Document 4

SECOND LANGUAGE ACQUISTION

THEORIES & METHODOLOGY

  1. Behaviourist Theory – Skinner

 First language interferes with the smooth acquisition of the second language.

Example of negative transfer:

Portuguese / EnglishEu tenho 24 anos.  I have 24 years.

Fiz o trabalho de casa.  I made my homework.

Example of positive transfer:

Portuguese / EnglishEu tenho 3 gatos.  I have 3 cats.

CONTRASTIVE ANALYSIS HYPOTHESIS

strong form

weak form

 CRITICISMS OF THE CONTRASTIVE ANALYSIS HYPOTHESIS

  1. Certain difficulty to predict errors using CA.
  2. Theoretical criticism regarding the possibility of comparing languages and methodology of CA.
  3. Doubts about whether CA had anything to offer language teaching.
  1. ERROR ANALYSIS

S. Pit Corder - ‘TRANSITIONAL COMPETENCE’

SELINKER

Interlanguage

Restructuring Continuum

Recreation Continuum

- 5 processes involved in Second Language Acquisition

  1. L1 transfer
  2. Overgeneralization of target language
  3. Transfer of training
  4. Strategies of L2 learning
  5. Strategies of L2 communication

ERROR, MISTAKE, LAPSE

Error analysis researchers distinguish between these 3 terms:

ERROR – learner has not yet acquired the rule; therefore, cannot be corrected.

MISTAKE – learner has acquired the rule and is aware that he/she said something wrong.

LAPSE – caused by affective interference, e.g. nervous, speaking fast – this is also evident in native speakers

MORPHEME STUDIES (Dulay and Burt)

STEPHEN KRASHEN’S THEORY OF SLA

His aims were :

  1. to establish an appropriate body of theory to account for a 2nd lang acq in adults, which is separate from current theories on 1st lang acq theory in children;
  2. and to change language teaching methodology and syllabus design at that time (1982).

His theory, ‘monitor model’ is based upon 5 basic hypotheses:

  1. The Acquisition – Learning Hypothesis
  2. The Monitor Hypothesis
  3. The Natural Order Hypothesis
  4. The Input Hypothesis
  5. The Affective Filter Hypothesis

1. THE ACQUISITION – LEARNING HYPOTHESIS

ACQUISITION: a subconscious process – no conscious knowledge of rules; in a sense, ‘picking up’ language naturally (like a child who acquires its 1st language).

LEARNING: a conscious process – learning rules and using them; ‘knowing about’ language.

2. THE MONITOR HYPOTHESIS

In order for the monitor to work, 3 conditions are necessary:

  1. TIME In order to think about and use conscious rules effectively, a L2 learner needs to have enough time.
  2. FOCUSON FORM To use the monitor well, time is not enough, the L2 performer must also focus on form, or think about correctness.
  3. KNOW THE RULE The learner must have learnt that particular rule.

Krashen states that there are individual differences in 2L performance. He distinguishes 3 types of Monitor users:

  1. MONITOR OVER-USERS People who constantly check their output with their conscious knowledge of the L2.
  2. MONITOR UNDER-USERS People who have not learned, or if they have learned, prefer not to use their conscious knowledge.
  3. THE OPTIMAL MONITOR USER People who use the monitor when it is appropriate and when it doesn’t interfere with communication.

3.THE NATURAL ORDER HYPOTHESIS


-ing (progressive)
plural ‘s’
‘to be’
Auxiliary (progressive He is going)
Article (a/the)



Irregular Past
Regular Past
3rd person sing. ‘s’
Possessive ‘s

4. THE INPUT HYPOTHESIS

COMPREHENSIBLE INPUT

5.THE AFFECTIVE FILTER HYPOTHESIS

The main factors which influence rate and depth of acquisition are:

  1. Anxiety
  2. Self-Confidence
  3. Motivation

BIBLIOGRAPHICAL REFERENCES:

Brown, D. (1994), Principles of Language Learning and Teaching, Prentice Hall Regents.

Ellis, R. (1995), Understanding Second Language Acquisition, Oxford, OxfordUniversity Press.

Lightbown, P.M. & Spada, N. (1997), How Languages are Learned, Oxford, Oxford University Press.

Richards, J. (1992), Error Analysis, London, Longman.

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