compendium

BASIC DEFINITIONS

Interlanguage: Learners’ own version of the second language which they

speak as they learn. Interlanguage is constantly changing and developing as

learners learn more of the second language.

Communicative Approach: A way of teaching which is based on the

principle that learning a language successfully involves communication

rather than just memorizing a series of rules.

Grammar-Translation method: A way of teaching in which students

study grammar and translate words into their own language.

Total Physical Response (TPR): A way of teaching in which the teacher

presents language items as instructions and the students have to do exactly

what the teacher tells them.

Mother tongue: The very first language that you learn as a baby, which is

usually the language spoken to you by your parents. Also called L1 or first

language.

Bilingualism: Using or able to use two languages, especially with the

fluency characteristic of a native speaker.

Second Language:

The Audio lingual Method: This method is based on the principles of

behavior psychology. New material is presented in the form of a dialogue.

Based on the principle that language learning is habit formation, the method

fosters dependence on mimicry, memorization of set phrases and over-

learning.

The Silent Way: This method begins by using a set of colored rods and

verbal commands. This introduces components of pitch, timbre and intensity

that will constantly reduce the impact of one voice and hence reduce

imitation and encourage personal production of one's own brand of the

sounds.

Interlanguage: Interlanguage scholarship seeks to understand learner

language on its own terms, as a natural language with its own consistent set

of rules.

Compendium of Individual Presentation: Rosa E. Cabrera T. 1

http://en.wikipedia.org/wiki/Natural_language

http://en.wikipedia.org/wiki/Interlanguage

Input: Learners' most direct source of information about the target

language is the target language itself. When they come into direct contact

with the target language, this is referred to as "input." When learners

process that language in a way that can contribute to learning, this is

referred to as "intake."

Affective factors: Affective factors relate to the learner's emotional state

and attitude toward the target language.

Affective Filter: Language learners possess an affective filter which affects

language acquisition. If a student possesses a high filter they are less likely

to engage in language learning because of shyness, concern for grammar or

other factors. Students possessing a lower affective filter will be more likely

to engage in learning because they are less likely to be impeded by other

factors.

Lingua franca: Language as a global language and world language,

Language as a medium of intercultural communication.

Linguistics: Linguistics is involved with language in all its manifestations

and examines all these links between language and human life.

DIFFERENCES BETWEEN L1 AND L2 ACQUISITION

L1 LEARNING L2 LEARNING

AGE Baby to young child

L1 lasts into

adolescence

Usually at primary

school and/or

second school. It

can also continue in

adulthood.

Ways of learning By exposure people

pick up language.

By wanting and

deciding to

communicate.

Through

introductions with

Sometimes through

exposures but often

by bring taught

specific language.

Through interaction

with a teacher and

sometimes with

classmates.


http://en.wikipedia.org/wiki/Information

family and friends.

By talking about

things in present in

the child’s

surroundings.

By listening to and

talking in language

by one using it.

By playing and

experimenting with

language.

Often by talking

about life outside

the classroom.

Often by needing to

produce language

soon after it has

been taught.

Using language in

controlled activities.

Context The child hears the

language around

him/her all time.

Familiar and friend

talk to and interact

with the child a lot.

The child has a lot of

opportunity to

experiment with

language.

Caretakers often

praise and

The learner is no

exposed to L2 very

much often no more

than 3 hours per

week.

Teacher usually

simply their

language.

Teacher vary in the

amount they praise

or encourage

learners.

The learner does not

receive individual

attention from the

teacher.

Teachers generally

correct learners a

lot.

Overall success Children normally

achieve perfect L1

mastery.

L2 learners are

unlikely to perfect

mastery.


General failure Success guaranteed Complete success

rare.

Variation Little variation

degree of success

among learners.

Learners vary in

overall success and

route.

Goals Target language

competence.

Learners may be

concerned with less

than target.

Fossilization Unknown Language

competence o more

concerned with

fluency than

accuracy.

Common sometimes

the learn returns to

earlier stages of

development.

Intuition Children usually

clear intuition about

correctness.

L2 learners are

often unable to form

clear grammatically

judgments.

Instruction Not needed. Helpful or

necessary.

The L2 sequence English grammatical morphemes is similar, tough not

identical to that found in L1 acquisition by Brow (1972) the greatest

difference bring the irregular past tense (broke) articles the) copula and

auxiliaries (Dulay & Krasen 1982).

