Second Language Acquisition (SLA)

“Second language acquisition research focuses on the developing knowledge and use of a language by children and adults who already know at least one other language.”

Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 108.

What a Theory Can Do…

A (good) theory… allows us to ORGANIZE what we find /

discover. (NOT haphazard) gives us something to use as a basis for

EXPLANATIONS guides us to ASK certain questions and look

for the ANSWERS SHOULD help us in our TEACHING /

LEARNING of languages

SLA Questions What is the nature of language? How are languages represented in the mind? How is language processed? Is learning language same/different from

learning anything else? How are languages learned? What implications are there for policy

makers? Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 108.

Why do we need to learn about more than one theory?

1. There is NOT JUST ONE, BEST theory. Language is complex. Learning a language is complex. One alone won’t do it.

2. Your personality as a teacher will make certain approaches more appealing to you and you will do better with one theory than another.

3. Students’ learning styles / preferences differ. Mixing and matching approaches / methods / etc provide you the most/best chances to meet student needs.

Theories of Language Acquisition 1

Linguistic Perspectives

Psychological Perspectives

Sociocultural Perspectives

Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, pp. 108, 110, 114.

Theories of Language Acquisition 2

Linguistic Perspectives Universal Grammar Monitor Theory

Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, pp. 108-110.

Theories of Language Acquisition 3

Psychological Perspectives

Behaviorism

Cognitive Psychology

Connectionism

Processabilty Theory

Interactionist PerspectivesSpada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, pp. 110-114.

Theories of Language Acquisition 4

Sociocultural Perspectives

Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 114.

Observations about L1 Acquisition

1. Almost all children learn the language

around them at about the same time.

2. Even mentally impaired children learn

Language.

3. Logical Problem of Language Acquisition

a. Language input defective

b. Little systematic feedback Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 109.

Krashen’s Monitor Theory Hypotheses

1. Acquisition hypothesis(Learning ≠ Acquisition)

2. Monitor hypothesis3. Natural order hypothesis4. Comprehensible input hypothesis

(i + 1)

5. Affective filter hypothesis Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 110.

Contrastive Analysis Hypothesis

If L1 and L2 are similar:

no problems learning L2 structure. If L1 and L2 are different:

yes problems learning L2 structure.

If L2 had something L1 did not:

yes problems learning L2 structure.

Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 111.

Processability Theory: Pedagogical Conclusions

Teachability Hypothesis

Can't skip a stage

Might be able to encourage (or impede) moving through a stage more rapidly.

Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 113.

Learner Language Research Focus

Interlanguage

Error Analysis Studies

Contrastive Analysis Hypothesis Developmental Sequences

Morpheme Acquisition Studies L1 Influence Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, pp. 115-117.

L1 Influence

“It has been observed that some aspects of language are more susceptible to L1 influence than others. For example, pronunciation and word order are more likely to show L1 influence than grammatical morphemes.”

Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, p. 116.

Observations to Account for in L2 Acquisition

1. L1 learners all learn their language

2. Not all L2 learners achieve the same level of proficiency

3. Age factors influence ultimate proficiency

4. L1 influences L2Spada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, pp. 109, 111-113, 115.

Observations to Account for in L2 Acquisition

5. Restructuring apparently occurs

6. Chunking important in language learning and use

7. Acquisition develops in predictable

stagesSpada, Nina and Patsy M. Lightbown. 2010. Second Language Acquisition. In Norbert Schmitt, editor, Chapter 7, pp. 108-123. An Introduction to Applied Linguistics, 2nd edition, pp. 53-69. London: Hodder Education, pp. 111, 113, 115.

The Study of Second Language Acquisition

(Rod Ellis, 1994)

Table of Contents—1 1: Background

1. SLA research: An overview

2: The Description of Learner Language2. Learner errors and error analysis

3. Developmental patterns: Order and

sequence in SLA

4. Variability in learner language

5. Pragmatic aspects of learner language

The Study of Second Language Acquisition

(Rod Ellis, 1994)

Table of Contents—2

3: Explaining SLA: External Factors

6. Social factors and SLA

7. Input and interaction and SLA

4: Explaining SLA: Internal Factors

8. Language transfer

9. Cognitive accounts of SLA

10. Linguistic universals and SLA

The Study of Second Language Acquisition

(Rod Ellis, 1994)

Table of Contents—3

5: Explaining Individual Differences in SLA 11. Individual learner differences

12. Learning strategies

6: Classroom SLA 13. Classroom interaction and SLA

14. Formal instruction and SLA

7: Conclusion 15. Data, theory, and applications in SLA research