cts-academic: module 2 session 3 theories of language learning
DESCRIPTION
Part of Module 2 of the CTS-Academic course run by SeltAcademy. Session written by Dr. Simon Phipps.TRANSCRIPT
Sessions 3: 13.15-14.45Theories of Language
Learning
1. Interlanguage Hypothesis 2. Universal Grammar Hypothesis3. Critical Period Hypothesis4. FLA vs SLA
Dr. Simon [email protected]
m
CTS Module: Fresh Insights into Teaching & Learning (Linguistics)
INTERLANGUAGE THEORY
morpheme studies error analysis
L2 Learner language; L1 transfer overgeneralization simplification
L2 Learners’ grammar is; systematic different from L1 and L2
Interlanguage (IL) is; o different from the L1 processo in a state of developmento individual
Some questions; How do learners link form and meaning? Is IL influenced more by L1 or UG? What are the processes which underlie IL development?
Selinker 1972
INTERLANGUAGE
The learner constructs a system of abstract linguistic rules which underlies comprehension and production of the L2. This system of rules is viewed as a ‘mental grammar’ and is referred to as ‘interlanguage’ (Ellis 1997:33)
Analysis of a learner’s interlanguage shows that it has some characteristics of the learner’s L1, some characteristics of L2, and some characteristics which seem to be very general. Interlanguages are systematic, but they are also dynamic, continually evolving as learners receive more input and revise their hypotheses about L2 (Lightbown & Spada 1993:55)
UNIVERSAL GRAMMAR THEORY 1Chomsky 1960s, 1970s
‘Poverty of the input’Lack of negative evidenceLearners’ grammar is ‘underdetermined’ by the input
Universal Grammar (UG) is; Wired into the brain A set of properties that enable subsequent language
development These properties exist within certain parameters They are ‘open’ until ‘set’ by exposure/experience
All children start with UG principles All languages conform to these principles
Children build up knowledge over time according to;what is availablewhat is possible at that stage in cognitive development
‘innate knowledge of the principles of universal grammar permits allchildren to acquire the language of their environment during a criticalperiod in their development’ (Lightbown & Spada, 2006:35)
environment is not enough
interaction is not enough
UNIVERSAL GRAMMAR THEORY 2
Language acquisition is;
growth of the mental organ of language
triggered by certain language experiences
UG is made up of;
core grammar (rules, unmarked items)
peripheral grammar (exceptions, marked items)
Interlanguage may be influenced by UG, BUT
UG is not concerned with SLAUG may not be relevant for L2
UG does not focus on performanceUG does not focus on lexis
Some complex grammar is learnt quite lateLexis cannot be learnt innately
It is not clear whether UG is available later or not
CRITICAL PERIOD HYPOTHESIS(LENNEBERG 1967)
After a certain age (9, 12, 14???)• it is no longer possible to ‘acquire’ language
naturally and effortlessly• UG may no longer be available to learners
BUT• there is disagreement on what it means and
why• there does not appear to be a sudden cut-off
point HOWEVER
• There IS agreement that most learners are not able to learn an L2 naturally and effortlessly after a certain age
FIRST LANGUAGE VS SECOND LANGUAGE DEVELOPMENT
Profile of language learners
(adapted from Lightbown & Spada 2006:31)
Learner characteristicsand learning conditions
Child L1 informal
Child L2 informal
Adolescent L2 formal
Adult L2informal
Another language
Cognitive maturity
Metalinguistic awareness
World knowledge
Anxiety about speaking
Freedom to be silent
Ample time
Corrective feedback(grammar, pron)
Corrective feedback(meaning, word choice)
Modified input
FIRST LANGUAGE VS SECOND LANGUAGE LEARNING
Knowing another language Know how language works May make incorrect guesses
Cognitive maturity, meta-linguistic awareness, world knowledge Older learners are better at problem-solving Language acquisition in L1 is an unconscious process
Anxiety about speaking Young children are less concerned with making mistakes and sounding silly Not all children are willing to speak a language they do not know well
Freedom to be silent Young children in L1 are allowed to be silent until they are ready to speak Older learners have no biological need for a silent period
Ample time and exposure Limited exposure for learners in the classroom Overuse of L1 in the classroom may deprive learners of opportunities for exposure
Corrective feedback L1 feedback tends to be meaning-based Classroom feedback is often not consistent
Modified input Motherese Foreigner talk or teacher talk (graded language)
THEORIES, HYPOTHESES AND ASSUMPTIONS
How do the processes of learning L1 and L2 (in the classroom) differ? Cognitive development, world knowledge L1 already exists Critical period? Teaching/corrective fb, learner needs, writing
What are the implications of this for EFL/ESL? Maybe no automatic acquisition of L2 Need for formal instruction
What are the implications of a critical period? It may not be possible to ‘acquire’ L2 automatically Need more than CI (I + 1) Focus on form, error correction, etc
How is interlanguage theory innatist?o Errors are systematico Must be sth. other than L1 and L2
What does the Natural Approach assume about language learning ? Some innateness No critical period Process of learning L2 is similar to process of learning L1 Classroom environment is enough Formal instruction does not help
Innate ability to learn language?
Critical period?
Process of SLA similar to FLA?
L2 classroom exposure enough?
No
Yes
Yes
Yes
Yes
No
No
No
Learners can make use ofinnate ability at any age Formal instruction
Focus on formError correction
Conscious learningLots of exposure
Opportunities for interaction
Natural Approach