The language environment (1)
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This document discusses factors that influence second language acquisition, including macro-environmental factors like naturalness of exposure, formal language instruction methods, availability of concrete referents, and characteristics of the language models heard. Micro-environmental factors discussed are salience, feedback, and frequency. The conclusion emphasizes that everything learners see and hear can positively or negatively impact acquisition, and more research is still needed to help second language learners.
The language environment (1)
- 1. THE LANGUAGE ENVIRONMENT EDUC 550 Prof. Grau, Ed. D.
- 2. INTRODUCTION In this chapter we will discuss which environmental factors influence a learner’s acquisition of a second language and under what conditions language learning is enhanced.
- 3. MACRO-ENVIRONMENTAL FACTORS 1. Naturalness – when the focus of the speaker is in the content of the communication, the language environment is natural. The exposure of a foreign language triggers the subconscious acquisition of communication skills of that language. The opportunity of a natural exposure to discuss issues of the life of the student is very beneficial to the L2 acquisition.
- 4. The formal environment focuses on how the form of the language and can be: mechanical or manipulative( stating the rules) inductive (help students discover the rule) deductive (practice what is being explained) Grammar translation method (state the new rule) Cognitive-code method (competence must precede performance)
- 5. BENEFITS OF FORMAL ENVIRONMENT Speaker modifies the use of the language based on the rules. Is stimulating and useful to know the structure of the new language. The speaker feel more comfortable learning the rules and structures of the new language.
- 6. 2. THE LEARNER’S ROLE IN COMMUNICATION One-way communication: The learner listens to or reads the target language but does not respond. Restricted two-way communication; The learner responds orally but does not uses the new language. It can nod. Full two-way communication: Learner speaks full in second language.
- 7. The silent period The acquisition of the language by observation. Total Physical Response method Listen and respond according to the command. The Natural Approach Communication in class, student decides when to speak the target language. Delaying Oral Practice Student remain silent, speaks when ready.
- 8. 3. AVAILABILITY OF CONCRETE REFERENTS Concrete referents – subjects and events that can be seen, heard, or felt while the language is being used. The “Here- and – Now” Related to the Holophrastic stage of grammar in the early language acquisition Process. (Kies)
- 9. EXAMPLE Father: you went on a train yesterday Nigel: too-too, bah-bah (= 'when I got off, the train went away and I waved to it') Father: and you said bye-bye to the train Nigel: ahn (= 'another') Father: and you saw another train? Nigel: (long list of things seen then:) wla ('flag‘ Mother: oh, you saw some flags? Nigel: (holding out palm) gra ('gravel') Mother: and you had some gravel Nigel: (touching palm, lips rounded, very quiet) ooh Father: and you hurt your hand with the gravel? Mother: no, that was with the stick, the one with prickles on Nigel: blah ('blood') Mother: and there was blood on it, yes (adapted from Halliday 1975: 90)
- 10. 4. TARGET LANGUAGE MODELS Peers versus teacher: The preference of the learner to see their peers as models and not the teacher. Peers versus Parents: Children prefer speech characteristics of peers instead of parents. Own Social group versus Other Social group: Children prefer dialect of their own ethnic group instead of others.
- 11. MICRO-ENVIRONMENTAL FACTORS Characteristics of specific structures of the language the learner hears. 1. Salience 2. Feedback 3. Frequency
- 12. 1. SALIENCE The ease with which a structure is seen or heard. To make an item more visually or auditory prominent than another. The amount of phonetic substance. The stress level of an item.
- 13. FEEDBACK The listener’s or reader’s response to the learner’s speech or writing. 1. Correction – is not a very good tool in helping students overcome errors. It is helpful but not necessary. 2. Expansion – systematic modeling of the correct use of language.
- 14. FREQUENCY The number of times the learner hears or sees the given structure. Repetition Memorize patterns Interference of high frequency (new version) Readiness
- 15. ROLE OF MICRO-ENVIRONMENTAL FACTORS These factors might affect L2 language learning only when learners are ready to internalize the structure given. The salience or frequency may increase the probability that the learner will notice the structure and acquire it. More research is needed.
- 16. CONCLUSION This chapter focused on the Macro and Micro environmental features that affect the L2 learning process. Everything that the learner sees or hear can affect the acquisition process in a positive or negative manner. Factors like naturalness and some target language models were mentioned and explained to give more details about environmental features. There are many factors that can affect the acquisition and more to discover in order to help the L2 learners.
- 17. REFERENCES Dulay, H. (2016). Language Two. Oxford, NY: Oxford University Press. D. Kies, D. (2014). Department of English. College of Dupage. The Hyper Textbooks. Language development in children. Retrieved by: http://papyr.com/hypertextbooks/grammar/lgdev.htm