Second language acquisition
- 1. 1 Second Language Acquisition Presented By: Maleeha Afzal Saima Perveen
- 2. Language Acquisition Language acquisition is the study of the processes through which humans acquire language. By itself, language acquisition refers to first language acquisition, which studies infants' acquisition of their native language, when you are still in infinite 3, 4, or 5 years of age. whereas second language acquisition is referring to the ability to quire a additional language beyond the first language. It deals with acquisition of additional languages in both children and adults.
- 3. 3 Second language learning The distinction between ‘Foreign Language Learning’: “learning the language that is not generally spoken in the surrounding community.” E.g. a Pakistani student learning Chinese in Pakistan. ‘Second Language Learning’: “learning a language that is spoken in the outside community.” E.g. a Pakistani student leaning Chinese in China
- 4. Acquisition & Learning Learning: based on being taught by a teacher (e.g.) Math, pronunciation, vocabulary and grammar, typically in an intentional setting. It is a conscious process Language learning requires a formal knowledge of explicit rules Results in more knowledge about the language than fluency. 4 Acquisition: when you learn a language naturally by the expose in a nature studying natural environment than you acquire a language. it is a subconscious process It occurs very naturally in a non-threatening environment Results in better fluency in social interaction
- 5. 5 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 (1851-1924) in renaissance age who wrote novels in English that became classics of English literature, but whose English speech retained the strong Polish accent of his L1
- 6. 6 Affective factors There are other types of acquisition barriers negative experience that might affect language learning Embarrassment/ Unwillingness- e.g. being ashamed of his/her accent Lack of empathy with the other culture. Dull textbooks, classrooms environment, etc. Children may overcome such factors quickly.
- 7. 7 Focus on method Educational approaches to L2 learning- how L2 might best be learned The grammar-translation method The audio-lingual method Communicative approaches Focus On Methods
- 8. 8 The Grammar-Translation Method Treating L2 as an academic subject. The most traditional approach Vocabulary lists and sets of grammar rules Memorization is encouraged Written rather than spoken language. Criticism: does not focus on how the language is used in everyday conversation.
- 9. 9 The Audio-lingual Method It is a method of foreign language teaching which emphasizes the teaching of listening and speaking before reading and writing Emphasizes spoken language The use of language is a ‘habit’ that needs a lot of practice. Criticism: boring + not a natural setting, short-term effectiveness
- 10. 10 Communicative approaches Emphasizes the ability to communicate the meaning of the message, instead of concentrating on grammatical perfection. Learners encouraged to take risks Errors are inevitable, they are learning steps. Criticism: Lack of accuracy due to focus on fluency
- 11. More concerned with the learner and nature of the acquisition process. Shifted to how L2 learning takes place- examining the learners errors E.g. a Spanish person might say in the room there are three womens Indicates active learning progress in coping with the new language Focus on Learner
- 12. Language Transfer 12 Transfer typically refer to the learner trying to apply rules and forms of the first language into second language. 2 types: Positive Transfer Negative Transfer Positive: the use of a feature from L1 that is similar to the L2 performing in the L2 Urdu: Adj + Noun English: Adj + Noun Beautiful girl Transfer
- 13. False Friends: words in different languages that sound similar, but which have a very different meanings E.g. In German, a gift is not quite as pleasant as in English – it means poison! In Romanian, crap means carp, which is a type of commonly eaten fish. but in English, it means solid waste or bad quality/ not in use Grammatical Negative Transfer: transferring an L1 feature that is really different from the L2 Urdu: Art + Adj + Noun + Aux English: Art +Aux +Adj + Noun She is beautiful girl Transfer
- 14. 14 Interlanguage Interlanguage is the type of language produced by second and foreign language learners who are in the process of learning a language. E.g. Spanish learner= She name is Maria not used by adult speakers of English, does not occur in in English L1 acquisition by children, in the based on a structure in his L1 When interlanguage stops developing to a more accurate L2 features, it is said ‘fossilized’.
- 15. Fossilization Fossilization refers to the process in which incorrect language becomes a habit and cannot easily be corrected. Many advanced level learners who have Spanish as an L1 do not distinguish between ‘he' and ‘she'. This could be a fossilized error. Some people use ladies word for a single lady ‘fossilization’= foreign accent. 15
- 16. 16 Motivation It is considered to be an internal process that gives behaviour energy, direction and persistence in research (in other words, it gives behaviour strength, purpose, and sustainability) Very important in language learning. The learner who is willing to guess, risks making mistakes, and tries to communicate in the L2 is better than one dwelling on errors, corrections and a failure to be perfectly accurate
- 17. Types of Motivation Integrative Learners want to learn L2 for social purposes; to become accepted, to integrate and identify with the target language E.g. To become an accepted member in a community Instrumental Learners wants to L2 to achieve a practical goals E.g. To join a graduate school / University Find a better job 17 Instrumental Integrative
- 18. 18 Input & output The term input is used, as in L1 acquisition to describe the language that the learner is exposed to. Can be made a comprehensibly being simpler in structure and vocabulary as a foreigner talk E.g. native speaker of English may try to ask an international student English class, you like it? Instead of How are getting on in your studies? Negotiated input in L2 material that the learner can acquire in interaction through requests for clarification while active attention is being focussed on what is said NS: Like Part of a triangle NNS: What is triangle? NS: a triangle is a shape um it has three sides NNS: a peak?
- 19. Example of Input & Output NS: three straight sides NNS: a peak? NS: yes it does look like a mountain peak, yes NNS: only line only line? NS: okay two of them, right? one on each side? a line on each side? NNS: yes NS: little lines on each side? NNS: yes NS: like a mountain? NNS: yes Output: The opportunity to produce comprehensible output in meaningful interaction seems to be another important elements in a learning development of L2 ability, yet it is one of the most difficult thing o provide in large L2 class 19
- 20. 20 Competence Competence= the general ability to use language accurately, flexibly, and appropriately Grammatical competence Sociolinguistic competence Strategic competence Competence
- 21. Communicative competence Grammatical competence ability to recognize and produce the distinctive grammatical structures of a language and to use them effectively in communication. 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? Sociolinguistic competence how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating. It enable learner to know when to say can I have some water? Verses give me some water ! according to the social context 21 Communicative Competence
- 22. 22 Communicative competence Strategic competence This is the ability to organize a massage effectively to compensate through strategies for any difficulties In L2 use, learners inevitably experience moments when there is a gap between communicative intent and their ability to express that intent Some learners may just stop talking (bad idea) where other will try to express themselves using a communication strategy (good idea) Duchess L1 speaker wanted to refer to een hoefijzer in English. But did not know the English word. So, she use a communication strategy. She referred to the things that horse wear under their feet, the iron things and the listener understood what she meant (Horseshoe). Communicative Competence
- 23. 23 Applied Linguistics Investigate the complex nature of L2 learning, we have to appeal to ideas not only from linguistic analysis, but from other fields such as communication studies, education, psychology and sociology. Deals with all other practical issues (e.g. teaching methods, designing lesson plan etc).
- 24. 24 Thank You