Second Language Acquisition

Sarah Cole Robin Stafford

Definitions

• Native Language (NL or L1) – the language first learned as a child

• Target Language (TL) – the language being learned• Second Language Acquisition – the process of learning

another language after the native language has been learned. Also called L2 regardless if it is the third, fourth or fifth language learned.

• Foreign Language learning- learning of a nonnative language in the environment of one’s native language.

What is SLA?

• A multidisciplinary field that studies: – Interlangauge (IL)– L2 Language Learning process– Learner variation– L2 language in the mind

What do native speakers know?

• We have knowledge of: – Phonology – Syntax –Morphology and lexicon – Semantics – Pragmatics

Phonology

• What is Phonology? – The sound system of a language

Phonology (cont)

• Possible sounds• Fast vs. slow speech – Example: Did you go to the store? Didja go to the store?

• How and when to combine words– Example: want to 　 　 wanna

• Possible combinations of sounds. – Example: [b] and [n] cannot be combined to make *bnick,

but [b] and [r] can be combined to make brick.

Syntax

• What is Syntax? – the sentence structure of a language, sometimes

called grammar.

Syntax (cont)

• Sentence grammaticality• Word order • Sentences that are equivalent in meaning • Meaning change when move elements in a

sentence• When to use different grammatical patterns• Ex: passive voice vs. active voice

• Set of rules to produce infinite sentences

Morphology

• What is morphology? – The study of word formation . • In many cases a single word is made up more than one

part. • Example: unforeseen

– Un (not, has negative function) – Fore (Noun, earlier in time) – Seen (Verb, to visualize)

Morphology (cont)

• We know how to form words using affixes (prefixes, suffixes)

• We also know what words can go with other words. • Example: • Mt. Everest is a high mountain. • *The Empire State Building is a high building.

Semantics

• What is semantics? – The study of sentence meaning • However, does not correspond to grammaticality.

– Example: – (1-19) *That woman beautiful is my mother. – (1-20) *I’ll happy if I can get your paper.

Semantics (cont)

• Our knowledge of semantics entails knowledge of the reference of words.

• We also are able to distinguish between words that sound the same– Example: • Table: flat top with three or four legs • Leaf: part of a tree • Vs. leaf of a table.

Semantics (cont)

• We know that the way we combine words in a sentence affects meaning. • Example: • The dog bit the man. • The man bit the dog.

• Thus, we know the extent to which syntax and semantics are interrelated

Pragmatics

• What is pragmatics? – The way in which we use language in context.

① 　 Contrastive Analysis Hypothesis

• Used as a way to describe variations in languages.

• “ a way of comparing languages in order to determine potential errors for the ultimate purpose of isolating what needs to be learned what does not need to be learned”

CAH (cont)

• Why should one learn only differing structures?– Positive transfer – Same structure in L1 and L2

– Negative transfer– Different structure in L1 and L2

– All errors made in learning the L2 are due to the L1.

Problems with CAH

• Research in the 1960s/70s showed learners language was systematic (showed routes of development).

• independent of the L1 and context of learning (classroom vs. natural environment).

• Learners developmental stage

② 　 Universal Grammar

• Uniformly and speedy acquisition of a first language

• Learning is innate • Principles and parameters constrain language

UG and SLA

• Innate mechanism that guides language learning

• The question then is, do we have access to this when learning the second language? – If yes, how is it available?

UG and SLA (cont)

• Four different views on Universal Grammar access in regards to SLA. – Partial access hypothesis – Full access hypothesis – Indirect access hypothesis – No access hypothesis

Partial Access Hypothesis

• UG less available with age and therefore is not available to adult learners.

• UG can be used for some things but not others – Adults use more problem solving skills – Problem solving skills and UG in competition

Full Access Hypothesis

• L1 and L2 acquisition are similar• Universal grammar both L1 and L2 acquisition

concurrently • Variation in learners is accounted for by

differences in cognitive maturity and in the learners needs.

Indirect Access Hypothesis

• UG is not directly involved in L2 learning • The learner can use what he or she knows of

UG in their L1 to help them in learning L2

No Access Hypothesis

• Only available for first language acquisition• L2 learners have to use other ways of learning

Problems with UG

• Only looks at the acquisition of syntax and morphology

• Only looks at how language is represented in the mind, not the process of learning

• There are many viewpoints and each has empirical evidence– no verdict

③ 　 Monitor Model

• This model is made up of 5 different hypotheses: – Learning vs. acquisition

• Learning and acquiring are different processes– Natural order hypothesis

• Systemacity, predictable patterns of acquisition – The monitor hypothesis

• Use learned knowledge to alter output towards grammatically correct utterances

– The input hypothesis • Importance of comprehensible input (i +1)

– The affective filter hypothesis • Affects of sociolinguistic factors such as age, motivation, aptitude.

Teaching Implications

• Talking is not acquisition • Adults and adolescents can acquire language• L2 learners language is systematic• One must practice using language and receive

extensive input. • Knowing a rule doesn’t equal usage

Communicative Language Teaching

• Seven basic functions of communication: – To get things – To control behavior of others – To create interaction – To express personal feelings and meanings – To learn and discover – To create a world of imagination – To communicate information

Communicative Language Teaching

• Example Activities: – Role plays – Interviews– Information gaps– Games – Language exchanges – Surveys – Pair work – Learning by teaching

Task-based Learning

• authentic language and meaningful tasks using the target language.

• Assessment based on task outcome not accuracy of language forms

• Examples: • Puzzles, riddles• Completing a family tree• Leaving a message on someone’s

answering machine

Form-focused instruction

• Language learning is systematic• Should linguistic form be a focus of language

instruction?

Further Reading

Presentation is based on: Gass, Susan M. and Selinker, Larry. Second Language Acquisition: An Introductory Course. 2nd Edition, 2004 ISBN: 0-8058-3528-8

Also available: 3rd Edition, 2008 ISBN: 0-8058-5498-3

Websites • Second Language Acquisition Topics (Vivian Cook, 2003) http://homepage.ntlworld.com/vivian.c/SLA/ • Second Language Acquisition Bibliography

(Vivian Cook, 2003) http://homepage.ntlworld.com/vivian.c/SLA/SLABIB/

index.htm • Task based teaching website/article: www.eltworld.net/howto/2008/04/task-based-learning-

for-dummies

Krashen’s theory further reading• Stephen D. Krashen’s book:

Second Language Acquisition and Second Language Learning (1981).

Or visit website: www.sdkrashen.com

• Other books by Krashen (not totally related to SLA, but still interesting and informative) Krashen, Stephen D. The Power of Reading: Insights from Research (2004, 2nd ed.)ISBN: 978-1591581697

Linguistics

• If you are interested in learning more about linguistics and want to self study I recommend:

Anouschka Bergmann, Kathleen Currie Hall, and Sharon Miriam Ross. Language Files: Materials for an introduction to Language and Linguistics. Ohio State University Press, 10th ed. ISBN: 978-0814251638