seond language acquisition third lecture-fourth lecture

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Language Acquisition Instructor Marwan Alalimi

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Page 1: Seond language acquisition  third lecture-fourth lecture

Language AcquisitionLanguage

Acquisition

Instructor Marwan Alalimi

Page 2: Seond language acquisition  third lecture-fourth lecture

Revision • First language acquisition

vs. second language acquisition.

• Acquisition vs. learning.• Key principles of

Behaviorism• Main components of the

habit formation process.

Page 3: Seond language acquisition  third lecture-fourth lecture

Revision • Behaviorism deficiencies.• Cognitive theory. • Stages of language

development. •

Page 4: Seond language acquisition  third lecture-fourth lecture

Activity 1

• In three groups, try to order the stages that children develop their language’s grammatical morphemes?

Page 5: Seond language acquisition  third lecture-fourth lecture

The development of grammatical morphemes

• Roger brown (1973):

1. Present progressive2. Plural – S 3. Irregular past forms4. Possessive – ‘s 5. Articles 6. Regular past – ed 7. Regular third-person-singular- s 8. Irregular third-person-singular

Page 6: Seond language acquisition  third lecture-fourth lecture

The development of transformations

• Negative form:1. The negative element No is not part of

the sentence structure and place at the beginning. E.g. No cookie – no singing song.

2. The negative element inserted into the sentence. E.g. he no bite you – Daddy no comb hair.

3. Producing appropriate part of do, be or the model verbs. E.g. I can’t do it – I’m not a doctor.

Page 7: Seond language acquisition  third lecture-fourth lecture

• Interrogative form• 1- Wh-questions :

– What is the first word.. Whassat?– Where and who learned soon. Where’s Mommy? Who’s

that? – Why ? Emerges by the end of 2nd. Year. Why that car is

red? – When and how? – better understanding of time and

manner. • Children’s understanding of difficult questions:• Child : when can we go outside?• Parent: In about ten minutes.• Child: 1-2-3-4-5-6-7-8-9-10. Can we go now?

Page 8: Seond language acquisition  third lecture-fourth lecture

The development of transformations

The acquisition of word order in questions: 1. Simple two- or three-word sentences with

rising intonation. E.g. cookie? Mommy book?2. Declarative sentence with rising intonation.

You have car? You like this?3. Fronting- putting a verb or question word in

front of a sentence. E.g. Do I can have a cookie? Is the toy is big? Why you don’t have one?

4. Either subject-verb inversion or wh-word but not both. E.g. Is she a doctor? What she is doing ?

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Followed… 5. Both wh-questions and yes/no questions are formed correctly. E.g. why did you do that? Does daddy have money? But confused when dealing with subordinate clauses or imbedded questions. E.g. Ask him why can’t he go out.6. Correctly form all types of questions including complex embedded questions.

Page 10: Seond language acquisition  third lecture-fourth lecture

Activity 2

Share with us your opinion of the statements in the handout?

Page 11: Seond language acquisition  third lecture-fourth lecture

Second language acquisition

• Is second language learning different from first language learning?

1. Behaviorists = Yes. L2 learning # L1. Mother tongue learnt in natural manner but second language is learned in an artificial manner.

2. Cognitivists = No. Both pass through step-by-step process. Both are not learned in an imitative memorizing

process.

Page 12: Seond language acquisition  third lecture-fourth lecture

According to cognitive psychologists L1 is different from L2 learning in

four elements…

1. Age : the case of Genie, Victor and Chelsea.2. Motivation :

External motivation. E.g. bilingual environment

Internal motivation. E.g. desire for learning.

3. Monitor user: o Under-monitor users: extroverted.o Over-monitor users: introverted.o Optimum-monitor users: in-between.

4. First language interference:

Page 13: Seond language acquisition  third lecture-fourth lecture

Mental Processes Involved in Second

Language Acquisition

Languageenvironm

ent

Filter ► organizer ►monitor

Learner’s verbal

performance► ►

Page 14: Seond language acquisition  third lecture-fourth lecture

Stephen Krashen’s Theory of Second

Language Acquisition• Birth : 1941, Chicago.• Occupation: linguist, educational

researcher.• Work for : university of southern

California.

Page 15: Seond language acquisition  third lecture-fourth lecture

Stephen Krashen’s Theory of Second

Language Acquisition “language acquisition does not require

extensive use of conscious grammatical rules, and does not require tedious drill”

Acquisition requires meaningful interaction in the target language- natural communication- in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding”.

Page 16: Seond language acquisition  third lecture-fourth lecture

• The best methods are therefore those that supply comprehensible input in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are ready, recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production. Stephen Krashen.

Page 17: Seond language acquisition  third lecture-fourth lecture

Krashen’s five main hypothesis

The Acquisition vs. Learning Hypothesis.

The Monitor Hypothesis. The Natural Order HypothesisThe Input HypothesisThe Affective Filter Hypothesis

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1 -The Acquisition vs. learning hypothesis.

Second language performance

Acquired system

The product of a subconscious process

Learned system

The product of formal instruction- conscious

process

Page 19: Seond language acquisition  third lecture-fourth lecture

2 -The Monitor hypothesis

The relationship between Acquisition and learning

Acquisition system

Speaker’s utterances initiator- responsible for spontaneous

language use.

Learning system

Monitor - Editor

plan edit correct

Page 20: Seond language acquisition  third lecture-fourth lecture

2 -The Monitor hypothesis

• Everyone has a monitor that tells them when something is true or false. But It requires these conditions: – Time: have time to reflect.– Knowledge: know the rules and the correct

form.

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3-The Natural Order Hypothesis

We acquire grammatical structures in a predictable natural order, some rules tending to come early and others late.

The order of rules is not determined by its simplicity.

It’s also independent of the learner’s age and L1 background.

Are there any similarities between the way in which children acquire their first language and the ways in which adults acquire the same language as their second language?

Page 22: Seond language acquisition  third lecture-fourth lecture

4 -Input Hypothesis

People learn by understanding messages, getting “comprehensible input”

If input is understood and there is enough of it, the necessary grammar is automatically provided.

Page 23: Seond language acquisition  third lecture-fourth lecture

5 -Affective filter hypothesis

• The affective filter is a barrier that prevent learners from acquiring language.

• Even if there’s enough input, Affect feelings and emotional states play an important role in L2 acquisition.

• When the learner is having high anxiety, low motivation low self-confidence, the filter turns on and causes the learner to block out input.

Page 24: Seond language acquisition  third lecture-fourth lecture

The Input hypothesis model

Page 25: Seond language acquisition  third lecture-fourth lecture

Language testing• Test vs. exam• Advantages and disadvantages

essay vs. objective tests. Neither of them is better.Their preference depends on :

Context of evaluation. the purpose.

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Advantages and disadvantages essay

Essay tests have poor reliability. But objective tests have high reliability.

objective tests scoring can be reliable, rapid, and economical but essay test scoring is tedious and time-consuming.

cannot determine how the student actually will perform in that situation

Page 27: Seond language acquisition  third lecture-fourth lecture

Types of tests1. Proficiency test.2. Achievement test.3. Diagnostic test.4. Placement test.5. Aptitude test.

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Criteria of Designing a Test.

1. Reliability: Teacher’s reliability. Student’s reliability.

2. Validity: Content validity. Predictive validity. Face validity.

3. Practicality.4. Discrimination.

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Thank you