The role of the native language in SLA
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1. Practical events preceding the speech act (and, presumably, causing its initiation)
2. Speech event (physical manipulation of vocal tract)
3. Hearer’s response
The role of the L1
The questions we deal with in this chapter are:
How much of a role does the L1 play? To what extent? In what ways?
The role of the L1
Wednesday
Psychological and Linguistic background Contrastive Analysis Error analysis
Lado, 1957
“Individuals tend to transfer the forms and meanings, and the distribution of forms and meanings of their native language and culture to the foreign language and culture – both productively . . . and receptively . . .”
Contrastive Analysis
CA compares languages in order to determine or account for errors
In its pedagogical implication it is in order to establish what needs to be taught/learned explicitly and what can be assumed will ‘take care of itself’
“Positive transfer” = facilitation: habits are similar and result in correct utterance
“Negative transfer” = interference: habits are different and result in incorrect utterance
In the process of learning your second language (or third, if you were raised bilingual), did you notice your native language playing any part in how or what you learned?
Psychological background – Behaviorism
Physical skills:
Tennis ~ table tennis
Language skills
Word order What specific examples can you think of?
Psychological background – Transfer
If learning is cumulative and based on habits, learners are expected to transfer these habits to new skills or new learning endeavors.
In terms of SLA, we can consider:
The role of the native language in SLA
Gass & Selinker, Chapter 3
The role of the L1
It has always been assumed that the native language plays a role in the acquisition of a second (or subsequent) language.
Errors can be explained by considering differences between L1 and L2
The greater the differences, the greater the errors
SLA is essentially learning the differences between L1 and L2
Even the Bible makes reference to the ‘men of Ephraim’ who, because they could not make a [ ] sound, said “[s]iboleth,” and were thus recognized for who they were and killed by the men of Gilead….
Following, to learn a new language one must create a new set of habits.
Previous habits already formed will inadvertently get in the way of the new ones. In other words, L1 interferes in L2.
Less information regarding behavior and outcomes out of the lab setting
Linguistic background
At the time of these beliefs in psychology, relative theories of language prevailed:
Note that there is only one kind of “transfer”, we merely qualify the outcome as positive or negative
Psychological background – Transfer
Most literature on transfer reports on laboratory experiments
Contrastive Analysis – Pedagogical Assumptions
CA is based on a theory of language that claims that language is habit
The major source of error in production/reception of L2 is L1
Error analysis
Researchers seeking empirical data for (or against) CAH began checking the theoretical predictions against actual learner production
Look for and evaluate errors committed by learners…
native language, that would not be predicted by CA Errors that CA predicted do not occur Patterns of interference hold for some cases but not others
Emphasis on language
A posterioriห้องสมุดไป่ตู้ Weak Explanatory Analyze learner
errors Emphasis on
learner
Problems with CAH
Challenges to behaviorist view
Role of rule formation? L2 data reveal errors beyond those in
Problems with CAH (2)
Challenges to behaviorist view
How to determine difficulty Problems inherent in comparing
languages
Stockwell, Bowen & Martin’s hierarchy of difficulty: Differentiation, New Category, Absent Category, Coalescing, Correspondence
Speech is thus the practical response to a stimulus.
Linguistic background
Language learning is then just the creation of linguistic habits through which stimulus-response actions are associated.
Psychological background
In the 1950s and 1960s, psychology was dominated by behaviorism.
Key concepts Transfer: the learning of task A will affect the subsequent learning of task B Habits: the information and habits you have formed in the past will affect your behavior in the future Cumulative learning: the more skills and knowledge we acquire, the more likely it is that our future learning will be shaped by these
Language is speech (not writing) Speech is a necessary precondition for
writing Speaking consists of mimicking and
analogizing
Linguistic background
Behaviorism (Bloomfield) classifies speech acts as consisting of three parts:
contrastiveanalysis?cacompareslanguagesinordertodetermineoraccountforerrors?initspedagogicalimplicationitisinordertoestablishwhatneedstobetaughtlearnedexplicitlyandwhatcanbeassumedwill?takecareofitself?contrastiveanalysispedagogicalassumptions?caisbasedonatheoryoflanguagethatclaimsthatlanguageishabit?themajorsourceoferrorinproductionreceptionofl2isl1?errorscanbeexplainedbyconsideringdifferencesbetweenl1andl2?thegreaterthedifferencesthegreatertheerrors?slaisessentiallylearningthedifferencesbetweenl1andl2?difficultyandeaseofslaaredeterminedbynumberandtypeofdifferencescontrastiveanalysishypothesis?apriori?strong?predictive?predeterminewherelearnerswillcommiterrors?emphasisonlanguage?aposteriori?weak?explanatory?analyzelearnererrors?emphasisonlearnerproblemswithcah?challengestobehavioristview?roleofruleformation
Difficulty and ease of SLA are determined by number and type of differences
Contrastive Analysis Hypothesis
A priori
Strong
Predictive
Predetermine where learners will commit errors
New interest led to determining the nature of errors
They are not simply a result of faulty imitation
Rather they are a window on to the learner’s attempts to understand the linguistic system of the new language
Led to increased interest in errors themselves and where they come from
Error analysis
Previously errors were considered something to fix and get over
2. Speech event (physical manipulation of vocal tract)
3. Hearer’s response
The role of the L1
The questions we deal with in this chapter are:
How much of a role does the L1 play? To what extent? In what ways?
