The Linguistics of Second Language Acquisition

The Linguistics of Second Language Acquisition1How have theorists defined languages and the language learning experience?What has their research shown?Do the theorists agree or disagree with each other?What are we learning when we are learning a language?Essential Questions2In your opinion, how would you describe the nature of language?

Languages areThe Nature of Language3Languages are

Systematic.Symbolic.Social.

What do you think they mean?What Linguists have said4Elements which occur in regular patterns of relationships.Unconscious rules or principles which speakers are unaware of knowing or using.Understand the principles by using the language to express meaning.Languages are systematic5Sequences do not inherently possess meaning.The meanings of symbols come through the agreement of speakers.It is meaningful for the speakers who use or say that language.Languages are symbolic6Reflects the society that uses it.The only way to learn that language is to use it with others. No standard to judge which language is more effective for communication than another.Use language to communicate, to categorize and catalogue the objects, events, and processes.Languages are social7A language is traditionally divided into different levels for description and analysis, but all levels must interact and function simultaneously in language use.

Language levels fordescription and analysis8What do these words mean? Can you give some examples?Lexicon PhonologyMorphologySyntaxDiscourse

Language levels fordescription and analysis9Word meaningPronunciation (and spelling for written languages)Part of speechWord combinations and idiomsLexicon= Vocabulary10Phonemes= speech sounds that make a difference in meaningSyllable structure= sequences of consonants and vowelsIntonation patterns/toneRhythmic patterns (pauses and stops)Phonology= Sound System11Morphemes= parts of words that have meaningInflections= number or tense that carry grammatical informationPrefixes and suffixesMorphology= Word Structure12Word orderSubject/verb agreementWays to form questions, to negate assertions, and to focus or structure information within sentencesSyntax= Grammar13Ways to connect sentencesHow to structure stories and engage in conversationsScripts for interacting and for eventsDiscourse14Contrastive analysisRobert LadoInvolves predicting and explaining learner problems based on comparing L1 and L2 with each other to determine similarities and differences.Make learning and teaching more efficient.Contrastive Analysis (1950s-1960s)16Believe that learning a language is like learning a habit. Behaviorist view of language learning: Stimulus-Response-Reinforcement (S-R-R); imitate and repeat the language and the response is reinforced.Practice makes perfectContrastive Analysis (continued)17Transfer in learning (positive and negative)We analyze the language in order to predict the problems that are most likely to occur. We create language lessons based on those predicted difficulties and we sequence our lessons in order of difficulty. Contrastive Analysis (continued)18CA is based on a theory of language that claims that language is habit and that language learning involves the establishment of a new set of habits.The major source of errors in the production and/or reception of a L2 is the native language.One can account for errors by considering differences between the L1 and the L2.Contrastive Analysis Assumptions19The greater the differences, the more errors will occur.To learn a L2 a person has to learn the differences. Similarities can be safely ignored as no new learning is involved. Difficulty and ease in learning are determined respectively by differences and similarities between the two languages in contrast. Contrastive Analysis Assumptions20Based on your opinion/experience, what do you think of this method? Is it useful? Effective?What is good about this method?What are some problems with this method?Contrastive Analysis Practice21Cannot explain how learners know more than they have heard or have been taught (the logical problem of language learning).The predictions were not accurate. Sometimes different problems appeared.How can you do this approach when you have multiple students with different language backgrounds?Problems with Contrastive Analysis22Error analysisInternal focus on learners ability to construct or create language.A reaction against CA which focus was on idealized linguistic structures attributed to native speakers.EA is based on actual learner errors in L2, not on error predictions.Error Analysis24Inner forces (interaction with the environment) push or promote learning.The learner is an active and creative participant in the process rather than a passive recipient.Examine the output in their own right instead of how deficient the language is. The significance of errors: Theyre not bad habits to erradicate, but sources of insight: Windows into the mind of the learner.Assumptions of Error Analysis (EA)25Errors as evidence of the system of language a learner is using.Errors are a way the learner has of testing his hypothesis about the nature of the language he is learning, not as a product of imperfect learning.In other words: errors are a sign the learner is unconsciously exploring the new system rather than just experiencing interference.

The view of errors in EaCollect a sample of learner languageIdentify the errorsDescribe the errors (according to language level, category, or specific language elements).Explain the errors (interlingual between languages, intralingual within the language or developmental).Evaluate the errorsError Analysis Procedure27Inter-lingual errors: resulting from negative transfer or interference from the L1Intra-lingual errors: also known as developmental errors due to incomplete learning of L2 rules or overgeneralization of them. (Can you give some examples?)

Show example from the book (pg. 40)

Inter vs. intra-lingual errorsA classic example given by Corder, is the German speaker who says You must not take off your hat when the intent is You dont have to take off your hat.

In what sense is this an error? In what sense is it not?)

ExampleBased on your experience, what do you think of error analysis? Is it helpful? Useful?What are the good features of this method?What are some problems with this method?

Error Analysis Practice30Ambiguity in classification (Is the error because of a L1 influence or is it part of the developmental process?)Lack of positive data (does not explain what the learner has acquired)Potential for avoidance (the learner may not say it because the language structure is difficult).

