Lecture 1 OverviewLecture 1 Overview

1. General definitions of language

2. Trends in linguistics and psychology

3. The study of SLA

4. Issues in SLA: Multiple perspectives

1. General definitions of language1. General definitions of language

Language is systematic and generative

Language is a set of arbitrary symbols

Language is used for communication

Language operates in a speech community or culture

Language is essentially human, although possibly

not limited to humans

Language is acquired by all people in much the same

way--- universal characteristics

2. Trends in linguistics and ps2. Trends in linguistics and psychologyychology

Linguistics Psychology

the structural school behavioristic mode of thinking

( 40’s & 50’s ) ( 40’s & 50’s )

generative school cognitive psychology

( 60’s ~ present ) ( recent decades)

The structural or descriptive The structural or descriptive school of linguisticsschool of linguistics

advocates: L. Bloomfield; E. Sapir; C. Fries application of scientific principle of observation of human languages describe human languages identify the structural characteristics

The generative-The generative-transformational school of transformational school of

linguisticslinguistics advocate: N. Chomsky descriptive adequacy explanatory adequacy

The behaviouristic viewThe behaviouristic view

focus: publicly observable responses

“scientific method”

typical behaviouristic models:

classical&operant conditioning

rote verbal learning

instrumental learning

psychological principles of organization and functioning

underlying motivations and deeper structures of human behaviour

descriptive explanatory

Cognitive psychologyCognitive psychology

Linguistic-psychological Linguistic-psychological ParallelsParallels

SCHOOLS OF SCHOOLS OF CHARACTERISTICS

PSYCHOLOGY LINGUISTICS

Structural

Behavioristic Descriptive

Generative

Cognitive

Transformation

1). Linguistics

When we study human language, we are approaching what some might call the human essence, the distinctive qualities of mind that are, so far as we know, unique to humans.

----N. Chomsky

3. The study of SLA3. The study of SLA

2). Intercultural communication intercultural competence

--- The ability to establish and maintain possible relationship

--- The ability to communicate effectively, with minimal loss and distortion

--- The attainment of an appropriate level of compliance and cooperation with others

Intercultural education:

--- multicultural education

--- bilingual education

--- global & international education

--- foreign & second language education

--- ethnic heritage education

3). Language policy & language planning

--- information about second language learning

--- the kinds of instruction that can be brought to bear on issues of acquisition

--- the realities and expectations one can have on such programs

1) psycholinguistic issues/perspectives

two historical milestones/revolutions

the Chomskyan revolution

the Corder revolution

4. Issues in SLA: Multiple pers4. Issues in SLA: Multiple perspectivepective

Questions being studied:

--- How language is acquired? What are thought to be the processes involved?

--- What role previous knowledge plays in the acquisition process?

--- How affective factors influence the way we perceive and process second language data?

2) Sociolinguistic issues/perspectives

5 sociolinguistic approaches to SLA:

--- the Labovian tradition

--- Bickerton’s dynamic paradigm

--- the description of communi. competence

--- speech accommodation theory

--- attitudes and motivation in SLA

3). Neurolinguistic issues/perspective

three major issues:

--- the location of the L1 and/or L2 in the left and right hemispheres of the brain

--- the ways in which languages with different characteristics are represented in the brain

--- the critical period of hypothesis for SLA

--- the localization of the L1 and/or L2 in the left and right hemispheres of the brain

hemispheric localization in terms of three factors

age, level of proficiency, manner

The age hypothesis

“ There will be more right-hemisphere involvement in L2 processing the later the L2 is learned relative to the L1, or conversely, there will be greater left-hemisphere involvement in L2 processing the earlier the L2 is learned relative to the first”

the stage hypothesis

“ Right-hemispheric involvement in L2 processing will be more evident among nonproficient bilinguals than among proficient bilinguals”

the manner hypothesis

“ There will be greater right-hemispheric involvement in processing language that are learned informally or, conversely, greater left-hemispheric involvement in processing languages that are learned formally”

--- the ways in which languages with different characteristics are represented in the brain

three linguistic characteristics:

type of script

direction of script

language mode

--- the critical period hypothesis

CPH vs sensitive period hypothesis

4). Bilingual education

CUP

BICS vs CALP

iceberg theory

dual-iceberg representation of bilingual proficiency

BICS

CALP

the iceberg theory

L1 L1 academic

BICS CALP achievement of L1

L2 L2 academic

BICS CALP achievement of L2

5) Classroom research5) Classroom research

5). Classroom research

major issues:

--- acquisition processes

--- acquisition sequences

--- rate of acquisition

--- ultimate level of second language attainment