Anisa Devi Prabajati 2201410116 SLA 401 402 Describing

Anisa Devi Prabajati 2201410116 SLA 401 -402 Describing and Explaining L 2 Acquisition Chapter 1 Rodd Ellis, 2003 Page 3 -14

The Elements What Is ‘Second Language Acquisition? The Goals Of Sla Two Case Studies Methodological Issues In The Description Of Learner Language • Issues In The Explanation Of L 2 Acquisition • • •

• Second language acquisition can refer to any language that is learned subsequent to the mother tongue. L 2 acquisition can be defined as the way in which people learn a language rather that their mother tongue, inside or outside of classroom.

• Goals of SLA : - Description of L 2 acquisition. - Explanation, identifying the external and internal factors that account for why learners acquire an L 2 in the way they do. external Social milieu, The input that learners receive

• See the diagram !!!!!!!! inte Cognitiv e mechan ism rna l Vary i rate n the le a a succ n L 2 an ning d ho essf ul th w ey a re

TWO CASE STUDY A case study of an adult learner A case study of two child learners • Naturalistic learner (who learns the language at the same time as learning to communicate in it. • Focused on examining Wes’ grammatical development, how he communicates in English appropriately, and how he holds a successful conversation. • The learners were situated in a classroom, they were expected to acquire the equal ability of using English to communicate. • Focused on a single language function , concerns with how the two children make requests.

• A case study is a detail study of a learners acquisition of an L 2. • It is typically longitudinal, involving the collection of samples of the learner’s speech or writing over a period of time, sometimes years. • The two case studies which we will now examine were both longitudinal. One is of an adult learner learning English in surroundings where it serves as a means of daily communication and the other of two children learning English in a classroom

• The two cases raise a number of methodological issues on how L 2 acquisition should be studied. • They raise issues relating to the description of learner language. • They point to some of problems researchers experience in trying to explain L 2 acquisition.

Methodological Issues • One issue has to do with what it is that needs to be described. • Most issues relate to that a learner has acquired a feature of the target language.

– One issues has to do with what it is thatneeds described. be to Schmidt concerned was how broadly with eloped Wes communicate in an L 2, examining his grammatical development, his ability to use English in situationally appropriate ways, and how learned to hold successful conversation.

ISSUES IN THE DESCRIPTION OF LEARNER LANGUAGE • Both of the studies set out how to describe how learners’ use of L 2 changes over time and what this shows the nature of their knowledge of L 2. • One finding is that learners make errors of different kinds. - Wes made errors of omission and overuse - J and R made sociolinguistics

• Another finding is that L 2 learners acquire a large number of formulaic chunks, Which which contribute to the fluency of their unplanned speech. • An important issue in SLA is the roles that this formulas play. • One of most interesting issues raised by these case studies is whether learners acquired the language systematically

ISSUES IN THE EXPLANATION OF L 2 ACQUISITION • To account these descriptive findings, we can begin with the hypothesis that L 2 acquisition involves different kinds of learning. • On the one hand, learners internalize chunks of language structure (i. e. formulas). • On the other hand, they acquire rules (i. e. the knowledge that a given linguistic feature is used in a particular context with a particular function)

n o i t i s i u q c a L 2 f o e r u t a n c i t a m. e n t o s i y t s a o n e a w h l t T p x e • e h t s e n r i i u s r q e e r n r r o e a k e l a als e e p e s r h e t v i e t a h t n f a o d e e n h o c N a e • r s e i d u t s. l e c u n f a cas e m h r t o f r n e r a p e f l o l t o e t e g y lev o r t a s r s e e d c r e o n n i t o e n g a u g n a l • It is a f o r a. m s s m o a r c gr a g n i n a e m s ’ one

THANK YOU