Second Language Acquisition
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This document discusses several key topics in second language acquisition: - Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language. - There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning. - Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
Second Language Acquisition
- 1. Second Language Acquisition Certificate of Teaching English as a Second Language Module title: Core Issues in ELT Lecture 3 1
- 2. 1st language acquisition •Children acquire their 1st language really fast and without any effort. •All children develop language at roughly the same age. •The question is: if 1st language acquisition is so straightforward, why is learning a 2nd language so difficult? 2
- 3. 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? 3
- 4. Questions Mastering the L2Questions Mastering the L2 •Is there a critical period for L2? • For authentic accent perhaps •Cognitive considerations? • Conscious vs. automatic learning •Affective considerations? • Self-esteem, risk-taking, anxiety, empathy, extroversion •Interference between L1 and L2? • Adult may be more vulnerable to interference from L1, but L1 can also be useful to adults 4
- 5. Second language learning •The distinction between • ‘Foreign Language Learning’: “learning the language that is not generally spoken in the surrounding community.” • E.g. a Japanese student learning English in Japan. •‘Second Language Learning’: “learning a language that is spoken in the outside community.” • E.g. a Japanese student leaning English in USA 5
- 6. Acquisition & Learning •Acquisition: gradual development of a language + occurs in a naturally communicative situations with others. • Results in better fluency in social interaction •Learning: conscious process of accumulating knowledge of vocabulary and grammar + in institutional setting. • Results in more knowledge about the language than fluency. 6
- 7. Acquisition barriers •Why learning L2 is fundamentally different than L1? • Interaction not constant • Already have a language for communication •Many adult learners manage to learn L2 effectively- they do not sound like native speakers • Joseph Conrad • This provides evidence for Critical Period Hypothesis 7
- 8. 8 Factors that determine progression • Prior knowledge • Cultural background • Reason for learning • Personality • Previous schooling • Literacy in first language • Proficiency in first language
- 9. The Critical Period HypothesisThe Critical Period Hypothesis • This hypothesis states that there is only a small window of time for a first language to be natively acquired. • If a child is denied language input, she will not acquire language • So an adult learning a second language is almost never as competent as native speakers. 9
- 10. Affective factors •There are other types of acquisition barriers- negative experience that might affect language learning • Embarrassment- e.g. being ashamed of his/her accent • Lack of empathy with the other culture. • Dull textbooks, classrooms, schedule, etc. •Children may overcome such factors quickly. 10
- 11. Focus on method • Educational approaches to L2 learning- how L2 might best be learned •The grammar-translation method •The audio-lingual method •Communicative approaches • TodayToday’’s approaches?s approaches? • Multiple approaches, customized, interactive 11
- 12. Transfer • Using L1 sounds, expressions, or structure when speaking L2. • E.g. an Arab may say open the lights? • 2 types: • Positive: L1 & L2 have similar features (marking of plural) • Negative: transferring different features 12
- 13. Interlanguage •Errors that do not relate to L1 or L2 •Interlanguage= an in-between system of L2 learners, which has some features of the L1 and L2 plus some independent of the L1 and L2. • E.g. Spanish learner= She name is Maria •Fixed expressions of L2= when interlanguage stops developing to a more accurate L2 features, it is said ‘fossilized’. •‘fossilization’= foreign accent. 13
- 14. Motivation • Very important in language learning. • Instrumental motivation= to achieve some goal • Join a graduate school • Find a better job • Integrative motivation= social purposes • Become an accepted member in a community 14
- 15. Input & output • Input= the language the learner is exposed to • Input must be simpler in vocabulary & structure= foreign talk • e.g. English class, you like it? Instead of How are getting on in your studies? • Negotiated input= L2 materials that the learner can acquire in interaction while attention is given to what is said • Output= the language the learner produces • interaction= comprehensive output 15
- 16. Competence • Competence= underlying knowledge of a language • What does it mean to be fluent? • Communicative competence= the general ability to use language accurately, flexibly, and appropriately • Grammatical competence • Sociolinguistic competence • Strategic competence 16
- 17. Communicative competence • Grammatical competence • how to use the grammar, syntax, and vocabulary of a language. • What words do I use? • How do I put them into phrases and sentences? 17
- 18. Communicative competence •Sociolinguistic competence • how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating. • Which words and phrases fit this setting and this topic? • How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to? • How do I know what attitude another person is expressing? 18
- 19. Communicative competence •Strategic competence • how to recognize and repair communication breakdowns • how to work around gaps in one’s knowledge of the language • how to learn more about the language and in the context. • How do I know when I’ve misunderstood or when someone has misunderstood me? • What do I say then? How can I express my ideas if I don’t know the name of something or the right verb form to use? 19
- 20. 20 Krashen’s Theory of Second Language Acquisition • Acquisition-Learning hypothesis • Monitor hypothesis • Natural Order hypothesis • Input hypothesis • Affective Filter hypothesis
- 21. 21 Acquisition-Learning •Acquisition is the product of a subconscious process very similar to the process children go through when they acquire their first language. •Learning is the product of formal instruction and it comprises a conscious process which results in conscious knowledge ‘about’ the language.
- 22. 22 Monitor Monitor explains the relationship between acquisition and learning and defines the influence of the latter on the former. The monitor acts in a planning, editing and correcting function.
- 23. 23 Natural Order Natural Order is based on research findings (Dulay & Burt, 1974) which suggested that the acquisition of grammatical structures follows a natural order which is predictable.
- 24. 24 Input Input explains how the learner acquires a second language. The learner improves and progresses along the “natural order” when s/he receives second language “input” that is one step beyond her/his current stage of linguistic competence.
- 25. 25 i + 1 Students receive second language 'input' that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'.
- 26. 26 Affective Filter Embodies Krashen’s view that a number of ‘affective variables’ play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence and anxiety. Learners with high motivation, self confidence, a good self-image, and a low level of anxiety are better equipped for success in SLA. Low motivation, low self-esteem, and debilitating anxiety can combine to ‘raise’ the affective filter and form a ‘mental block’ that prevents comprehensible input from being used for acquisition.