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Fita Ariyana
2201410075
Rombel 7 (Thursday 9 am)
Introduction toSecond Language Acquisition
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Chapter 2
The Nature of Learner
Language
Second Language Acquisition
Rod Ellis (2003)
page 15 - 30
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Errors and Error Analysis
raising question of “Why do learners
make errors?”
knowing what errors learners make
helping the learners to learn when
making self-correct the errors
Why focusing on errors?
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by comparing the sentences learners
produce with the correct sentences in the
target language
The Problems:
not the preferred TL in producing sentences
difficult to reconstruct the correct sentences
need to distinguish errors and mistakes
Identifying Errors
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helping to diagnose learners’ problems
and to plot how changes in error patterns
The ways:
classifying errors into grammatical
categories
identifying general ways of learners’
utterances
Describing Errors
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errors are:
to a large extent, systematic, and
predictable for certain universal
to learners of the same mother tongue
Having different sources : omission,
overgeneralization, and transfer errors
Explaining Errors
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Global errors
=> disturb the overall structure of
sentence
Local errors
=> affect only a single constituent
in sentence
Error Evaluation
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Developmental Patterns
belong to silent period
The characteristics:
formulaic chunks
proportional simplification
The early stages of L2 acquisition
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is the same as accuracy order?
=> two opinions
1. ‘agree’
2. ‘disagree’
- sometimes learners begin using a structure
accurately early on only to start making errors
with it later.
- the order does vary somewhat according to
their first language
The Order of Acquisition
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as a process involving transitional constructions
The stages of L2 learners acquire the native speaker
rule, as the example ‘irregular past tense’ :
1. Learners fail to mark the verb for past time, e.g.
‘eat’
2. They begin to produce irregular past tense forms,
e.g. ‘ate’
Sequence of Acquisition
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3. They over generalize the regular
past tense form, e.g. ‘eated’
4. Sometimes learners produce
hybrid forms, e.g. ‘ated’
5. They produce correct irregular past
tense forms, e.g. ‘ate’
Sequence of Acquisition
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L2 Acquisition is:
• systematic
• a large extent
• universal,
• reflecting the internal cognitive mechanisms
control acquisition
• irrespective of the personal background of learners
Some Implications
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suggest some linguistic features
(particularly grammatical) are
inherently easier to learn than
others, e.g.
≈ The master learners of plural –s
before third person –s suggest it is
easy.
The important reason of developmental patterns?
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Variability in Learner Language
The Systemic Nature of Variability:
Linguistic context
=> using verb depend on event, activity, or state
Situational context
=> know what the language should be used in
any situation
Psycholinguistic context
=> whether learners have opportunity to plan
their production
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• Natural language
• form-function mappings (=> to build
variable system) not always according
to target language
• not random
• using one or two forms in free variation
Variability in Learner Language
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• choice of linguistic forms is determined by:
- linguistic context
- situational context
- availability of planning time.
• at different stages of development:
- acquiring a single form
- using a single form for a variety of functions
Variability in Learner Language
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- acquiring other verb forms
- starting to use the forms systematically
- eliminating non-target form
- using target language form
• not all speakers complete stage for
every grammatical structure =>
fossilization
Variability in Learner Language
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Thank you…