Lecs. 4 & 5. Second language acquisition (SAL) Second language acquisition research focuses on...

Second Language

Acquisition Lecs. 4 & 5

Linguistics, Psychological Theories, & SLA

• Second language acquisition (SAL)

• Second language acquisition research focuses on the developing knowledge and use of a language by children & adults who know at least one language.

• Understanding how languages are learned will

lead to more effective teaching practices.

First Language Acquisition & Second Language Acquisition

• Second-language acquisition or second-language learning is the process by which people learn a second language. Second-language acquisition (often abbreviated to SLA) is also the name of the scientific discipline devoted to studying that process. Second language refers to any language learned in addition to a person's first language; although the concept is named second language acquisition, it can also incorporate the learning of third, fourth or subsequent languages.[1] Second-language acquisition refers to what learners do; it does not refer to practices in language teaching. (http://en.wikipedia.org/wiki/Second-language_acquisition)

Acquisition & L2• L2 may be learned 1. simultaneously with L1, or2. successively with L1 (Childhood/ adolescence/

adulthood)

L2 may be learned in 3. L1 environment (Instruction)4. L2 environment (verbal contact with native

speakers)

Acquisition or Learning?Krashen (1981)

Acquisition• Subconscious

process of picking up a language through exposure

• Contact with natives

Learning

• Conscious process of studying it

• Formal setting

Research in SLA• Attempts have been made to answer the following

question:• How do individuals acquire an L2?• What are the different thoughts & premises that

have been offered in order to explain the process of SLA?

• What needs to be taught in L2 classes?

Approaches to the study of SLA

• The behavioristic approach• The cognitive/ psychological approach• The creative construction approach• The sociological approach

Historical Perspective• 1950s pedagogic (the teacher)• 1970s pedagogic (the learner)• External factors internal factors • Mental grammar processes of the speaker, NOT the

linguistic structure• Why?1. Research in linguistics, psychology, & L1 acquisition 2. The need to understand the mechanisms

underlying SLA.3. Are these mechanisms similar to those involved in

FLA?

1. The Behavioristic Approach • (Skinner, 1957)SLA is a process of imitation & reinforcement • (Lado, 1957)The acquisition of L2 is essentially a task of overcoming the L1 habits & learning (in their place) the habits of the L2. Only the different elements between L1 & L2 are to be learned.

1. The Behavioristic Approach & Contrastive Analysis

• Positive vs. negative transfer (Arabic & English)

I’m going to homeIn my way to homeThis is the house I live in itOpen the light & close the lightTo drive a plane

1. The Behavioristic Approach & Contrastive Analysis

• To identify the structural similarities & difference between languages

• The findings will aid in planning the language-teaching materials

• The main aim of behavioristic teaching is to (i) form new correct linguistic habits through intensive practice, & (ii) eliminate errors in the process of SLA

C r i t i c a l e v a l u a t i o n o f t h e b e h a v i o r i s t i c a p p r o a c h

1. The learning process is more complex than imitation & habit-formation.

2. Transfer alone doesn’t fulfill the function of explaining the learner’s behavior in the L2.

3. L2 learners know that certain features of their L1 are less likely to be transferable than others (idiomatic expressions).

4.

2. Cognitive / Psychological Approach• Cognitive factors involve the mechanics of how

an individual acquires something.• SLA = the acquisition of a complex cognitive skill

(sub-skills)• A complex cognitive skill / Performance A (pattern) + Performance B (tense) = Fluent Performance

A. Part skill & full skill• E.g. learning to express a communicative function

(may I …) sub-skill• To take part in a conversation a whole skill

B. Restructuring • There is an interaction between the element the

learner is learning & the knowledge he has already acquired

• This may restructure the system (language) the learner has or acquires

• An L2 learner’s performance improves & develops through constant reorganizing & restructuring of information contained in this system.

• An L2 learner will simplify & unify linguistic information, & gain increasing control of language performance.

3. Creative Construction Hypothesis • Chomsky & SLA • What is the creative construction hypothesis ?• The learner constructs a series of internal

representations of the L2 system which result from natural processing strategies:

(generalization, transfer, exposure to the L2 in communication situations)•

Creative Construction Approach

1. The analysis of learners’ errors at various points in their SLA

2. The order in which certain structures are acquired

INPUT OPERATION OF INTERNAL PROCESSING STRATEGEIS / (not the learner’s attempts to produce the language) SLA takes place internally via HEARING & READING not SPEAKING & WRITING

SLA as a Creative Construction

INPUT

Communication situations

Natural processing strategies

L2 exposure

SLA as a Creative Construction

Internal representation

s of L2

Learner’s actual

utterances OUTPUT

Krashen & the monitor model (creative construction hypothesis)

• The acquisition-learning hypothesis• The monitor hypothesis• The natural order hypothesis• The input hypothesis• The effective filter hypothesis

a. The acquisition-learning hypothesis

Acquisition

• The processing of language input provided by information

•

Learning

• The processing of language input provided by explicit teaching of grammatical rules

• It is knowing the rules; having a conscious knowledge about grammar

b. The monitor hypothesis • Monitor is a device that learners use to edit their

own language performance by modifying utterances which are generated from the acquired knowledge (competence)

• It occurs just before or after an utterance• BUT, there are 3 conditions1. Some knowledge of the acquired rule2. Sufficient time3. The learner’s attention location + nature of

the grammatical form

c. The natural-order hypothesis

• Language learners acquire properties of an L2 in a predictable order through a series of common transitional stages in moving towards target/ 2nd language forms

• Exception: morphemes & conjunctions

d. The input hypothesis • Input is the most important factor in SLA; it affects

the progress of the learner in learning the L2. • The characteristics of comprehensible input:1. Comprehensive2. Adequate to the level of learners 3. Clear (pronunciation + grammar)

e. The affective filter hypothesis

• Non-linguistic factors affecting SLA• MOTIVES, NEEDS, ATTITUDES, EMOTIONAL

STREES, ETC.

The Sociological Approach, ORACCULTURATION Model

• The focus in the late 1970s & early 1980s the social context of the adult SLA

• Acculturation the process of becoming adapted to the culture of the new or 2nd language

• understanding of the system of thoughts, beliefs, emotions, & system of communication of the new culture

• Degree of adaptation to L2 = extent of competence acquired in L2

social distance & psychological distance

• Learners of L2 Social distance native speakers of L2

• Development towards L2 is dependent on the level of social distance between the learner & native speakers of L2

• Social distance & the acquisition of Grammar • Learners of L2 psychological distance native

speakers of L2• Psycho. Distance results from various affective

factors concerning the learner as an individual • Resolution of language shock, culture shock,

stress, integrated vs. instrumental motivation

4. The Sociological Approach, ORACCULTURATION Model

• This model explains why L2 learners often fail to develop/ achieve native-like competence due to social and/ or psychological factors