l2 learning second language learning: the birth of error analysis
DESCRIPTION
L2 learning Second Language learning: The birth of error analysis. Errors happen when learners try to say something that is beyond their current level of language processing . Learners are not able to correct their errors . E.g Excuse me, I didn’t hear what did she say . - PowerPoint PPT PresentationTRANSCRIPT
L2 learningSecond Language learning: The birth of error analysis.
• Errors happen when learners try to say something that is beyond their current level of language processing. Learners are not able to correct their errors.
• E.g Excuse me, I didn’t hear what did she say.
• Slips are the result of tireness, temporary emotions or circumstances. Learners can correct slips by themselves.
• E.g She has five years, I mean, she is five years old.
Origen of error analysis
Contrastive analysis of pairs
of language
J´aime les. Je les aime
I like them
Devepopments in 1st. LA
Pass me the one ball. Pass me
the ball.
L2 LEARNING
EFFECTS FROM L1
COGNITIVE DEVELOPMENT
ACADEMIC DEVELOPMENT
SECOND LANGUAGE LEARNING: the birth of error analysis
• Researchers and teachers: studies are based on contrastive analysis• Findings: pairs of languages were not difficult
E.g: I like them (English) Je les aime (French)
SECOND LANGUAGE LEARNING
• Error Analysis Origin: Due to the Development of first language acquisition and desillusionment with contrastive analysis.• The predictions of contrastive analysis: all error
would be caused by interference from first language.• Other predictions: errors would not be caused
by first language
SECOND LANGUAGE LEARNING
• Researchers: compared the errors made by children learning their mother tongue. • Interlanguage appeared: two fundamental
notions. 1. language is a system: its own rules 2. language is a dynamic system: evolve over time
Theories about SLA• Principles and
Practice in Second Language Acquisition
FIVE HYPOTHESIS Acquisitions / learning are two
different processes (spontaneous vs. conscious)
Natural order (grammar is acquired in a predictable order in a natural setting)
Monitor (learning functions only as an editor or monitor)
Input (comprehensible input essential for acquisition)
Affective filter (acquisition occurs when affective conditions are optimal, i.e, low anxiety, motivation, confidence, etc.)
Affective Factors in SLA
Extroversion
Empathy
Anxiety
Risk taking
Inhibition
Self -esteem
LEARNING and ACQUISITION are not able to exist at the same time
mutually exclusive
Acquisition Learning
implicit, subconscious explicit, conscious
informal situations formal situations
uses grammatical 'feel' uses grammatical rules
depends on attitude depends on aptitudestable order of acquisition simple to complex order
of learning
The acquisition learning hypothesis
The Monitor hypothesis
INTERLANGUAGE
INTERLANGUAGE
TTlanguage produce by learners
SYSTEMWhich can be described at any point in time as a resulting from sistematic rules
INTERLOKING SYSTEM
Caracterize learner progression
The interlanguage concept relies on two fundamental notions
The language produced by the learners is a
SYSTEM
DINAMIC SYSTEM
•in its own right• obeying its own rules
envolving over time
REFERENCES• Ellis (1990, p.57)• Mitchell & Myles (1998, p.126)• Gregg (1984, p.94)• McLaughlin (1987, p.56)• Krashen & Terrell, 1983; Terrell et al, 1997
JIMMY TORRESGABRIELA VENEGASRUTH INFANTEMARIA DE LOURDES GUEVARAMONICA CHILIQUINGA
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