Chapter 9 Second Language Acquisition (SLA)
l What is SLA?
n What is language acquisition?
u The natural process of children’s language development.
u It is different from language learning.
u Four stages of language acquisition
l Babbling – holophrastic – two-word – telegraphic
n What is second language acquisition (SLA)?
u SLA is learning a language in F2 (the language being learnt) language environment.
u It is different from foreign language learning, which is learning a language in F1 language environment.
u The major difference is the environment.
n Foreign language teaching (FLT) and second language teaching (SLT)
n SLA theory
l Factors affecting SLA
n External factors: social factors
u Social demand
u Language policy
n Internal factors: learner factors
u Motivation
l Instrumental
l Integrative
u Age
u Learning strategy
l Cognitive
n Repetition
n Translation
n Note-taking
l Metacognitive
n Organizing
n Self-monitoring
n Self-evaluation
u Personality
u Attitude
l Analysis of learners’ language
n Why analyze?
u Learners’ language provides data for research into the nature of the learning process. In order to gain insight into the process, researchers have engaged in the analysis of learners’ language.
n How to analyze?
u Contrastive analysis
l Compare the target language with the mother tongue.
u Error analysis
l Identifying errors
n Errors are due to the fault in knowledge of the speaker, while mistakes are because of unsuccessful performance.
l Describing errors
n Omission
- He came into _ classroom with a book in _ hand.
n Addition/wordy
- My child goes to his school.
n Selection
- I hope/wish…
n Disordering
- I yesterday went to … (I, yesterday, went to …/I went to … yesterday)
l Explaining errors and analyzing reason
n Interlingual factors
- Mother tongue’s influence
n Intralingual factors
- Overgeneralization
- Simplification
- Cross-association
l Limitation for error analysis
n Fail to see what learners’ language will be like if we focus on the errors.
u Interlanguage
l Approximate language system
l Transitional language
l Language transfer – to borrow language from L1
n Positive transfer: L1 does help
n Negative transfer: L1 misleads
l Learners extend patterns by analogy – overgeneralized mistakes (overextension).
l Communicative strategy
l Explaining SLA
n Nativist theories
u Chomsky: LAD system
u Krashen: monitor theory
u Input hypothesis (i + 1 hypothesis)
n Environmentalist theories
u Cultural awareness
u Theoretical perspective (language outlook)
u Confidence and competence
n Functionalist theories
u Language use
u Communicative strategies (CS)
l What is SLA?
n What is language acquisition?
u The natural process of children’s language development.
u It is different from language learning.
u Four stages of language acquisition
l Babbling – holophrastic – two-word – telegraphic
n What is second language acquisition (SLA)?
u SLA is learning a language in F2 (the language being learnt) language environment.
u It is different from foreign language learning, which is learning a language in F1 language environment.
u The major difference is the environment.
n Foreign language teaching (FLT) and second language teaching (SLT)
n SLA theory
l Factors affecting SLA
n External factors: social factors
u Social demand
u Language policy
n Internal factors: learner factors
u Motivation
l Instrumental
l Integrative
u Age
u Learning strategy
l Cognitive
n Repetition
n Translation
n Note-taking
l Metacognitive
n Organizing
n Self-monitoring
n Self-evaluation
u Personality
u Attitude
l Analysis of learners’ language
n Why analyze?
u Learners’ language provides data for research into the nature of the learning process. In order to gain insight into the process, researchers have engaged in the analysis of learners’ language.
n How to analyze?
u Contrastive analysis
l Compare the target language with the mother tongue.
u Error analysis
l Identifying errors
n Errors are due to the fault in knowledge of the speaker, while mistakes are because of unsuccessful performance.
l Describing errors
n Omission
- He came into _ classroom with a book in _ hand.
n Addition/wordy
- My child goes to his school.
n Selection
- I hope/wish…
n Disordering
- I yesterday went to … (I, yesterday, went to …/I went to … yesterday)
l Explaining errors and analyzing reason
n Interlingual factors
- Mother tongue’s influence
n Intralingual factors
- Overgeneralization
- Simplification
- Cross-association
l Limitation for error analysis
n Fail to see what learners’ language will be like if we focus on the errors.
u Interlanguage
l Approximate language system
l Transitional language
l Language transfer – to borrow language from L1
n Positive transfer: L1 does help
n Negative transfer: L1 misleads
l Learners extend patterns by analogy – overgeneralized mistakes (overextension).
l Communicative strategy
l Explaining SLA
n Nativist theories
u Chomsky: LAD system
u Krashen: monitor theory
u Input hypothesis (i + 1 hypothesis)
n Environmentalist theories
u Cultural awareness
u Theoretical perspective (language outlook)
u Confidence and competence
n Functionalist theories
u Language use
u Communicative strategies (CS)