第二外语学习：Second Language Learning
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2. Linguists working within the innatist theory have argued that UG offers the best perspective to understand SLA. UG can explain why L2 learners eventually know more about the language than they could reasonably have learned (i.e. UG can explain L2 learners’ creativity and generalization ability).
8/43
Behaviorism / Summary
The L1 influence may not simply be a matter of the transfer of habits, but a more subtle and complex process of - identifying points of similarity, - weighing the evidence in support of some particular feature, and - reflecting (though not necessarily consciously) about whether a certain feature seems to ‘belong’ in the L2.
Explaining Second Language Learning
Contexts for Language Learning Behaviorism Innatism Cognitive/developmental perspective
Information Processing Connectionism The Competition Model
-
Adult (informal)
-
+
+
-
?
-
-
+
-
+
+
+
+
+
+
Child-directed speech
+
+
Foreigner talk or Teacher talk
4/47
Differences in Learning L1 & L2
Summary: SLA (Second Language Acquisition) theories need to account for language acquisition by learners with a variety of characteristics and learning in a variety of contexts.
5/43
Behaviorism
Four characteristics of behaviorism:
1) imitation, 2) practice, 3) reinforcement, and 4) habit formation
Brooks (1960) & Lado (1964): - emphasizing mimicry and memorization (audiolingual teaching methods)
Behaviorism was often linked to the Contrastive Analysis Hypothesis (CAH): It predicts that where there are similarities between the L1 and the target language, the learner will acquire target-language structures with ease; where there are differences, the learner will have difficulty.
(grammar and pronunciation) 9. Corrective feedback: (meaning, word choice, politeness) 10. Modified input
L1
Child
+
Child (informal)
+
L2
Adolescent (formal)
The Sociocultural Perspective
1/43
Contexts for Language Learning
A child or adult learning a second language is different from a child acquiring a first language in terms of both 1) learner characteristics and 2) learning conditions
Competence vs. Performance Krashen’s “monitor model”
10/43
Innatism:
Universal Grammar
UG and SLA
1. Chomsky has not made specific claims about the implications of his theory for second language learning.
7/43
Behaviorism / CAH
Criticisms about the CAH: Though a learner’s L1 influences the acquisition of an L2, researchers have found that L2 learners do not make all the errors predicted by the CAH.
6/43
Behaviorism / CAH
A person learning an L2 starts off with the habits formed in the L1 and these habits would interfere with the new ones needed for the L2.
2/43
Differences in Learning L1 & L2
Learner Characteristics
1. Knowledge of another language
2. Cognitive maturity 3. Metalinguistic awareness 4. World Knowledge 5. Anxiety about speaking
12/43
Innatism:
Universal Grammar
How UG works in SLA:
Two different views -
2. UG may be present and available to L2 learners, but its exact nature has been altered by the prior acquisition of the first language. L2 learners need to be given some explicit information about what is not grammatical in the L2. Otherwise, they may assume that some structures of the L1 have equivalents in the L2 when, in fact, they do not.
3. Other linguists argue that UG is not a good explanation for SLA, especially by learners who have passed the critical period (i.e. CPH does not work in SLA). (* Note: See Chapter 3: Age of acquisition and CPH)
13/43
Innatism:
Competence vs. Performance
Competence:
It refers to the knowledge which underlies our ability to use language.
Performance:
It refers to the way a person actually uses language in listening, speaking, reading, and writing. Performance is subject to variations due to inattention, anxiety, or fatigue whereas competence (at least for the mature native speaker) is more stable.
11/43
Innatism:
Universal Grammar
How UG works in SLA:
Two different views -
1. The nature and availability of UG are the same in L1 and L2 acquisition. Adult L2 learners, like children, neither need nor benefit from error correction and metalinguistic information. These things change only the superficial appearance of language performance and do not affect the underlying competence of the new language (e.g., Krashen’s “monitor model”).
By the 1970s, many researchers were convinced that behaviorism and the CAH were inadequate explanations for SLA.
9/43
Innatism
Universal Grammar (UG) in relation to second language development
L1
L2
Child Child Adolescent Adult (informal) (formal) (informal)
-?
+
+
-
-
+
+
-?
+
+
-
-
+
+
-
-
+
Байду номын сангаас
+
3/47
Differences in Learning L1 & L2
Learning Conditions
6. Freedom to be silent 7. Ample time & contact 8. Corrective feedback:
1. Many of their errors are not predictable on the basis of their L1 (e.g. ‘putted’; ‘cooker’ meaning a person who cooks; ‘badder than’)
2. Some errors are similar across learners from a variety of L1 backgrounds (e.g. he/she; “th” sound; the use of the past tense; the relative clauses)
14/43
Innatism:
Competence vs. Performance
SLA researchers from the UG perspective (innatism) are more interested in the language competence (i.e., knowledge of complex syntax) of advanced learners rather than in the simple language of early stage learners.