The role of the L1
Wednesday
Psychological and Linguistic background Contrastive Analysis Error analysis
Lado, 1957
“Individuals tend to transfer the forms and meanings, and the distribution of forms and meanings of their native language and culture to the foreign language and culture – both productively . . . and receptively . . .”
Contrastive Analysis
CA compares languages in order to determine or account for errors
In its pedagogical implication it is in order to establish what needs to be taught/learned explicitly and what can be assumed will ‘take care of itself’
“Positive transfer” = facilitation: habits are similar and result in correct utterance
“Negative transfer” = interference: habits are different and result in incorrect utterance
In the process of learning your second language (or third, if you were raised bilingual), did you notice your native language playing any part in how or what you learned?
Psychological background – Behaviorism
Physical skills:
Tennis ~ table tennis
Language skills
Word order What specific examples can you think of?
Psychological background – Transfer
If learning is cumulative and based on habits, learners are expected to transfer these habits to new skills or new learning endeavors.
In terms of SLA, we can consider:
The role of the native language in SLA
Gass & Selinker, Chapter 3
The role of the L1
It has always been assumed that the native language plays a role in the acquisition of a second (or subsequent) language.
Errors can be explained by considering differences between L1 and L2
The greater the differences, the greater the errors
SLA is essentially learning the differences between L1 and L2
Even the Bible makes reference to the ‘men of Ephraim’ who, because they could not make a [ ] sound, said “[s]iboleth,” and were thus recognized for who they were and killed by the men of Gilead….
Following, to learn a new language one must create a new set of habits.
Previous habits already formed will inadvertently get in the way of the new ones. In other words, L1 interferes in L2.
Less information regarding behavior and outcomes out of the lab setting
Linguistic background
At the time of these beliefs in psychology, relative theories of language prevailed:
Note that there is only one kind of “transfer”, we merely qualify the outcome as positive or negative
Psychological background – Transfer
Most literature on transfer reports on laboratory experiments
Contrastive Analysis – Pedagogical Assumptions
CA is based on a theory of language that claims that language is habit
The major source of error in production/reception of L2 is L1
Error analysis
Researchers seeking empirical data for (or against) CAH began checking the theoretical predictions against actual learner production
Look for and evaluate errors committed by learners…
native language, that would not be predicted by CA Errors that CA predicted do not occur Patterns of interference hold for some cases but not others
Emphasis on language
A posterioriห้องสมุดไป่ตู้ Weak Explanatory Analyze learner
errors Emphasis on
learner
Problems with CAH
Challenges to behaviorist view
Role of rule formation? L2 data reveal errors beyond those in
Problems with CAH (2)
Challenges to behaviorist view
How to determine difficulty Problems inherent in comparing
languages
Stockwell, Bowen & Martin’s hierarchy of difficulty: Differentiation, New Category, Absent Category, Coalescing, Correspondence
Speech is thus the practical response to a stimulus.
Linguistic background
Language learning is then just the creation of linguistic habits through which stimulus-response actions are associated.
Psychological background
In the 1950s and 1960s, psychology was dominated by behaviorism.
Key concepts Transfer: the learning of task A will affect the subsequent learning of task B Habits: the information and habits you have formed in the past will affect your behavior in the future Cumulative learning: the more skills and knowledge we acquire, the more likely it is that our future learning will be shaped by these
Language is speech (not writing) Speech is a necessary precondition for
writing Speaking consists of mimicking and
analogizing
Linguistic background
Behaviorism (Bloomfield) classifies speech acts as consisting of three parts:
contrastiveanalysis?cacompareslanguagesinordertodetermineoraccountforerrors?initspedagogicalimplicationitisinordertoestablishwhatneedstobetaughtlearnedexplicitlyandwhatcanbeassumedwill?takecareofitself?contrastiveanalysispedagogicalassumptions?caisbasedonatheoryoflanguagethatclaimsthatlanguageishabit?themajorsourceoferrorinproductionreceptionofl2isl1?errorscanbeexplainedbyconsideringdifferencesbetweenl1andl2?thegreaterthedifferencesthegreatertheerrors?slaisessentiallylearningthedifferencesbetweenl1andl2?difficultyandeaseofslaaredeterminedbynumberandtypeofdifferencescontrastiveanalysishypothesis?apriori?strong?predictive?predeterminewherelearnerswillcommiterrors?emphasisonlanguage?aposteriori?weak?explanatory?analyzelearnererrors?emphasisonlearnerproblemswithcah?challengestobehavioristview?roleofruleformation
Difficulty and ease of SLA are determined by number and type of differences
Contrastive Analysis Hypothesis
A priori
Strong
Predictive
Predetermine where learners will commit errors
New interest led to determining the nature of errors
They are not simply a result of faulty imitation
Rather they are a window on to the learner’s attempts to understand the linguistic system of the new language
Led to increased interest in errors themselves and where they come from
Error analysis
Previously errors were considered something to fix and get over