pia sundqvist engbg1 engbl1 campus linguistics meeting 5 second language acquisition (ch.15)

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Linguistics

Meeting 5

Second language acquisition (ch.15)

Pia Sundqvist

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Linguistics Today’s agenda

• Repetition of meeting 4 (brain, L1 acquisition)

• Seminar on chapter15 & mini-lecture• The exam• Qs?• Goodbye

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Linguistics The brain

Pia Sundqvist

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Linguistics Aphasia

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Linguistics Individual variation

• Speak but not write• Write but not speak• Deficiency in language

comprehension…• …and/or in language production

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Linguistics Tomas Tranströmer

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Linguistics

Tip of the tongue phenomenon

*fire distinguisher

=malapropism, ”near-misses”

for words

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Linguistics Slips of the tongue

Reverend Dr William Spooner (1844-1930)

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Linguistics Slips of the ear

♫’Cause I’m strong enough

’Cause I’m Stroganoff

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Linguistics Victor & Genie

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Linguistics Jim

Sachs, Bard & Johnson. (1981). Language learning with restricted input: Case studies of two hearing children of deaf parents. Applied Psycholinguistics, 2 (1), 33-54.

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Linguistics

Ch.15. Second language acquisition

• What is a second language as opposed to a foreign language?

• What is English in Sweden – a second or a foreign language?

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Linguistics SLA

• …a cover term for learning any other language (foreign, second, third…) after your first language (i.e. your mother tongue, your native tongue, your L1)

• Is it possible to change one’s first language?

• How many languages can a child acquire simultaneoulsy?

The Aalborg child

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Linguistics Behaviorism

Skinner

imitation positive reinforcement

feedback

contrastive

analysis

audiolingual

method

habit formation

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Linguistics Contrastive analysis

• Errors in L2 due to L1 influence

• Negative transfer• Learner

awareness of transferable and less transferable L1 features

• Idiomatic expressions

Skolan *The school

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Linguistics

Positive transfer Swe-Eng

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Linguistics

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Linguistics We’re related!

• Mamma• Fisk• Bok• SVO

– De har ett hus.– De har ett rött hus.

• Bil – bilar • *bilbil

• Mother • Fish• Book• SVO

– They have a house.

– They have a red house.

• Car – cars• *carcar

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Linguistics Interlanguage

Larry Selinker

fossilization

Zero L2knowledge

Native-likeproficiency

idiosyncratic

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Linguistics Innatism

Chomsky

UG LAD

competence L1 (+L2)

performance Critical periodLenneberg

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Linguistics

The Monitor Model – five hypotheses

Krashen

acquisition-learning

monitor

comprehensible input: i → i + 1

natural orderaffective filter

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Linguistics Cognitivism

Vygotskyenvironment

Zone of proximal developmentSociocultural perspective

private speech

connectionismN. Ellis (explicit/implicit learning), Lantolf (socio-cultural perspective), Long (negotiation of meaning), Swain (output), Gass (interaction approach), Schmidt (noticing)…

Jim

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Linguistics Seminar

The four sharings:

Worksheet 5

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Linguistics Pia’s thesis

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Linguistics Extramural English (EE)

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Linguistics Research question

Does extramural English have an impact on students’

oral proficiency and vocabulary?

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Linguistics 9th grade – 2006/07

42 3

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Linguistics

What data?How representative?

• Extramural English (EE)– Two language diaries– Hours / week

• Oral Proficiency (OP)– Five speaking tests,

random dyads– OP grade, 1-6

• Vocabulary– Two written tests

• Generalizability of results

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Linguistics Total extramural English

• Individual variation• Lack of research

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Linguistics The EE House

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Linguistics All: Time per room (%)

36

125

20 16

2 =2

=72

=26

Time and results

Vocabulary Oral proficiency

.357**; .307**

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Linguistics

Boys Girls

Gender: Time per room (%)

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Linguistics

Boys Girls

Gender: Time per room (%)

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Linguistics EE & OP - gender

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Linguistics Gender pattern

• Boys: Strong positive correlation between EE and OP; statistically significant (.515**, Spearman, 2-tailed)

• Girls: Weak positive correlation between EE and OP, not statistically significant (.118, Spearman, 2-tailed)

• The same pattern for vocabulary and self-efficacy

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Linguistics Main conclusions 1

• EE correlates positively and significantly with both the level of OP and the size of VOC

• The correlation b/w EE and VOC is stronger and more straightforward than the correlation b/w EE and OP

• EE has an impact on both OP and VOC; causal relationship more salient regarding VOC

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Linguistics Main conclusions 2

• EE activites which require learners to be active/productive and to rely on their language skills (upstairs) have a greater impact on learners’ OP and VOC than EE activities where learners can remain fairly passive/receptive (downstairs).

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Linguistics Main conclusions 3

• Boys spend more time on active/productive EE activities than girls; therefore, EE has a greater impact on boys’ OP and VOC than it has on girls’

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Linguistics Background variables

socioeconomic

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Linguistics Main conclusions 5

• OP is clearly connected with socioeconomic background variables, whereas EE is not.

• EE is an independent variable; it is a possible path to progress for any learner, regardless of his or her socioeconomic background

• Implications for the English classroom?

Young learners?

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Linguistics The exam

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Linguistics Questions?

Good luck

studying

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