second language acquisition powerpoints (1)

7/21/2019 Second Language Acquisition PowerPoints (1)

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Second Language

Acquisition:Individual DiferencesAmy CourtneyKiera Black

Molly Baskin

Brian ODonnell

Nihed Medbou


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Motivation As A Factor of Second Language AcquisitionNihed Medbou

Introduction

Works/theories supporting this:

Gardeners Socio-EducationalModel


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What is motivation?Motivation has been dened as the learners

orientation !ith regard to the goal o" learning a

second language

Includes atte#pt and desire$ % &Dorn'ei()**+,

!o t'pes o" Motivation: Integrative Motivation(

Instru#ental Motivation


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Integrative Motivation: .haracteried b'

the learners positive attitudes to!ards the

target language group and the desire to

integrate into the target language co##unit'0

1 Instrumental Motivation: Illustrates the

goal to gain so#e social or econo#ic re!ardthrough 23 achieve#ent0 More o" a need to

learn rather than a desire0

1 Examples of Instrumental Motivationoals : 4ppl'ing "or a 5ob( re6uesting higher

pa' based on language abilities( achieving

higher social status01 !i"erences #et$een #oth t es of


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&ltimate goal of #oth t%pes ofmotivation: 'o acquire the L()

1 Gardeners Model o" Motivation:

.o#posed o" three ele#ents7 E"ort* !esire*

A"ect), Efort: i#e taken to stud' the language(

drive o" the learner0

3, Desire: 8o! #uch a learner desires toattain 9uenc'

, 4fect: 4 learners e#otional reactions

!ith regards to language stud'0

1 &Gardener()*;3,


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Integrative vs) Instrumental Motivation

1 Integrative Motivation ho!ever(

sustains long-ter# success

1 More students select instru#entalreasons than integrative

1 &


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4n i#portant "actor o" S24$

Motivation occurs in t$o sites:

Formal Site &educational conte>t,(

Informal Site &cultural conte>t,0 %Gardeners Socio-Educational

Model

.onclusion


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2anguage 2earning StrategiesMoll'


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+u#in,s -lassi.cation of

Language Learning Strategies Directl' to learning vs0 indirectl' to learning

Learning Strategies

-ommunication Strategies Social Strategies

-ognitive Learning Strategies

Metacognitive Learning Strategies


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/ main strategies directl%

lin0ed to language learning:

.larication / ?erication

Guessing / Inductive

In"erencing Deductive @easoning

Aractice

Me#oriation

Monitoring

Metacognitive 2earning

Strategies


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-ommunication strategies

ocus is on the .rocesso .artici.atin in acon2ersation


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Social Strategies

Give learners o" an 23

opportunities to practise

their skills in a social

setting

4fective strategies are

concerned !ith the learnerBs

e#otional re6uire#ents

such as condence( !hile

social strategies lead toincreased interaction !ith

the target language


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1xford,s !irect2Indirect Strategies 345567

Memory

Coniti2e

Com.ensation

Metaconiti2e A3ecti2e

1ocial


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Importance of Language Learning

Good indicator o" ho! a student

approaches proble# or task

helps the language learner build uplearner independence

language learning strategies C000 areespeciall' i#portant "or language

learning because the' are tools "or

active( sel"-directed #ove#ent(


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'eachers, +ole in Strateg%

'raining

8o! do students react to

second language learning

he language teacher shouldanal'se his te>tbook to see

!hether the te>tbook alread'

includes language learning

strategies

he language teacher shouldalso stud' his o!n teaching

#ethod and overall classroo#

st'le0


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Anxiet% and Self8Esteem as a Factor of SLAFiera iet' as dened b' 8or!it

&)*;,:

H4n>iet' is the sub5ective "eeling o"tension( apprehension( nervousness(

and !orr' associated !ith an arousal

o" the autono#ic nervous s'ste#9lein: Developing a bilingual( bicultural identit' is ad'na#ic( challenging( and so#eti#es pain"ul process that

continues !ell into adulthood0J


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Judith Wolfgang 9lein

;udith:

4rrived "ro#

Kicaragua aged L English developed

ver' slo!l'

Sudden progressiona"ter 'ears

Aatience is ke'


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9rashen,s Five


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= -omponents of Language Learning

Anxiet%

&8or!it et al0

)*;,

.o##unication4pprehension

ear o" negative

social evaluation est apprehension


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Studies on Anxiet%

Guiora $1972) e3ects o alcoholon lanuae learnin an4iety

M.L Price $1991) an4iouslearners oten had bad classroome4.eriences

MacIntyre (1996): .erectionist5ualities linked 6ith an4iety


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Specic 4n>iet' @eactions

An4iety relatin to s.ecifc areas7such as lanuae learnin7 maths or.hysics

8oin blank in classes7 eelinstressed

9or6it: and 1teinber $%&'0) ; these

students o3er less .ersonalinormation and .artici.ate less inclass


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Helpul Mea!ure!

