Second Langauge Acquisition, Pt. 1

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...