8/43
Behaviorism / Summary
The L1 influence may not simply be a matter of the transfer of habits, but a more subtle and complex process of - identifying points of similarity, - weighing the evidence in support of some particular feature, and - reflecting (though not necessarily consciously) about whether a certain feature seems to ‘belong’ in the L2.
Explaining Second Language Learning
Contexts for Language Learning Behaviorism Innatism Cognitive/developmental perspective
Information Processing Connectionism The Competition Model
-
Adult (informal)
-
+
+
-
?
-
-
+
-
+
+
+
+
+
+
Child-directed speech
+
+
Foreigner talk or Teacher talk
4/47
Differences in Learning L1 & L2
Summary: SLA (Second Language Acquisition) theories need to account for language acquisition by learners with a variety of characteristics and learning in a variety of contexts.
5/43
Behaviorism
Four characteristics of behaviorism:
1) imitation, 2) practice, 3) reinforcement, and 4) habit formation
Brooks (1960) & Lado (1964): - emphasizing mimicry and memorization (audiolingual teaching methods)
Behaviorism was often linked to the Contrastive Analysis Hypothesis (CAH): It predicts that where there are similarities between the L1 and the target language, the learner will acquire target-language structures with ease; where there are differences, the learner will have difficulty.
(grammar and pronunciation) 9. Corrective feedback: (meaning, word choice, politeness) 10. Modified input
L1
Child
+
Child (informal)
+
L2
Adolescent (formal)
The Sociocultural Perspective
1/43
Contexts for Language Learning
A child or adult learning a second language is different from a child acquiring a first language in terms of both 1) learner characteristics and 2) learning conditions
Competence vs. Performance Krashen’s “monitor model”
10/43
Innatism:
Universal Grammar
UG and SLA
1. Chomsky has not made specific claims about the implications of his theory for second language learning.
7/43
Behaviorism / CAH
Criticisms about the CAH: Though a learner’s L1 influences the acquisition of an L2, researchers have found that L2 learners do not make all the errors predicted by the CAH.
6/43
Behaviorism / CAH
A person learning an L2 starts off with the habits formed in the L1 and these habits would interfere with the new ones needed for the L2.
2/43
Differences in Learning L1 & L2
Learner Characteristics
1. Knowledge of another language
2. Cognitive maturity 3. Metalinguistic awareness 4. World Knowledge 5. Anxiety about speaking
12/43
Innatism:
Universal Grammar
How UG works in SLA:
Two different views -
2. UG may be present and available to L2 learners, but its exact nature has been altered by the prior acquisition of the first language. L2 learners need to be given some explicit information about what is not grammatical in the L2. Otherwise, they may assume that some structures of the L1 have equivalents in the L2 when, in fact, they do not.
3. Other linguists argue that UG is not a good explanation for SLA, especially by learners who have passed the critical period (i.e. CPH does not work in SLA). (* Note: See Chapter 3: Age of acquisition and CPH)
13/43
Innatism:
Competence vs. Performance
Competence:
It refers to the knowledge which underlies our ability to use language.
Performance:
It refers to the way a person actually uses language in listening, speaking, reading, and writing. Performance is subject to variations due to inattention, anxiety, or fatigue whereas competence (at least for the mature native speaker) is more stable.
11/43
Innatism:
Universal Grammar
How UG works in SLA:
Two different views -
1. The nature and availability of UG are the same in L1 and L2 acquisition. Adult L2 learners, like children, neither need nor benefit from error correction and metalinguistic information. These things change only the superficial appearance of language performance and do not affect the underlying competence of the new language (e.g., Krashen’s “monitor model”).
By the 1970s, many researchers were convinced that behaviorism and the CAH were inadequate explanations for SLA.
9/43
Innatism
Universal Grammar (UG) in relation to second language development
L1
L2
Child Child Adolescent Adult (informal) (formal) (informal)
-?
+
+
-
-
+
+
-?
+
+
-
-
+
+
-
-
+
Байду номын сангаас
+
3/47
Differences in Learning L1 & L2
Learning Conditions
6. Freedom to be silent 7. Ample time & contact 8. Corrective feedback:
1. Many of their errors are not predictable on the basis of their L1 (e.g. ‘putted’; ‘cooker’ meaning a person who cooks; ‘badder than’)
2. Some errors are similar across learners from a variety of L1 backgrounds (e.g. he/she; “th” sound; the use of the past tense; the relative clauses)
14/43
Innatism:
Competence vs. Performance
SLA researchers from the UG perspective (innatism) are more interested in the language competence (i.e., knowledge of complex syntax) of advanced learners rather than in the simple language of early stage learners.