L2 learningSecond Language learning: The birth of error analysis.

• Errors happen when learners try to say something that is beyond their current level of language processing. Learners are not able to correct their errors.

• E.g Excuse me, I didn’t hear what did she say.

• Slips are the result of tireness, temporary emotions or circumstances. Learners can correct slips by themselves.

• E.g She has five years, I mean, she is five years old.

Origen of error analysis

Contrastive analysis of pairs

of language

J´aime les. Je les aime

I like them

Devepopments in 1st. LA

Pass me the one ball. Pass me

the ball.

L2 LEARNING

EFFECTS FROM L1

COGNITIVE DEVELOPMENT

ACADEMIC DEVELOPMENT

SECOND LANGUAGE LEARNING: the birth of error analysis

• Researchers and teachers: studies are based on contrastive analysis• Findings: pairs of languages were not difficult

E.g: I like them (English) Je les aime (French)

SECOND LANGUAGE LEARNING

• Error Analysis Origin: Due to the Development of first language acquisition and desillusionment with contrastive analysis.• The predictions of contrastive analysis: all error

would be caused by interference from first language.• Other predictions: errors would not be caused

by first language

SECOND LANGUAGE LEARNING

• Researchers: compared the errors made by children learning their mother tongue. • Interlanguage appeared: two fundamental

notions. 1. language is a system: its own rules 2. language is a dynamic system: evolve over time

Theories about SLA• Principles and

Practice in Second Language Acquisition

FIVE HYPOTHESIS Acquisitions / learning are two

different processes (spontaneous vs. conscious)

Natural order (grammar is acquired in a predictable order in a natural setting)

Monitor (learning functions only as an editor or monitor)

Input (comprehensible input essential for acquisition)

Affective filter (acquisition occurs when affective conditions are optimal, i.e, low anxiety, motivation, confidence, etc.)

Affective Factors in SLA

Extroversion

Empathy

Anxiety

Risk taking

Inhibition

Self -esteem

LEARNING and ACQUISITION are not able to exist at the same time

mutually exclusive

Acquisition Learning

implicit, subconscious explicit, conscious

informal situations formal situations

uses grammatical 'feel' uses grammatical rules

depends on attitude depends on aptitude

stable order of acquisition simple to complex order

of learning

The acquisition learning hypothesis

The Monitor hypothesis

INTERLANGUAGE

INTERLANGUAGE

TTlanguage produce by learners

SYSTEMWhich can be described at any point in time as a resulting from sistematic rules

INTERLOKING SYSTEM

Caracterize learner progression

The interlanguage concept relies on two fundamental notions

The language produced by the learners is a

SYSTEM

DINAMIC SYSTEM

•in its own right• obeying its own rules

envolving over time

REFERENCES• Ellis (1990, p.57)• Mitchell & Myles (1998, p.126)• Gregg (1984, p.94)• McLaughlin (1987, p.56)• Krashen & Terrell, 1983; Terrell et al, 1997

JIMMY TORRESGABRIELA VENEGASRUTH INFANTEMARIA DE LOURDES GUEVARAMONICA CHILIQUINGA

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