A..ro.riate error correction ;encouraement-L course ?>3ecti2e 2s@ ne3ecti2e*raise

1uesto.edia< Dr@ 8eoriLo:ano2

=he learner takes in the kno6lede.assi2ely

1tressree and rela4ed en2ironment


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4ge as a actor o" S244#' .ourtne'

4t !hat 4GE is best to

learn a second language


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What is the >-ritical eriod ric Lenneber claimed o.timum aeor 1LA 6as bet6een + ; %/

1cientifc e2idence .ro2ed thishy.othesis "#ON8

9o6e2er it still inuenced schools toteach youn children a +nd lanuae


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!e.nition of -ritical eriod ed

span o" 'ears during !hich the

language learning can take placenaturall' and efortlessl'( and a"ter

!hich it is not possible to be

co#pletel' success"ulJ0


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second language FAS'E+

than an adult? >1< Krashen7 Lon and1carcella $%&(&) claimedOLD># children learn L+aster than OEN8>#children@

1o 6hy do so manycountries include a secondand or third lanuae ontheir .rimary school

curriculum7 i secondaryschool children startindurin adolescence.erorm better F


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Ma%#e not@

Sno! and 8oe"nagel-8ohle

&)*L;, conducted a stud'

o" ac6uisition o" Dutch b'

English speaking:

;-)= 'ear old children

)3-)N 'ear old adolescents

4dults

ver a )= #onth periodparticipants procienc'

levels !ere #onitored at

diferent stages


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Morpholog% and S%ntax

4D2ES.EKS

4DO2S

.8I2D@EK


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ronunciation and rammar

Diferences bet!een adults and

children disappeared as the children

eventuall' caught up$


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-an %ou ever reach the level of a ative

spea0er* does age matter?

=here are manyaruments o2erthis7 there really is

no riht or 6ronans6er@


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=hom.son $%&&%)

1tudy on orein accents o #ussianimmirants in E1

=hose 6ho arri2ed in E1 beore aeo %, G more nati2e like >nlishaccent than those older than %,@

=his su..ortin Critical *eriod

9y.othesis


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W


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at0o$s0i 345C6845567

Stud' o" L i##igrants to OS(

arriving be"ore and a"ter age o" )N0

hose !ho arrives be"ore age o" )NP #ore s'ntacticall' procient than

those arriving a"ter age o" )N0

Support o" ho#pson( and support

o" .ritical Aeriod 8'pothesis0


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4s "or the adults: Qoure in luck

Studies b' Keu"el" &)*L;, sho! that adults(

under the right circu#stances &e>0 Strong

#otivation( positive attitude( ti#e invest#ent,can learn a language to a level !here it

cannot be distinguished "ro# a native speaker

0 his stud' !eakening the validit' o" the

.ritical Aeriod 8'pothesis


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ersonalit% as a Factor of SLA


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Extrovert or Introvert

opinion that e>travert

person is especiall'

suited to second

language learning #oreso than an introvert

person

Kai#an et al0 vs0

@ichard ucker et al0 4dvantages to

e>troversion


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"i!# $a#in%


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#eerences

8uiora7 A@H et al@ $%&(+)@ =he e3ects o e4.erimentally induced chanes in eo stateson .ronunciation ability in a second lanuae! An e4.loratory study@ Com.rehensi2e

*sychiatry %/@I7 J+%;J+'

9or6it:7 >@ $+,%,)@ -orein and 1econd Lanuae An4iety@ Lanuae =eachin!1ur2eys and 1tudies@ J/ $+)7 %IJ%0(

9or6it:7 >@ K@7 9or6it:7 M@ B@7 Co.e7 @ $%&'0)@ -orein Lanuae Classroom An4iety@

=he Modern Lanuae ournal7 (,$+)7 %+I%/+

Klein7 " $%&'0)@ 1econd Lanuae Ac5uisition@ Cambride

Krashen7 1 $%&'+)@ *rinci.les and *ractice in 1econd Lanuae Ac5uisition@ Caliornia!

*eramon *ress nc! Cambride Eni2ersity *ress@ //J,

Lo:ano2a7 @ $+,,%)@ =he Method@ A2ailable! htt.!666@lo:ano2international@comsuestoloymethoden8B@ Last accessed %%,+%I@

Macntyre7 *@ D@7 Charos7 C@ $%&&0)@ *ersonality7 attitudes7 and a3ect as .redictorso second lanuae communications@ ournal o Lanuae and 1ocial *sycholoy7 %I7/+0@

*rice7 M@ L@ $%&&%)@ =he subecti2e e4.erience o orein lanuae an4iety! nter2ie6s

6ith hihly an4iou students@ n 9or6it: oun $eds@)7 %,%;%,'@

second language acquisition powerpoints (1)

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