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[PDF] SECOND LANGUAGE ACQUISITION

1) Different ways of learning/acquiring a second language 2) Theories about SLA 3) Learner's characteristics 4) The role of instruction 

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SECOND LANGUAGE ACQUISITION

AnnalenaWeger& Clara Blanck

1)Different ways of learning/acquiring a second language

2)Theories about SLA

3)IHMUQHU·V ŃOMUMŃPHULVPLŃV

4)The role of instruction

What is second language?

ʃthe term is not easy to define.

ʃexperts say:

-language that was acquired later as the native language or -other exp. order the languages in terms of level of proficiency

ʃuse the terms primaryand secondarylanguage

ʃprimary language: the language that a person most frequently uses, and in which he/she is most secure

ʃcan change over time

ʃdoes not have to be the language you have learned first DIFFERENT WAYS OF LEARNING/ACQUIRING A SECOND LANGUAGE

Acquisition and learning

acquisitionas the product of subconscious process

ʃKrashendefined:

ʃacquiring is seen as a natural process of growth of knowledge without metaknowledge ʃlearning is seen as the artificial process, in which the rules of a language are focussed on learningas the product of formal teaching, which results in conscious knowledge about the language

Input vs. Intake

ʃInput: everything that is around us and that we perceive with our senses ʃIntake: what we notice and what we pay attention to ʃthe main source of information for the learning process is input, but not all input becomes also intake, which is necessary for learning.

Implicit vs. explicit learning

ʃImplicit learning: acquire knowledge about the underlying structures, by the means of a process that took place naturally, without conscious operations ʃexplicit learning: one makes hypotheses and test them in search of a structure both together play an important role in learning and acquiring a new foreign language

Incidental vs intentional learning

ʃAn example of intentional learning:

-learning some new words from a list in a decontextualized manner.

ʃExample for incidental learning:

-learning words by reading and inferring meanings from context

ʃthe distinction between the two is unclear

Instructed vs non-instructed Sla

ʃin many cases, acquisition takes place through a mix of instructed and non- instructed learning ʃsome languages are learned mainly through education ʃother languages are learned mainly through informal interaction ʃthe English language is a typically example for a language that is acquired in a setting in which there is a combination of instructed and non-instructed SLA

ʃinstructed vs non-instructed sla

ʃincidental vs intentional learning

ʃimplicit vs. explicit learning

All three can also occur

together and jointly influence the acquisition of the second language.

THEORIESABOUT SLA

DynamicSystem Theory & .UMVOHQ·Vtheory

Dynamicsystem theory

ʃA dynamic system has two properties:

ʃthe elements are interacting

ʃthe system changes over time

ʃA system isdividedintosmallersystems

Languageas a dynamicsystem

Individual

language system

Standard

German

Grammar

Vocabulary

pronunciation

Tyrolean

Grammar

vocabulary pronunciation

French

English

AEL1 and L2 are part of one and the samelanguage

system ʃFossilisation: uncorrectformsof the targetlanguageare stabilised, especiallypronunciation

ʃInteractionbetweenL1 andL2

ʃL1 influences L2 (e.g. Germanisms)

ʃL2 influences L1

L2 influence on L1

1)According to some research, SLA has a positive impact on the processing

speed in the first language.

2) The second language influences the way of analysingthe first language.

3) Under certain conditions, SLA can lead to deteriorationof the first language.

FALSE TRUE TRUE ʃForgettingand acquiringare bothpart of the system ʃRULE: Information that is not retrieved regularly will become less accessible and ultimately sink beyond reach. .UMVOHQ·Vtheoriesabout SLA

ʃdistinction between acquisition and learning

ʃMonitor Hypothesis

ʃNatural Order Hypothesis

ʃInput Hypothesis

ʃAffectiveFilter Hypothesis

I($51(5·6CHARACTERISTICS

THATINFLUENCE SLA

Age, aptitude and motivation

Age

ʃHighly-debated critical period hypothesis

ʃRare cases were adults reach full proficiency of the second language AEReason why this is so difficult: ´SHUŃHSPXMO ŃMSMNLOLPLHVµ

ʃL1:eachphonemebelongsto a category

ʃSLAof adolescents/adults: a soundsimilarto a L1 soundcomesintothe same category

Aptitude

1)ability to identify and remember the soundsof a language

2) ability to identify and remember words and phrases

3) ability to recognisehow words functiongrammatically in sentences

4) ability to induce grammatical rules from language examples

Motivation

Thinkabout sources of motivation to learna second language! Whatwasyourpersonalmotivation? & otherpossible sources

THE ROLE OF INSTRUCTION

Developments in teaching approaches

ʃmany different theories concerning the instruction of a L2

ʃthe Grammar Translation method

ʃthe Communicative Language Teaching approach

ʃproviding a mixture of meaningful input and some explicit or implicit instruction ->the most effective method in teaching L2 ʃthis knowledge contradicts the theories of Krashen

Suggestions for L2 learning and

teaching ʃConsider the goals that a person has for learning an additional language ʃSet priorities for learning or teaching that can be combined with these goals ʃTry to understand the potential strengths and limitations of particular learners and contexts for learning ʃRecognize achievements and be patient. Learning a language takes time.

Sources:

ʃDe Bot, Kees, Wander Lowie, and MarjolynVerspoor. Second language acquisition: An advanced resource book. Psychology Press, 2005. ʃSaville-Troike, Muriel. Introducing second language acquisition. Cambridge University

Press, 2009.

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