Second Language Acquisition Chapter 15 Ms Abrar Mujaddidi

Second Language Acquisition Chapter 15 Ms. Abrar Mujaddidi

Second vs. foreign language acquisition p Usually there is a distinction made between second and foreign language acquisition. p Second language: refers to a language spoken in the surrounding community. p Foreign language: refers to a language that is not spoken in the surrounding community. p But generally, we will use the term ‘second language’ to refer to both concepts.

Acquisition vs. Learning p Another distinction is made between acquisition and learning. p Acquisition refers to the gradual development of ability in a language by using it naturally in communicative situations with others who know the language. p Learning refers to more conscious process of accumulating knowledge of the features, such as vocabulary and grammar, of a language, typically in an institutional setting.

Acquisition barriers -There are many barriers to mastering second language by adult learners due to a number of barriers: 1. Interaction in second language not constant 2. They Already have a language for communication. 3. Critical period hypothesis: they can master vocabulary and grammar, but not pronunciation.

Affective factors p There are other types of acquisition barriersnegative experience that might affect language learning n Embarrassment- e. g. being ashamed of his/her accent Lack of empathy with the other culture. n Dull textbooks, classrooms, schedule, etc. n p Children may overcome such factors quickly.

Focus on the method p Educational approaches to L 2 learninghow L 2 might best be learned The grammar-translation method n The audio-lingual method n Communicative approaches n

Grammar translation method p Treating L 2 as an academic subject. p Vocabulary lists, grammar, classical texts, reading p Written rather than spoken language. p Criticism: does not focus on how the language is used in everyday conversations.

The audio-lingual method p Emphasizes spoken language p The use of language is a ‘habit’ that needs a lot of practice. p Dialogue form, drills, memorization, tapes, language labs, pronunciation important, little use of mother tongue. p Criticism: boring + not a natural setting, short-term effectiveness

Communicative approaches p More concerned with the learner and nature of the acquisition process. p Shifted to how L 2 learning takes placeexamining the learners errors. Errors are considered to be an indication of the natural L 2 acquisition process in action. p E. g. a Spanish person might say in the room there are three womens

Transfer p Transfer is using sounds, expressions and structures from the L 1 when performing the L 2. p Two types: n n Positive: L 1 & L 2 have similar features (marking of plural) Negative: transferring different features

Interlanguage p Sometimes we find in the output of an L 2 speaker errors that do not relate to L 1 or L 2. p Interlanguage= an in-between system of L 2 learners, which has some features of the L 1 and L 2 plus some independent of the L 1 and L 2. n E. g. Spanish learner= She name is Maria p Fixed expressions of L 2= when interlanguage stops developing to a more accurate L 2 features, it is said ‘fossilized’. p ‘fossilization’ of interlanguage results in a foreign accent.

Motivation p Very important in language learning. p Instrumental motivation= to achieve some goal n n p Join a graduate school Find a better job Integrative motivation= social purposes

Input and Output p p p Input: Input= the language the learner is exposed to Input must be simpler in vocabulary & structure= foreign talk n p E. g. English class, you like it? Instead of How are getting on in your studies? Negotiated input= L 2 materials that the learner can acquire in interaction while attention is given to what is said

cont. , Output: p Output= the language the learner produces p p interaction= comprehensive output

Communicative competence p Communicative competence= the general ability to use language accurately, flexibly, and appropriately n n n Grammatical competence Sociolinguistic competence Strategic competence

cont, p Grammatical competence n n n how to use the grammar, syntax, and vocabulary of a language. What words do I use? How do I put them into phrases and sentences?

cont, p Sociolinguistic competence n n how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating. Which words and phrases fit this setting and this topic? (formal vs. informal)

cont. , p Strategic competence n n how to work around gaps in one’s knowledge of the language How can I express my ideas if I don’t know the name of something or the right verb form to use? E. g. German speaker trying to express the meaning of ‘horseshoe’ in English.

Applied linguistics Investigating L 2 learning- other fields communication studies, psychology, education and sociology. p Deals with all other practical issues (e. g. teaching methods, designing lesson plan etc) and not just the acquisitional process. p

Thank you!!!