Introduction to Linguistics, Week 12:Second Language Acquisition

Important: ExamDate: February 3

Place: Ulmenstr. 69, Arno Esch Building

Schedule:BA (old & new): 14:00-16:00, Arno Esch II, GK Ling & FoGLA-old:14:00-15:00, Arno Esch II, GK Ling (if you also need FoG, be there at 13:00)LA-new: 13:30-15:00, Arno Esch I, GK Ling & lecture

Make sure you know which group you’re in!

Applied Linguistics

The branch of linguistics that deals with second language acquisition. Incorporates aspects of:

• linguistic analysis

• communication studies

• education

• psychology

• sociology

Language Teaching

L1

First Language – language one grows up speaking, mother tongue.

It is possible to have more than one L1.

L2

ESL

English as a Second Language

EFL

English as a Foreign Language

Language TeachingSecond LanguageA second language is one learned after one’s first, in an area where it is the/a primary language, and that is used in one’s everyday life to a great extent. (It can be an official language, but doesn’t have to be). Examples: English in India and South Africa, French in the Maghreb region, immigrants learning language of their new country.

Foreign LanguageA language taught and learned in an environment where it isn’t part of everyday life, e.g. English in Germany, France, or China.

How can linguistics be used in ESL and EFL teaching?

Learning vs. AcquisitionLearning • Conscious process.• A rule that has been learned can be cited, but

form may still be used incorrectly (almost) every time in spontaneous language production.• Self-monitoring (i.e. later correction of own

language production) is possible.Acquisition • The point at which forms and structures become

part of your interlanguage, (i.e. internal model of the L2).• Once a form is acquired, using it comes

naturally; will be used correctly most of the time without having to think about it. • Acquisition cannot be forced—it’s a gradual

development through exposure and practice.

Critical Period Hypothesis• People who start learning a new language as

adults may become perfect in grammar and lexis, but usually retain an accent.• Suggest lexis and syntax are easier to acquire

than phonology.• The Critical Period Hypothesis says that after the

critical period for language learning is over (roughly by puberty), certain features of language are hardwired into our brains and almost impossible to overcome.• It is therefore important to start acquisition of at

least one L2 as early as possible. • NB: This is a strongly-debated hypothesis, not

proven fact!

Major Factors in Learning an L2

Personality Factors• Age• Intellect/Verbal Intelligence• Motivation

Affective Factors• Self-consciousness, Embarrassment (Lowering

inhibitions can help.)• Ability/Inability to identify with L2 speakers.• Pleasant/Unpleasant learning conditions (stress,

boredom).

Some Basic Language-Learning Methods

• Grammar-Translation Method

• Audiolingual Method

• Communicative Approaches

Grammar-Translation Method

• Very traditional approach, used (at least) since Ancient Rome.

• Still used in modern schools to learn dead languages like Latin and Greek, sometimes even for living languages.

• Focus on learning, not acquisition.

• Involves a lot of memorizations (words + translations, grammar rules)

• Translation from L2 into L1 (later also the other way around).

• Focus on written language.

• Mostly passive.

Audiolingual Method• US military one of the major developers.

• Became popular in 1950s.

• Oral drills (frequent repetition of phrases).

• Sees language as “habits”—drills supposed to me correct language production automatic.

• Neglects language as interaction (which is generally its main purpose).

• Hours-long drills can often boring.

Communicative Approaches• Focus on language as communication.

• Acquisition prioritized over learning.

• Organized around tasks (e.g. buying things, giving directions, greetings, etc.), not grammatical concepts (e.g. present perfect)

• Task-based learning involves role play, communicative tasks, exposure to authentic language.

• Often focused on the students’ task competency needs (e.g. Business English, Spanish for Medics, Engineering English, etc.).

The Goal: Communicative CompetenceCommunicative Competence, i.e. the ability to successfully communicate in L2, is the goal of all language learning and teaching.

Consists of three components:

Grammatical CompetenceAccurate use of L2 word and structures.

Sociolinguistic CompetenceKnowing which expression is appropriate or polite in what situation.

Strategic CompetenceAbility to overcome potential communication problems, e.g. using paraphrasing to compensate for missing vocab.

Mistakes vs. ErrorsMistake • Spontaneous language mistake even though

underlying rule has been acquired, e.g. slip of the tongue.

• Can be affected by outside factors (e.g. nervousness, tiredness, distractions), but can never be eradicated.

• Not very important in SLT.Error • Systematic: learner has acquired wrong form or

rule; leads to same problem every time a given structure occurs.

• Teachers need to focus on errors, try to help students acquire, or at least learn, the relevant rule.

Some More SLA ProblemsOver-Representation

A structure that is correct in the SL and similar to L1 is used a lot by a learner, even though there are better/more natural alternatives available. ("In former times...“ “The car that I bought last year...”)

Hyper-Correction Making a new mistake by trying too hard to

avoid an old one, e.g. very well pronounced */weri wel/, *He spoke to Steve and I.

TransferTransfer Applying rules and patterns from L1 in a FL; can be help when L1 and L2 work the same way (positive transfer) or a hindrance when they work differently (negative transfer).

First-Language InterferenceErrors caused by negative transfer; frequent in pronunciation, but also in syntax, lexis, collocations...

Exercise: Think of some examples of positive and negative transfer from your own language learning experience.

Pronunciation InterferenceGerman accent as portrayed in novel:

Vat do you vant? Ve haf nosing.

Ve haf vays off making you talk.

I sink zat woult help, yes.

Yes, zis is my brozer’s shilt. Haf you met him, Bop?

• Which features of German pronunciation are alluded to here?

Vocabulary Interference: False Friends

German Term False Friend (English)

Correct Translation

bald

Dom

Gift

konsequent

Präservativ

Slip

winken

*bald soon

*dome cathedral

*gift poison

*consequently consistent

*preservative condom

*slip panties,

briefs, underwear

*to wink to wave

[Source: http://german.about.com/library/weekly/aa030199.htm]

Input & OutputInput• L2 utterances that the learner is exposed to.• Have to be comprehensible to be beneficial. • Foreigner talk: Native speakers adjust to

learner’s level of comprehension.• Negotiated input: learner asked for clarification,

repetition, explanations.

Output• L2 utterances produced by the learner.• Important factor in gaining communicative

competence.• Hard to practice in EFL classroom, but crucial• Task-based learning (communicative tasks with

classmates, role play, etc.)