Download - Second language acquisition
Second Language
Second Language
AcquisitionAcquisition
And Applied Linguistics
And Applied Linguistics
Two sisters at
Two sisters at SchoolSchool
Chara
cters
Chara
cters Nazma
NazmaNaseemNaseemMrs. Raja
Mrs. RajaZakkiaZakkia
Att
itudes
Att
itudes
Feelings – affective
Feelings – affective conditionsconditions
Loneliness – trying to
Loneliness – trying to
understandunderstand
Nazma does not
Nazma does not interact (Lge) Mrs.
interact (Lge) Mrs. RajaRaja
Educa
tion
Educa
tion
What is Education?
What is Education? Share knowledge
Share knowledge Children learning
Children learning Parents support
Parents supportProvokingProvoking
TraditionTradition
LegislationLegislationPolicy
Policy
Chara
cteri
stic
s
Chara
cteri
stic
s
Language use –
Language use – socialization – cultural
socialization – cultural
experiences
experiences Learning at home
Learning at home School level
School level Role of their grand mother
Role of their grand mother
Tv’s roleTv’s role
Qur’anic-Qur’an
Qur’anic-Qur’anUrdu (official lge in Pakistan)
Urdu (official lge in Pakistan)
Literacy practices
Literacy practices
LAN
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LAN
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AC
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AC
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We are designed to
We are designed to walk… That we are
walk… That we are taught to walk is
taught to walk is impossible. And
impossible. And pretty much the same
pretty much the same
is true of language.
is true of language. Nobody is taught
Nobody is taught language. In fact you
language. In fact you
can’t prevent the child
can’t prevent the child
from learning it.
from learning it.Noam Chomsky,
Noam Chomsky, The Human
The Human
Language Serie 2 (1994)
Language Serie 2 (1994)
LAN
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LAN
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AC
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AC
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Language is extremely complex
Language is extremely complex
Children before 5 already know
Children before 5 already know
the complex system that make
the complex system that make
up the grammar of a language:
up the grammar of a language:
Syntactic Syntactic Phonological
Phonological Morphological
Morphological Semantic and pragmatic
Semantic and pragmatic
rules of grammar
rules of grammar
Children acquire a system of
Children acquire a system of
rules that enables them to
rules that enables them to
construct and understand
construct and understand
sentences, most of them have
sentences, most of them have
never produced or heard before.
never produced or heard before.
Children are creative in the use
Children are creative in the use
of languageof language
Nobody teach grammatical rules
Nobody teach grammatical rules
to the children
to the children
Cri
tica
l peri
od
Cri
tica
l peri
od
hyp
oth
esi
shyp
oth
esi
s
Brown (2007) defines CPH
Brown (2007) defines CPH
as . . .as . . . “ “a biological timetable during
a biological timetable during
which, both first & second
which, both first & second
language is more
language is more successfully accomplished”.
successfully accomplished”. Ellis (1997) defines CPH as . .
Ellis (1997) defines CPH as . .
.. a period during which
a period during which
“target-language
“target-language competence
competence in an L2 can
in an L2 can
only be achieved if learning
only be achieved if learning
commences before a certain
commences before a certain
age is reached. (e.g. the
age is reached. (e.g. the
onset of puberty)”
onset of puberty)”
Am
I p
ast
it?
Am
I p
ast
it?
If established theory states
If established theory states
that L2 language acquisition
that L2 language acquisition
is not achievable beyond
is not achievable beyond
puberty, what’s the point in
puberty, what’s the point in
trying?trying?
If L2 is not achievable
If L2 is not achievable
beyond puberty, how was I
beyond puberty, how was I
able to learn my second
able to learn my second
language at the age of 34?
language at the age of 34? Does Ellis’ (1997) definition
Does Ellis’ (1997) definition
hold the key, that
hold the key, that competence
competence in L2 is what
in L2 is what
theorists are really arguing?
theorists are really arguing?
Rese
arc
hRese
arc
h
Age and Different aspects of SLA:
Age and Different aspects of SLA:
morphosyntax
morphosyntax. Singleton (1995)
. Singleton (1995)
The effect of age on SLA on the
The effect of age on SLA on the
representations and processing of
representations and processing of
second language words
second language words. .
Silverberg& Samuel (2004)
Silverberg& Samuel (2004)
Phonology & Accent
Phonology & Accent::Pronunciation revisited
Pronunciation revisited
(Pennington, M & Richards J.C.
(Pennington, M & Richards J.C.