Other similar sequence of syntactic acquisition has been found in L1 and L2

learning. L2 learners, like L1 learner, start by believing that John is the

subject of please, in both, John is easy to please and John and john is eager


to please and only go on to discover it is the object in John is easy to please

after sometimes (Cook 1973, Anglojan & Tucker 1975).

L1 learner, like L1 learner at first put negative elements, at the beginning of

the sentence, No the sun shining and then progress to negation within the

sentence that is not ready (Wode 1981).

SECOND-LANGUAGE TEACHING METHODS

Below is a description of the basic principles and procedures of the most

recognized methods for teaching a second or foreign language.

Grammar-Translation Approach

Direct Approach

Reading Approach

Audio lingual Method

Community Language Learning

The Silent Way

Communicative Approach--Functional-Notional

Total Physical Response

The Grammar-Translation Approach: Classes are taught in the students'

mother tongue, with little active use of the target language. Vocabulary is

taught in the form of isolated word lists. Elaborate explanations of grammar

are always provided. Grammar instruction provides the rules for putting

words together; instruction often focuses on the form and inflection of

words. Reading of difficult texts is begun early in the course of study. Little

attention is paid to the content of texts, which are treated as exercises in

grammatical analysis. Often the only drills are exercises in translating

disconnected sentences from the target language into the mother tongue,

and vice versa. Little or no attention is given to pronunciation.

The Direct Approach: This approach was developed initially as a reaction

to the grammar-translation approach in an attempt to integrate more use of

the target language in instruction.

Lessons begin with a dialogue using a modern conversational style in the

target language. Material is first presented orally with actions or pictures.

The mother tongue is NEVER, NEVER used. There is no translation.


The Audio lingual Method: This method is based on the principles of

behavior psychology. It adapted many of the principles and procedures of

the Direct Method, in part as a reaction to the lack of speaking skills of the

Reading Approach.

Skills are sequenced: Listening, speaking, reading and writing are developed

in order. Vocabulary is strictly limited and learned in context. Teaching

points are determined by contrastive analysis between L1 and L2.

Community Language Learning: This methodology is not based on the

usual methods by which languages are taught. Rather the approach is

patterned upon counseling techniques and adapted to the peculiar anxiety

and threat as well as the personal and language problems a person

encounters in the learning of foreign languages. Consequently, the learner is

not thought of as a student but as a client. The native instructors of the

language are not considered teachers but, rather are trained in counseling

skills adapted to their roles as language counselors.

The Silent Way: This method begins by using a set of colored rods and

verbal commands in order to achieve the following:

To create simple linguistic situations that remains under the complete

control of the teacher.

To pass on to the learners the responsibility for the utterances of the

descriptions of the objects shown or the actions performed.

To let the teacher concentrate on what the students say and how they

are saying it, drawing their attention to the differences in pronunciation

and the flow of words.

To generate a serious game-like situation in which the rules are implicitly

agreed upon by giving meaning to the gestures of the teacher and his

mime.

Functional-notional Approach: This method of language teaching is

categorized along with others under the rubric of a communicative

approach. The method stresses a means of organizing a language syllabus.

The emphasis is on breaking down the global concept of language into units

of analysis in terms of communicative situations in which they are used.

Total Physical Response: James J. Asher defines the Total Physical

Response (TPR) method as one that combines information and skills through


the use of the kinesthetic sensory system; understanding the spoken

language before developing the skills of speaking. Imperatives are the main

structures to transfer or communicate information. The student is not forced

to speak, but is allowed an individual readiness period and allowed to

spontaneously begin to speak when the student feels comfortable and

confident in understanding and producing the utterances.

Lateralization: The brain is divided into two halves, a left hemisphere and

a right hemisphere. This is called lateralization, and applies to any animal

further up the evolutionary tree than, say, a worm. In animals that are

particularly vocal, such as canaries, dolphins, and chimpanzees, it seems

that one hemisphere or another is dedicated to controlling those behaviors

and the responses to them.

In human beings, it is the left hemisphere that usually contains the

specialized language areas. While this holds true for 97% of right-handed

people, about 19% of left-handed people have their language areas in the

right hemisphere and as many as 68% of them have some language abilities

in both the left and the right hemispheres.

