Second Language Acquisition Sarah Cole Robin Stafford Definitions • Native Language (NL or L1) – the language first learned as a child • Target Language (TL) – the language being learned • Second Language Acquisition – the process of learning another language after the native language has been learned. Also called L2 regardless if it is the third, fourth or fifth language learned. • Foreign Language learning- learning of a nonnative language in the environment of one’s native language. What is SLA? • A multidisciplinary field that studies: – Interlangauge (IL) – L2 Language Learning process – Learner variation – L2 language in the mind What do native speakers know? • We have knowledge of: – Phonology – Syntax – Morphology and lexicon – Semantics – Pragmatics Phonology • What is Phonology? – The sound system of a language Phonology (cont) • Possible sounds • Fast vs. slow speech – Example: Did you go to the store? Didja go to the store? • How and when to combine words – Example: want to wanna • Possible combinations of sounds. – Example: [b] and [n] cannot be combined to make *bnick, but [b] and [r] can be combined to make brick. Syntax • What is Syntax? – the sentence structure of a language, sometimes called grammar. Syntax (cont) • • • • Sentence grammaticality Word order Sentences that are equivalent in meaning Meaning change when move elements in a sentence • When to use different grammatical patterns • Ex: passive voice vs. active voice • Set of rules to produce infinite sentences Morphology • What is morphology? – The study of word formation . • In many cases a single word is made up more than one part. • Example: unforeseen – Un (not, has negative function) – Fore (Noun, earlier in time) – Seen (Verb, to visualize) Morphology (cont) • We know how to form words using affixes (prefixes, suffixes) • We also know what words can go with other words. • Example: • Mt. Everest is a high mountain. • *The Empire State Building is a high building. Semantics • What is semantics? – The study of sentence meaning • However, does not correspond to grammaticality. – Example: – (1-19) *That woman beautiful is my mother. – (1-20) *I’ll happy if I can get your paper. Semantics (cont) • Our knowledge of semantics entails knowledge of the reference of words. • We also are able to distinguish between words that sound the same – Example: • Table: flat top with three or four legs • Leaf: part of a tree • Vs. leaf of a table. Semantics (cont) • We know that the way we combine words in a sentence affects meaning. • Example: • The dog bit the man. • The man bit the dog. • Thus, we know the extent to which syntax and semantics are interrelated Pragmatics • What is pragmatics? – The way in which we use language in context. ① Contrastive Analysis Hypothesis • Used as a way to describe variations in languages. • “ a way of comparing languages in order to determine potential errors for the ultimate purpose of isolating what needs to be learned what does not need to be learned” CAH (cont) • Why should one learn only differing structures? – Positive transfer – Same structure in L1 and L2 – Negative transfer – Different structure in L1 and L2 – All errors made in learning the L2 are due to the L1. Problems with CAH • Research in the 1960s/70s showed learners language was systematic (showed routes of development). • independent of the L1 and context of learning (classroom vs. natural environment). • Learners developmental stage ② Universal Grammar • Uniformly and speedy acquisition of a first language • Learning is innate • Principles and parameters constrain language UG and SLA • Innate mechanism that guides language learning • The question then is, do we have access to this when learning the second language? – If yes, how is it available? UG and SLA (cont) • Four different views on Universal Grammar access in regards to SLA. – Partial access hypothesis – Full access hypothesis – Indirect access hypothesis – No access hypothesis Partial Access Hypothesis • UG less available with age and therefore is not available to adult learners. • UG can be used for some things but not others – Adults use more problem solving skills – Problem solving skills and UG in competition Full Access Hypothesis • L1 and L2 acquisition are similar • Universal grammar both L1 and L2 acquisition concurrently • Variation in learners is accounted for by differences in cognitive maturity and in the learners needs. Indirect Access Hypothesis • UG is not directly involved in L2 learning • The learner can use what he or she knows of UG in their L1 to help them in learning L2 No Access Hypothesis • Only available for first language acquisition • L2 learners have to use other ways of learning Problems with UG • Only looks at the acquisition of syntax and morphology • Only looks at how language is represented in the mind, not the process of learning • There are many viewpoints and each has empirical evidence – no verdict ③ Monitor Model • This model is made up of 5 different hypotheses: – Learning vs. acquisition • Learning and acquiring are different processes – Natural order hypothesis • Systemacity, predictable patterns of acquisition – The monitor hypothesis • Use learned knowledge to alter output towards grammatically correct utterances – The input hypothesis • Importance of comprehensible input (i +1) – The affective filter hypothesis • Affects of sociolinguistic factors such as age, motivation, aptitude. Teaching Implications • • • • Talking is not acquisition Adults and adolescents can acquire language L2 learners language is systematic One must practice using language and receive extensive input. • Knowing a rule doesn’t equal usage Communicative Language Teaching • Seven basic functions of communication: – To get things – To control behavior of others – To create interaction – To express personal feelings and meanings – To learn and discover – To create a world of imagination – To communicate information Communicative Language Teaching • Example Activities: – Role plays – Interviews – Information gaps – Games – Language exchanges – Surveys – Pair work – Learning by teaching Task-based Learning • authentic language and meaningful tasks using the target language. • Assessment based on task outcome not accuracy of language forms • Examples: • Puzzles, riddles • Completing a family tree • Leaving a message on someone’s answering machine Form-focused instruction • Language learning is systematic • Should linguistic form be a focus of language instruction? Further Reading Presentation is based on: Gass, Susan M. and Selinker, Larry. Second Language Acquisition: An Introductory Course. 2nd Edition, 2004 ISBN: 0-8058-3528-8 Also available: 3rd Edition, 2008 ISBN: 0-8058-5498-3 Websites • Second Language Acquisition Topics (Vivian Cook, 2003) http://homepage.ntlworld.com/vivian.c/SLA/ • Second Language Acquisition Bibliography (Vivian Cook, 2003) http://homepage.ntlworld.com/vivian.c/SLA/SL ABIB/index.htm • Task based teaching website/article: www.eltworld.net/howto/2008/04/task-basedlearning-for-dummies Krashen’s theory further reading • Stephen D. Krashen’s book: Second Language Acquisition and Second Language Learning (1981). Or visit website: www.sdkrashen.com • Other books by Krashen (not totally related to SLA, but still interesting and informative) Krashen, Stephen D. The Power of Reading: Insights from Research (2004, 2nd ed.) ISBN: 978-1591581697 Linguistics • If you are interested in learning more about linguistics and want to self study I recommend: Anouschka Bergmann, Kathleen Currie Hall, and Sharon Miriam Ross. Language Files: Materials for an introduction to Language and Linguistics. Ohio State University Press, 10th ed. ISBN: 978-0814251638