing), ungraded, skill-oriented materials) Source of instructor (teacher attitude/training)

Affective Domain

Social-cultural factors : attitude toward native culture, L2 culture,, native people and to L2 people.

Egocentric Factors : depression, anxiety, homesickness, ego

permeability, rejection, and self-consciousness

Motivation: integrative, instrumental (own or forced choice)

Educational Background

IlliterateLiterate : professional (educational system, specialization) non-professional (number of years, place of study)

Innatist model: Krashen’s hypothesis –subconscious

Krahsen

The Acquisition –learning hypothesis Monitor hypothesis

The Natural Order hypothesis

The Input HypothesisAffective Filter hypothesis

McLaughlin’s Attention-processing -conscious

Controlled:

New skills, capacity limited

Automatic:

Well trained, practiced skill capacity is unlimited

Focal

Intentional attention

Grammatical explanation

Word definition

(p. 284)

Keeping an eye out

Modals, clause formation

Monitoring oneself

Scanning, Editing, peer -editing

Peripheral Simple greeting, TPR, natural approach

Open-ended work

Rapid reading, Free writing

Attention-processing model

Controlled process: capacity limited, temporary: primitive learned skills

Automatic process: more accomplished skills , which is done by a process of restructured, in which the components of a task are coordinated, integrated, or reorganized into a new unit.

In every act, focal and peripheral attention actually occur simultaneously.

Attention-processing model

When a child says “Nobody likes me.” Focal – to express verying emotion, mental an

guish, or loneliness.Peripheral - attend to words and morphemes t

hat underline the central meaning. Go between: to read parents’ facial Features, mental recall of an uncomfortable in

cident of rejection, awareness of a sibling overhearing the communication.

Cognitive Models- Implicit and Explicit Models

Implicit knowledge: automatically and spontaneously used in the tasks. Kids learn phonological, syntactic,, semantic and pragmatic rules of their L1 but cannot explain the rules explicitly. (Bialystok’s, 1978)

Rod Ellis’s: Grammar raising- some explicit attention to language form is blended with implicit communicative tasks.

Cognitive Models-Implicit and Explicit Models Input

Output

Language exposure

Other knowledge Explicit linguistic

Knowledge

Implicit linguistic knowledge

Response

Automatic

Time-delayed

Social Constructivist Model Long’s interaction hypothesis, 1985

Emphasize the dynamic nature of interplay between learners, their peers, their teachers and others.-socially mediated interaction.

IH: comprehension input is the modification of interaction- native speakers and other interlocutors create in order to render their input comprehensible to learners.- mother tone, slowing down, more deliberate, with clarification/ repair requests, paraphrases

Van Lier (1996), Curriculum as interaction: principles of awareness, autonomy, authenticity leading to Vygotsky’s ZPD

Social Constructivist Model

Pedagogical research for Optimal Learning Environment:

classrooms is a place where the contexts for interaction are carefully designed. Material and curriculum developers are supposed to create the Optimal Learning Environments and tasks for input and interaction, where learners will create their own language knowledge in a socially constructed process of discovery.

Ecology of Language Acquisition (Brown, 1991)

Input: Teacher talk, textbook, materials, other students, nonverbal, outside of class, self.

Leaves of Strategies: scanning, skimming, keyword attention, nonverbal, self-practice, dictionary use, appeal to authority, error monitoring

Branches of Affective variables: extroversion, anxiety, risk-taking, empathy

Fruit of performance: speaking, listening, writing (production) , reading (comprehension) –Trunk of feedback.

Ecology of Language Acquisition (Roots)

Seeds of predisposition: Innate factors, previous

experience, cultural schemata, aptitude.

Soil of Style: problem solving, cognitive style, personality style input generator

Germination strategies: direct, memory, affective social, metacognitive strategies.

Inferred competent intake: Phonologicla, grammatical,

discourse, socialinguistic, pragmatic rules; reception & production rules; interlanguaeg system.

Proper Attitude toward Language Theories

Balancing believing games and doubting games: try to find something wrong in one’s claims or hypotheses.

Appreciate the art and science of SLATrust your intuition: when problems

are elusive and hard to define

Is it hard? Of course Is it hard? Of course not!not!

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