FOUNDATIONS OF SLA Multilingualism vs monolingualism Multilingualism ability

FOUNDATIONS OF SLA

Multilingualism vs. monolingualism Multilingualism: - ability to use two or more languages Monolingualism: - ability to use only one language The number of multilingual individuals is more than the number of monolingual ones. The number one most spoken language in the world is Chinese, and the number one language mostly learned is English (Zhu, 2001 and Crystal, 1997).

According to Cook, 1992: Multilingual competence: - compound state of mind with two/more grammars Monolingual competence: - knowledge of only one language

Some motivations that may influence L 2 learners in learning a language: Invasion or conquest of one’s country A need/desire to contact speakers of other languages in economic or other domains Immigration to a country Adoption of religious beliefs and practices A need/desire to pursue educational experiences A desire for occupational or social advancement An interest in knowing more about peoples of other cultures

We can only estimate the numbers of L 1 and L 2 speakers because: 1. 2. 3. Linguistic information is often not officially collected Answers to questions seeking linguistic information may not be reliable There is lack of agreement on definition of terms and on criteria for identification

The nature of language learning Simultaneous vs. sequential multilingualism L 1 acquisition, people are still arguing on how children can acquire their first language. THe most widely held view by the mid of 20 th century was that children learn language by imitation (stimulus-response theory).

The Role of natural ability Innate capacity: - part of language structure is genetically “given” to every human child. - humans are born with a natural ability. To explain why L 1 development follows essentially the same sequence: - children’s language development is a gradual process of acquiring a more and more complex set of structures

Child grammar: - it is possible to systematically describe the kinds of utterances a child can produce or understand at a given maturational level. The progress of language development usually begins to slow sharply at about the age of puberty (Critical Period Hypothesis)

The role of social experience Children will never acquire such languagespecific knowledge unless that language is used with them and around them, and they will learn to use only the languages used around them, no matter what their linguistic heritage. Appropriate social experience, including L 1 input an interaction, is thus necessary condition for acquisition.

L 1 and L 2 Language Development First and Second Language Development L 1 L 2 INITIAL STATE Innate Capacity? L 1 knowledge World Knowledge Interaction skills INTERMEDIATE STATES Child Grammar Learner Language Basic processes Maturation Transfer Necessary Conditions Input Reciprocal Interaction Input Facilitating Conditions Feedback Aptitude Motivation Instruction …. FINAL STATE Native Competence Multilingual Competence

- - Initial state: - innate ability for L 2? Intermediate States Interlanguage: the development of learner language L 1 learner is closely related to cognitive maturation while L 2 is not, why? Because L 2 learners gave already reached a level of maturity.

1. 2. One of the processes involved in the interlanguage development: - transfer of prior knowledge from L 1 to L 2 (crosslinguistic influence), which are of 2: Positive Transfer: - when an L 1 structure or rule is used in an L 2 utterance and that use is appropriate or “correct” in the L 2. Negative Transfer (interference): - when an L 1 structure or rule is used in an L 2 utterance and that use is inappropriate and

- - Facilitating Conditions: Feedback: including correction of L 2 learner’s errors Aptitude: including memory capacity and analytic ability Motivation: need and desire to learn Instruction: explicit Teaching in school settings. FINAL STATE native-like/ near-native competence or fozzilisation

Logical problems of language learning Most linguists and psychologists assume that language achievement must be attributed to innate and spontaneous language learning construct and/or processes. Universal Grammar (Chomsky, 1965) - Innate linguistic knowledge must underlie language acquisition. Why? 1. Children’s knowledge of language goes beyond what could be learned from the input they receive. - Positive evidence and no negative evidence

2. Constraints and principles cannot be learned 3. Universal patterns of development cannot be explained by language-specific input.

Framework for SLA Timeline Linguistic 1950 and before Structuralism Psychological Social Behaviorism Sociocultural Theory 1960 s Transformationa Neurolinguistics l-generative Information grammar Processing Ethnography of communication Variation theory 1970 s Functionalism Humanistic models Acculturation theory Accommodation theory 1980 s Principles and Parameters models Connectionism Social Psychology 1990 s Minimalist Program Processability