Broca's Area: The first language area within the left hemisphere to be

discovered is called Broca's Area, after Paul Broca. Broca was a French

neurologist who had a patient with severe language problems: Although he

could understand the speech of others with little difficulty, the only word he

could produce was "tan." Because of this, Broca gave the patient the

pseudonym "Tan." After the patient died, Broca performed an autopsy, and

discovered that an area of the frontal lobe, just ahead of the motor cortex

controlling the mouth, had been seriously damaged. He correctly

hypothesized that this area was responsible for speech production.

Physicians called the inability to speak aphasia, and the inability to produce

speech was therefore called Broca's aphasia, or expressive aphasia.

Someone with this kind of aphasia has little problem understanding speech.

But when trying to speak themselves, they are capable only of slow,

laborious, often slurred sequences of words. They don't produce complete

sentences, seldom use regular grammatical endings such as -ed for the past

tense, and tend to leave out small grammatical words.

It turns out that Broca's area is not just a matter of getting language out in a

motor sense, though. It seems to be more generally involved in the ability

to deal with grammar itself, at least the more complex aspects of grammar.


For example, when they hear sentences that are put into a passive form,

they often misunderstand: If you say "the boy was slapped by the girl," they

may understand you as communicating that the boy slapped the girl

instead.

Wernicke's Area: The second language area to be discovered is called

Wernicke's area, after Carl Wernicke, a German neurologist. Wernicke

had a patient who could speak quite well, but was unable to understand the

speech of others. After the patient's death, Wernicke performed an autopsy

and found damage to an area at the upper portion of the temporal lobe, just

behind the auditory cortex. He correctly hypothesized that this area was

responsible for speech comprehension.

This kind of aphasia is known as Wernicke's Aphasia, or receptive

aphasia. When you ask a person with this problem a question, they will

respond with a sentence that is more or less grammatical, but which

contains words that have little to do with the question or, for that matter,

with each other. Strange, meaningless, but grammatical sentences come

forth, a phenomenon called "word salad."

Like Broca's area is not just about speech production, Wernicke's is not just

about speech comprehension. People with Wernicke's Aphasia also have

difficulty naming things, often responding with words that sound similar, or


the names of related things, as if they are having a very hard time with their

mental "dictionaries."

SIMILARITIES AND DIFFERENCES BETWEEN L2 AND L1

Feature L1 acquisition L2 (foreign language)

acquisition

Overall

success

children normally achieve perfect

L1 mastery

adult L2 learners are unlikely to

achieve perfect L2 mastery

General failure success guaranteed complete success rare

Variation little variation in degree of

success or route

L2 learners vary in overall

success and route

Goals target language competence L2 learners may be content with

less than target language

competence or more concerned

with fluency than accuracy

Fossilization unknown common, plus backsliding (i.e.

return to earlier stages of

development

Intuitions children develop clear intuitions

about correctness

L2 learners are often unable to

form clear grammaticality

judgments

Instruction not needed helpful or necessary

Negative

evidence

correction not found and not

necessary

correction generally helpful or

necessary

Affective

factors

not involved play a major role determining

success


TABLE OF CONTENTS

BASIC DEFINITIONS...............................................................................1Interlanguage:...................................................................................1Communicative Approach.................................................................1Grammar-Translation method...........................................................1Total Physical Response (TPR):.........................................................1Mother tongue:..................................................................................1Bilingualism:......................................................................................1Second Language:.............................................................................1The Audio lingual Method:.................................................................1The Silent Way:.................................................................................1Interlanguage:...................................................................................1Input:.................................................................................................2Affective factors:...............................................................................2Affective Filter...................................................................................2Lingua franca:...................................................................................2Linguistics:........................................................................................2

DIFFERENCES BETWEEN L1 AND L2 ACQUISITION................................2SECOND-LANGUAGE TEACHING METHODS...........................................5

The Grammar-Translation Approach:................................................5The Direct Approach:.........................................................................6The Audio lingual Method:.................................................................6Community Language Learning:.......................................................6The Silent Way:.................................................................................6Functional-notional Approach:...........................................................7Total Physical Response:...................................................................7Lateralization:....................................................................................7Broca's...............................................................................................8Wernicke's Area:...............................................................................9

SIMILARITIES AND DIFFERENCES BETWEEN L2 AND L1......................10


compendium

Documents