sla: introduction
Post on 23-Jun-2015
928 Views
Preview:
DESCRIPTION
TRANSCRIPT
Second Language acquisition:
An Introduction
Universidad del Valle
Escuela de Ciencias del Lenguaje
Seminario de Lingüística Aplicada
Prof. Carlos Mayora
The learning of any language, to any level,
provided only that the learning of the ‘second’
language takes place some time later than the
acquisition of the first language.
Mitchell & Myles, 2004, p. 5
Definition
• Language
• Language knowledge
• Learning situation
• Learning Context
• Input
• Motivations (reasons to learn)
• SLA theories
Central Concepts
language
Central Concepts
Divine?
faculty? Sy
ste
m?
Hu
ma
n p
ro
pe
rty
?
Co
de
?
ability? Set of
rules?
Social tool?
So
cia
l c
on
str
uc
tio
n?
Representational quality?
Language
Lan
guag
e as system
as discourse
as ideology
Kumaravadivelu, 2006, p.4
Language knowledge
Pedagogic view
Knowledge Ability
Cognitive view Analysis Access
Mentalist view Competence Performance
Competence:
Implicit and unconscious knowledge of the
rules (phonological, morphological and
syntactic) that govern sentence formation and
interpretation in a language. The concept
comes from Chomsky’s view of language.
Language knowledge
Performance:
Actual sentences produced by real speakers in
concrete situations. It is affected by non-
linguistic conditions and thus not always
represents fully a speaker’s competence.
Language knowledge
Communicative competence:
A speaker’s ability not only to produce and
understand grammatically correct sentences,
but language that is socially acceptable and
situationally adequate. .
Language knowledge
Language knowledge
Components of communicative competence
according to Hymes (1972)
Linguistic
Pragmatic Sociolinguistic
Language knowledge C
om
po
nen
ts o
f co
mm
un
icat
ive
com
pet
ence
acc
ord
ing
to
Can
ale
and
Sw
aim
(19
83)
Grammatical
Sociolinguistic
Discourse
Strategic
Other central concepts and
conditions
Learning situation
Naturalist Instructed
Context Second
language learning
Foreign language learning
Input Authentic Modified
Motivation Integrative Instrumental
Ple
ase
no
tice
th
at t
hes
e n
oti
on
s ar
e cl
assi
c. R
ecen
tly,
th
ere
are
dif
fere
nt
and
new
er p
ersp
ecti
ves
in e
ach
of
thes
e co
nce
pts
as
we
will
see
late
r in
th
is c
ou
rse.
Naturalistic SLA
The learning/acquisition of the target language
occurs in a natural environment, through
abundant exposure to the language and
interactions with native speakers and without
formal teaching.
Learning situation
Instructed SLA
The learning/acquisition of the target language
occurs in an educational setting, through
deliberate teaching and according to a
curriculum.
Learning situation
Second language context
The target language is spoken by the majority
of speakers in the community where the
learning takes place; i.e.: learning French in
France or Portuguese in Brazil.
Context
Foreign language context
There is limited access to speakers of the
target language; i.e.: learning French in
Colombia or English in Italy.
Context
Authentic input
Language samples that are produced in the
course of real communication and for real
purposes other than teaching.
Input
Modified input
Language samples that are deliberately
simplified in order to render the language more
easy to understand. It can be modified for
teaching purposes (textbooks and other
instructional materials), or when a native
speaker of the target language interacts with a
beginner non-native speaker (foreigner talk).
Input
Integrative
When learners are moved to learn the
language for personal or affective reason such
as I really like English; I think the Japanese
culture is very interesting and so on.
Motivation
Instrumental
When learners are moved to learn the
language for practical reasons, such as getting
a better job, higher studies or a promotion.
Motivation
Other central concepts and
conditions
Learning situation
Naturalist Instructed
Context Second
language learning
Foreign language learning
Input Authentic Modified
Motivation Integrative Instrumental
Other central concepts and
conditions
Learning situation
Naturalist Instructed
Context Second
language learning
Foreign language learning
Input Authentic Modified
Motivation Integrative Instrumental
SLA Theories
Perspectives (discipline or epistemology)
Innatists Critical period hypothesis
Universal Grammar
Cognitive
Krashen’s 5 hypothesis model
Information processing model
Analysis and accessibility model
Noticing
Social
Perception and attitudes based models
Interaction hypothesis
Socio constructive models
References
Gass, S. & Selinker, L. (2008). Second language acquisition:
An introductory course. New York: taylor & Francis.
Mitchell, R. & Myles, M. (2004). Second language learning
theories (2nd ed.). New York: Hodder Arnold.
Kumaravadivelu, B. (2006). Understanding language teaching.
From method to postmethod. London: Lawrence Erlbaum
Associates.
top related