(1986)(1986)Phonological Basis of a Foreign
Phonological Basis of a Foreign
Accent, a Hypothesis. (Flege, J.E.
Accent, a Hypothesis. (Flege, J.E.
(1981)(1981)On the adults ability to acquire
On the adults ability to acquire
phonology. (Neufeld, G.G. 1980)
phonology. (Neufeld, G.G. 1980)
Is there an age factor in
Is there an age factor in Universal Universal
GrammarGrammar? (Martohardjono, G &
? (Martohardjono, G &
Flynn, S. 1993)
Flynn, S. 1993)
Concl
usi
ons
Concl
usi
ons
Age is a factor to
Age is a factor to consider in second
consider in second language acquisition.
language acquisition.
Age should not be a
Age should not be a
deterrent to learning a
deterrent to learning a
second language.
second language. Grammar, and its
Grammar, and its mastery, is possible in all
mastery, is possible in all
languages and at all
languages and at all
ages, but is more easily
ages, but is more easily
mastered during
mastered during childhood.childhood. Accent is the most
Accent is the most prominent determiner of
prominent determiner of
age of L2 acquisition.
age of L2 acquisition.
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1.1. The Acquisition – Learning
The Acquisition – Learning
HypothesisHypothesis- Adult second language learners
- Adult second language learners
have two means for
have two means for internalizing the target
internalizing the target
languagelanguage The first is “acquisition”, a
The first is “acquisition”, a
subconscious and intuitive
subconscious and intuitive
process of constructing the
process of constructing the
system of a language, not
system of a language, not
unlike the process used by
unlike the process used by a a
childchild to “pick up’’ a language.
to “pick up’’ a language.
The second means is a conscious
The second means is a conscious
“learning” process in which
“learning” process in which
learners attend to form, figure
learners attend to form, figure
out rules, and are generally
out rules, and are generally
aware of their own process.
aware of their own process.
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1.1. The Acquisition –
The Acquisition – Learning Hypothesis
Learning Hypothesis- ““Fluency in second
Fluency in second language performance is
language performance is
due to what we have
due to what we have acquired, not what we
acquired, not what we have learned.”
have learned.”- Our conscious learning
Our conscious learning
processes and our
processes and our subconscious acquisition
subconscious acquisition
processes are mutually
processes are mutually
exclusive: learning cannot
exclusive: learning cannot
“become” acquisition.
“become” acquisition.
AN
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KR
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KR
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’S IN
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HYPO
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HYPO
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5. The Affective
5. The Affective Filter Hypothesis
Filter Hypothesis- The best acquisition
- The best acquisition
will occur in
will occur in environments
environments where anxiety is
where anxiety is low and low and defensiveness
defensiveness absent, or in
absent, or in contexts where
contexts where “affective filter” is
“affective filter” is low.low.
Two preceding theories
Krashen’s Input Hypothesis
The cognitive model of Second Language Acquisition
Focus to a considerable extent of the learners
IV. A SOCIAL CONSTRUCTIVIST MODEL: LONG’S INTERACTION HYPOTHESIS
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The Social constructivist
The Social constructivist
perspectives emphasize
perspectives emphasize
the the dynamic nature of
dynamic nature of
the interplay
the interplay between between
learners, their peers and
learners, their peers and
their teachers and
their teachers and others with whom they
others with whom they
interactinteract
The interaction between
The interaction between
learners and others is
learners and others is
the focus of observation
the focus of observation
and explanation
and explanation
A S
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A S
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LON
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LON
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Michael Long
Michael Long
(1985-1996)
(1985-1996) takes up where in
takes up where in
a sense Krashen
a sense Krashen
left off. He posits
left off. He posits
in what has come
in what has come
to be called the
to be called the
interaction interaction hypothesishypothesis, that
, that
comprehensive
comprehensive input is the result
input is the result
of of modified modified
interactioninteraction..
Theories and Models of SLATheories and Models of SLAINNATIST COGNITIVE CONSTRUCTIVIST
(Krashen) (McLauglin/Bialystok) (Long)
•Subconcious acquisition superior to “learning” & “mornitoring”
•Comprehensible input (i+1)
•Low affective filter
•Natural order of acquisition
•“zero option” for grammar instruction
•Controlled/ automatic processing (McL)
•Focal/pheripheral attention (McL)
•Restructuring (McL)
•Implicit vs. explicit (B)
•Unanalyzed vs. analyzed knowledge(B)
•Form-focused instruction
•Interaction hypothesis
•Intake through social interaction
•Output hypothesis (Swain)
•HIGs (Seliger)
•Authenticity
•Task-based instruction