Transcript Second Language Acquisition

Second Language Acquisition
To Think About:
Think about a baby acquiring his first language.
Think about a person acquiring a second
language.
What similarities and differences are there in the
two processes?
First and Second Language
Acquisition
Characteristics
L1 Learner
constructs language from
prior conceptual knowledge
x
is an active learner who tests
and revises hypotheses
x
requires interaction
x
uses cognitive strategies(i.e., overgeneralization) x
understands more when input is modified
(caretaker talk, foreign talk)
x
develops language in predictable stages
x
makes developmental errors
x
experiences a silent period
x
L2 Learner
x
x
x
x
x
x
x
x
Characteristics
L1 Learner
is usually made cognitively developed
generally has a greater knowledge of
the world
generally can learn and apply rules
more easily
usually has more control over input
has an L1 as a resource
is familiar with one or more other cultures
may have a problem with
attitude/motivation
is more likely to be inhibited or anxious
Adapted from: P. Richard-Amato. (1996). Making it happen: Interaction in the second
language classroom. P.27
L2 Learner
x
x
x
x
x
x
x
x
Age and Second Language
Acquisition
To Think About:
Is it better to learn a second language when
one is young or when one is older?
Why?
Critical Period Hypothesis
The Critical Period Hypothesis states that
and individual must acquire a language by a
critical period or it will be difficult to
acquire a language. This is in terms of First
Language Acquisition.
The main advantage to learning a language
when younger is that the individual is more
likely to acquire a native-like accent.
Proficiency: What is it?
To Think About:
When a person proficient in a second
language?
How do you know a person is proficient?
Proficiency:
 Grammatical Competence
• Mastery of language code
Lexicon
Word formation rules
Sentence formation rules
Pronunciation rules
Spelling
Sociolinguistic Competence
•
Mastery of appropriate language use n different
contexts
Discourse Competence
Mastery of how to combine meanings and forms
to create a text in different modes
Examples: telephone inquiry, argumentative
essays, recipes
Strategic Competence
Mastery of verbal and non-verbal strategies to
compensate for breakdowns in communication
Proficiency: How long does it take?
To Think About:
If you wanted to learn a second language, how
long do you think it would take you to speak and
understand that language? How long would it take
you to read and write?
 BICS ( Basic Interpersonal Communication Skills)
2 to 3 years
Ability to converse and understand every day
discussions
 CALP (Cognitive Academic Language
Proficiency)
5 to 7 years
Ability to read, write, speak, and listen at an academic
level
Stages in Second Language
Acquisition
Preproduction/Comprehension Stage
Characteristics
Silent period
Can respond non-verbally
Will be able to understand more than they can
produce
Early Speech Production
Characteristics
Can understand more than can produce
Can produce one or two words at a time
Will make lots of errors
Interlanguage occurs (a mixture of vocabulary
and structures from both languages
Speech Emergence
Characteristics
Will be able to understand more than they can
produce
Interlanguage continues to occur
Longer utterances
Decreases in errors
Intermediate Fluency
Characteristics
Appear orally fluent
Errors are same errors native speakers make
Struggle with content area reading and
writing.
First Language Development
To Think About
Do you think the child’s first language is a
hindrance or a help in terms of learning a
second language?
Why?
Common Underlying
Proficiency/Transferability Theory
• Many skills and concepts are common or
interdependent across languages.
Dual Iceberg Representation
Surface Features
Surface Features
of L1of L2
Common
Underlying
Proficiency
What Literacy Skills Transfer?
 Directionality
 Sequencing
 Ability to distinguish shapes and sounds
 Knowledge that written symbols correspond to
sounds and can be decoded in order and direction
 Activation of semantic and syntactic knowledge
 Knowledge of text structure
 Learning to use cues to predict meaning
 Awareness of the variety of purposes for reading
and writing
 Confidence in oneself as a reader and writer
What Skills Do Not Transfer?
Critical and Cultural Literacy
(interpretation of text given a specific cultural
world view)
From: C. Roberts. (1994). Transferring literacy skills from L1 to L2: From theory to practice. In The Journal of
Educational Issues of Language Minority Students, v. p. 209-221
Threshold Hypothesis
Bilingualism has been viewed as a handicap and a cause of
cognitive confusion.
One reason for this view is Interlanguage
Another reason has to do with the
Threshold Hypothesis
Threshold Hypothesis:
 The better developed the L1, the better developed the L2
can be.
 High level of proficiency in L1-high level of proficiency in
L2 is possible
 A low level of proficiency in L1-lower level of proficiency
in L2