Key Concepts

Definition

• Learning any language after age of 4

• Focus: second, third language (Ln)

  • Includes both widely spoken and foreign languages

• Types of learning:

  • Formal (in classroom, planned, systematic)

  • Informal (incidental, thru interaction)

Krashen's (un)Conscious Learning

• Distinction between conscious learning and unconscious acquisition

• Acquisition: unconscious, informal

• Learning: conscious, formal instruction

• Or rather, explicit and implicit learning

Other Theories

• Cognitive focus: historically dominant, individual learner based

• Sociocultural focus: language as a social phenomenon

Levels of Language

• Phonology: Sounds

• Morphology: Words

• Lexis: Vocabulary

• Syntax: Sentences

• Semantics: Meaning

• Pragmatics: Context

• Discourse: Communication

Well Known Linguist's Competence & Performance

• Competence: underlying knowledge of language

• Performance: actual use of language in context

• Well known linguist also sez:

  • Linguists to focus on competence

  • It reflects internalized rules of language

  • Performance less reliable

  • Because does not reflect true competence (errors)

Other Language Target Theories

• Traditional view: goal of language learning approximate native speaker competence

• Challenges:

  • Selinker: Learners develop own inter-language, not a copy of target language

  • Multi-competence: multilingual speakers develop merged language system with languages influencing each other

• Lingua franca is dead

  • L2 learning to focus on capacity in diverse contexts (World Englishes)

New classes

• Advanced L2 users?

• Lingua franca speakers?

• Mutlicompetent speakers?

Nature and Nurture in SLL

• Innate (generic predispositions) vs environmental influences

  • Understanding L1/L2 learning

Skinner vs Well Known Linguist

• Skinner sez: language learned through behaviorist mechanisms (trial error, reward)

  • Learning shaped by environment

• Well known linguist sez: language too complex to be learned from environmental input, use innate predisposition (universal grammar)

  • Learning influenced by innate cognitive structures

Other Terms

• Innate predispositions

  • Humans capable of learning multiple languages with time, motivation, exposure

• Environmental conditions for L2

  • Circumstances differ from L1, especially adults

Adults and SLL

• Fossilization

  • Learners fail to achieve native like proficiency, fluency despite effort

  • May happen even with active engagement and tons of classes

• Psycholinguistic explanations

  • Cognitive mechanisms for language learning diminish with age (due to L1)

• Sociolinguistic explanations

  • Lack of full integration into L1 communities and desire for distinct multilingual identity

Cross-Linguistic Influences

• Language transfer

  • Influence of L1 on L2

• Positive transfer

  • Correct usage of similarities between L1 and L2

  • French word order

• Negative transfer

  • Language errors caused by similarities between both

  • "I have 30 year age" vs "I am 30 years old"

Typo-logical Distances

• Degree of similarity between linguistic systems of L1 and L2

• Close distance:

  • Germanic languages share similar word order, vocabulary

• Distant distance

  • Japanese and other logo-graphic languages

Relationship Between L2 Use and Learning

• Input: exposure to language is essential (listening, reading)

  • Krashen: comprehensible input alone is enough

• Output: Forces learners to practice and refine (speaking, writing)

  • Swain: Speaking and writing necessary to refine knowledge

Interaction

• Psycholinguistic view: Fine tune input based on learners level

• Sociolinguistic view: Social process with identities and interactions

• Negative evidence: Feedback on errors can help/hinder learning per context

Perspectives

Learner as Language Processor

• Processing and

Individual Differences

• Language aptitude: talent

• Memory systems: working memory

• Learning strategies

• Motivate

• Language attitudes

• Willingness to communicate

Learner as Social Being

• Identity: dynamic and shaped by experiences

• Learner agency: shapes goals and enviornment

• Social context: Social properties

TBC...