Problems with Error Analysis31#1- Interlanguage experts (pages 40-42)

#2- Krashen experts (pages 45-46)

#3- Chomsky experts (pages 46-47)HomeworkInterlanguage 33Larry Selinker (1972)Intermediate states (or intermediate grammars) of a learners language as it moves toward the target L2.Creative process, driven by inner forces and interaction, and influenced by L1 and input from the target language.What is Interlanguage (IL)?34Systematic (governed by rules and by students L1)Dynamic (changes frequently)Variable (based on context and situation)Reduced system (form)- the interlanguage is less complex grammatically in formReduced system (function)- used for a smaller range of communicative needs.Characteristics of Interlanguage35Language transferHow the L2 is taught.How learners approach learning L2.Ways that learners try to communicate with others in L2.Overgeneralization (rules are applied to broadly).Likelihood of fossilizationDifferences in IL in L2 and L136Cease learning a language before they reach target language norms.This happens despite students receive L2 input and passage of time.More likely to happen among older L2 learners.Also depends on social identity and need to communicateFossilization37Should individuals be considered fossilized ifThey retain a foreign accent despite being fluent in the language?The students dont want to sound native?

Should progress be measured against native-speaker norms?Issues with Fossilization38Morpheme order studiesBrown tried to answer the question whether there is a natural order (or universal sequence) in the grammatical development in the L2 learners.If we find that the same elements of an L2 are learned first no matter what the learners L1 is, then, the transfer is not as important.Morpheme order studies40Brown provided the sequence by tracking the order in which 3 children mastered a set of grammatical morphemes in English.His findings can be viewed in the next table.Morpheme order studies41Morpheme order studies

42Although not identical, the order of morpheme acquisition reported was similar in L1 and L2.Further, the order was virtually the same in English L2 whether children where L1 speakers of Spanish or Chinese.This natural order proved that L2 learners neither merely imitating or transfering, but creating mental grammar.Morpheme order studies43Monitor modelLanguage Acquisition Device (LAD)- childrens innate knowledge and language.

Collection of five hypotheses which have major claims and assumptions about learning a languageMonitor Model (Krashen)45Acquisition-learningMonitorNatural OrderInputAffective filterKrashens Five Hypotheses46What is the difference between acquisition and learning?Acquisition- is like child-language acquiring L1, a subconscious process, using language for communication, implicit / informal / natural learning, focusing on meaning; Acquisition and learning are taken as two independent systems for developing language knowledge.Learning- is explicit and conscious learning of language rules. Acquisition Learning47the acquired system is responsible for initiating speech, and the learned system serves as a monitor or a check of the speech output for purposes of editing or making changes.Monitor48Acquire the rules of language in a predictable order (based on the morpheme order studies).If there is a natural order of acquisition, how is it that learners move from one point to another? Answer: by receiving comprehensible input or i + 1. (Speaking is the result of acquisition and not its cause. If input is understood, and there is enough of it, the necessary grammar is automatically provided, i.e. it should not be taught. )

Natural Order49How one feels about the learning process. Conscious learning is taking place.Input may not be processed if this is up. Lower their affective filterAffective Filter50Acquisition comes about as a result of 3 factors: input, affective filter, LADLanguage acquisition in the monitor model51Monitor model diagram

Universal grammarNoam ChomskyUG is a 'theory of the initial state. So, of the relevant component of the language capacity' or 'the system of principles, conditions, and rules that are elements or properties of all human languages.'UG is postulated to explain the logical problem of language: the uniformly successful and speedy acquisition of language by children in spite of insufficient input. (the poverty-of-the-stimulus argument)Universal Grammar (UG)54Noam ChomskyLanguage Acquisition is based on linguistic competence (what learners know about the language) not on the use of the language.This knowledge is deeper than the input students get. (Innate)Universal Grammar (UG)55Children already have a rich system of knowledge that they bring when are they learning L1.

They are not learning UG; UG is present at birth, but this capacity is awaken with input.Innate Knowledge56Principles= the properties that ALL languages possess.Parameters= variation amongst the different languages.

Children are able to interpret the input they receive and out comes the appropriate grammar.Principles and Parameters57What is the initial state in L2? (Starting point)What is the nature of interlanguage and how does it change over time?What is the final state in SLA?UG and L258Learners already have knowledge of L1 when L2 acquisition begins.L1 knowledge is transferred, but what transfers and what to degree depends on:-Any similarities between L1 and L2-Why and how the person is learning L2

Initial State59When L1 and L2 settings are the same, positive transfer happens.When L1 and L2 settings are different, negative transfer or interference occurs.Initial State (continued)60All learners may not have the same degree of access to UG.Different relationships between L1 and L2 may result in negative transfer or interference.Some learners may receive different input (in terms of quality).Final State61Functional approachesEmphasize the content of what is being producedViews language as a form of communication rather than rules.Functional Approaches63Functional approaches to SLA may differ in emphasis and definition but share these characteristics in opposition to Chomsky:Focus is on the use of language in real situations (performance) as well as underlying knowledge (competence).Purpose of language is communication, and to develop that knowledge requires communicative use.Study how language is used in interaction.Other Main Points of Functionalism64Four of the functional approaches which have been influential in SLA are:

Systemic Linguistics, Functional Typology, Function-to-form mapping, Information organization.4 functional approaches