Chapter 14: Second Language Acquisition and Learning – Flashcards
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The Learner
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-Some children grow up in a social environment -Most of us are not exposed to 2nd language till later in life -L2 lacks ability
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Motivation
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-*Different things motivate one to learn another language* -Instrumental motivation -Integrative motivation
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Instrumental Motivation
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-Learner needs to learn L2 to achieve a goal (slightly forced)
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Integrated Motivation
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-Leaner wants to learn for social purpose -Done to become an accepted member of a community
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Language
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-A distinction can be made between learning a "foreign language" and a "second language"
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"Foreign Language" Learning
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-Learning a language that is not generally spoken in the surrounding community
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"Second Language" Learning
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-Learning a language that is spoken in surrounding community
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Difference between Acquisition and Learning
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-A: refers to the gradual development of ability in a language by using it not in communicative situations with others who know the language (children picking up a language based on native speakers around them) -L: more conscious process of accumulating knowledge of features (vocabulary, grammar) usually in an institutional setting (activities result in more knowledge about the language)
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Acquisition Barriers
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-The experience with an L2 is typically much difference than that of L1 -L2 usually encountered during teen or adult years -Restrictions: insufficient time, focus, incentive -After critical period (10-16), language is difficult to learn
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Affective Factors
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-Even during the optimum age for L2 learning, barriers still included -Element of unwillingness or embarrassment: self-concious, lack of empathy with the other culture, dull textbooks, unpleasant classroom surroundings, exhausting work or school schedule
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The Method of Learning
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-Despite barriers, there are several educational approaches and methods that aim to foster L2 learning -Grammer Method -Audio-lingual Learning Communicative Approaches
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Grammar-Translation Method
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-Vocabulary lists and sets of grammar rules are utilized -Memorization is encouraged -Preferred written over spoken language -Some say it leaves students quite ignorant of how the language might be used in everyday conversation
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Audiolingual Method
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-Became popular in the middle of the 20th century -Emphasizes spoken language (based on drills) -Argues that language is a "series of habits" that can be developed with practice -Isolated practice shows no resemblance to interactional nature or actual spoken language use
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Communicative Approach Method
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-The functions should be emphasized rather than the form -Learning the grammar rules will not necessarily result in ability to use language
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Focusing on the Learner
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-Instead of focusing on the teacher/ textbook... look at the learner -Most communicative approaches tolerate "errors" produced by students -Not regarded as negative.. to be avoided
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Cross-Linguistic Influence
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-Some errors may be due to transfer -Meaning sounds.. expressions.. or structures from the L1 "transfer" and appear i the L2 -2 types: Positive/ Negative
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Positive Cross-Linguistic Influence
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-If the L1 and L2 have similar features then the learner may be able to benefit
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Negative Cross-Linguistic Influence
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-Transferring an L1 feature that is ver different from the L2 -Resulting in an L2 expression that is difficult to understand
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Interlanguage
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-Contains traits of the L1 and traits of the L2, but has rules of its own
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Fossilization
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-Some L2 expressions become so fixed and may contain forms that do not motivate the target language.. creates lack of progression
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Input -> Output
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-hearing L2... speaking the L2
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Foreigner Talk
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-Simplifying the structure and vocabulary of our speech
