paper - 12 A English Language Teaching (ELT). Topic :- Second Language Acquisition by David Nunan

Embed Size (px)

Citation preview

Name :-Vala Jyotsna Tanshukhbhai.

Semester :- 3

Class :- M.A part 2

Paper Name :- A English Language Teaching (ELT).

Paper No :- 12

Topic :- Second Language Acquisition By David Nunan.

RollNo :- 33

Email Id :- [email protected]

Submitted to :- SMT S.B.Gardi Department of english MKBU.

Introduction.

David Nunan is an Australian linguist who has focused on the teaching of English.

He has began his career in Teaching English as a second Language in Sydney.

Before referring to SLA let's see what is a first language and second language.

First Language :-

One's native language, the language learned by children and passed from one generation to next mother tongue, natural language.

Second Language :-

Not the native language of the speaker, but that is used in the local of the person.

Brief History of SLA.

SLA began in the late 1960s.

During the 1980s and 1990s, SLA explanded considerably in scopeand methodology.

At the end of the twentieth century, it had finally reached its coming of age as an autonomous disclipline.

It continue growing.

What is Second Language Acquisition ?

Second Language Acquisition is the scholarly field of inquiry that investigates the human capacity to learn language other than the first, during late childhood,adolescence or adulthood, and once that language or languages have been acquired.

Refers both to the study of individuals and groups who are learning a language subsequent to learning their first one as young children, and to the process of learning that language.

The additional language is called a second language (L2), even though it may actually be the third, fourth, or tenth to be acquired.

Background

Second Language

Refer to the processes through which someone acquires one or more second or more second or foreign language.

There are two type of contrastive analysis.

Conti...

Behaviorism

The CA hypothesis was in harmony with the prevailing psychological theory of the time: behaviourism.

Behaviourists believed that learning was a process of habit formation.

Linguistic habits acquired by individuals as their LI emerged would have a marked influence on their L2 acquisition.

Language development as habit formation;

A person learning an L2 starts with the habits formed in L1 (transfer)

These habits interfere with the new ones needed for the second language.

Cognitivity

Cognitive means of relating to, being or involving conscious intellectual activity.

Cognitive theory came about as a reaction to behaviorism.

factual knowledge Discerning factual knowledgeDiscerning

Remembering

Psychology and Cognition

Psychology and Cognition

understanding of knowledgeformation of beliefs and attitudesdecision making problem solvingPsychological process in acquisition

Product Oriented Research

PRODUCT-ORIENTED RESEARCH During the early 1970s a series of empirical investigations into learner language were carried out which became known as the 'morpheme order' studies.

Their principal aim was to determine whether there is a 'natural' sequence in the order in which L2 learners acquire the grammar of the target language. Dulay and Burt (1973, 1974).

Different L1 learners make same morpheme.

Meaning of Morpheme order :-

Minimum Meaningfull Language Unit.

Two Researchs

Dulay and Burt (1974) therefore rejected the hypothesis, proposing instead a hypothesis entitled 'L2 acquisition equals LI acquisition' and indicating that the two hypotheses predict the appearance of different types of errors ('goofs') in L2 learners' speech.

Briefly the CA hypothesis states that while the child is learning an L2, he [or she] will tend to use his native language structures in his L2 speech, and where structures in his LI and his L2 differ he will goof.

For example, in Spanish, subjects are often dropped, so Spanish children learning English should tend to say

Wants Miss Jones for He wants Miss Jones.

Stephen Krashen

About 25 years ago, a psychologist named StephenKrashen transformed language teaching.

He had been developing his ideas over a number of years, but several books he published in the 1980s received general acceptance.

In the 1980s Stephen Krashen was the best-known figure in the SLA field. He formulated a controversial hypothesis to explain the disparity between the order in which grammatical items were taught and the order in which they were acquired, arguing that there are two mental processes operating in

SLA: conscious learning

subconscious acquisition.

The Acquisition Learning Distinction

Acquisition

Sub-consciousby environment(Ex: games, Movies, radio)

Picking up wordsSLALearningConscious by instructorsCorrect errorsKnowing aboutGrammar rules

Krashen's Input Hypothesis

The acquisition learning hypothesisThe monitor hypothesis,The natural order hypothesis, The input hypothesis, and The affective filter hypothesis.

Current and future trends and directions

Current SLA research orientations can be captured by a single word: complexity. Researchers have begun to realise that there are social and interpersonal as well as psychological dimensions to acquisition, that input and output are both important, that form and meaning are ultimately inseparable, and that acquisition is an organic rather than linear process.

In a recent study, Martyn (1996) investigated the influence of certain task characteristics on the negotiation of meaning in small group work, looking at the following variables:

interaction relationship: whether one person holds all of the information required to complete the task, whether each participant holds a portion of the information, or whether the information is shared;

interaction requirement: whether or not the information must be shared;

goal orientation: whether the task goal is convergent or divergent;

outcome options: whether there is only a single correct outcome, or whether more than one outcome is possible.

Conclusion

In this chapter, I describe the emergence of SLA as a discipline from early work in CA, error analysis and interlanguage development.

I examine research into SLA in both naturalistic and instructional settings, considering both process- and product-oriented studies.

The chapter also looks at the practical implications of current research for syllabus design and methodology, focusing in particular on the implications of SLA research for : -

syllabus design,

the input hypothesis, and

task-based language teaching.

Thank you...