The Linguistics of Second Language Acquisition

Essential Questions

How have theorists defined languages and the language learning experience?

What has their research shown? Do the theorists agree or disagree with each

other? What are we learning when we are learning

a language?

The Nature of Language

In your opinion, how would you describe the nature of language?

Languages are…

What Linguists have said…

Languages are…

Systematic. Symbolic. Social.

What do you think they mean?

Languages are systematic…

Elements which occur in regular patterns of relationships.

Unconscious rules or principles which speakers are unaware of knowing or using

Understand the principles by using the language to express meaning.

Languages are symbolic…

Sequences do not inherently possess meaning.

The meanings of symbols come through the agreement of speakers.

It is meaningful for the speakers who use or say that language.

Languages are social…

Reflects the society that uses it. The only way to learn that language is to

use it with others. No standard to judge which language is

more effective for communication than another.

Use language to communicate, to categorize and catalogue the objects, events, and processes.

VocabularyWhat do these words mean? Can you give

some examples? Lexicon Phonology Morphology Syntax Discourse

Lexicon= Vocabulary

Word meaning Pronunciation (and spelling for written

languages) Part of speech Word combinations and idioms

Phonology= Sound System

Phonemes= speech sounds that make a difference in meaning

Syllable structure= sequences of consonants and vowels

Intonation patterns/tone Rhythmic patterns (pauses and stops)

Morphology= Word Structure

Morphemes= parts of words that have meaning

Inflections= number or tense that carry grammatical information

Prefixes and suffixes

Syntax= Grammar

Word order Subject/verb agreement Ways to form questions, to negate

assertions, and to focus or structure information within sentences

Discourse

Ways to connect sentences How to structure stories and engage in

conversations Scripts for interacting and for events

Contrastive Analysis (1950’s-1960’s)

Robert Lado Involves predicting and explaining learner

problems based on comparing L1 and L2 with each other to determine similarities and differences.

Make learning and teaching more efficient.

Contrastive Analysis (continued)

Believe that learning a language is like learning a habit.

Stimulus-Response-Reinforcement (S-R-R); imitate and repeat the language and the response is reinforced.

“Practice makes perfect”

Contrastive Analysis (continued)

Transfer in learning (positive and negative) We analyze the language in order to predict

the problems that are most likely to occur. We create language lessons based on those

“predicted difficulties” and we sequence our lessons in order of difficulty.

Contrastive Analysis Practice

Based on your practice, what do you think of this method? Is it useful? Effective?

What is good about this method? What are some problems with this method?

Problems with Contrastive Analysis

Cannot explain how learners know more than they have heard or have been taught (“the logical problem of language learning”).

The predictions were not accurate. Sometimes different problems appeared.

How can you do this approach when you have multiple students with different language backgrounds?

Error Analysis

Internal focus on learners’ ability to construct or create language.

Based on actual learner errors in L2, not on predictions.

Assumptions of Error Analysis (EA)

Inner forces (interaction with the environment) push or promote learning.

The learner is an active and creative participant in the process rather than a passive recipient.

Examine the output in their own right instead of how deficient the language is.

Sources of insight into the learning process.“Windows into the mind of the learner”. How

the learner is exploring the language.

Error Analysis Procedure

Collect a sample of learner language Identify the errors Describe the errors (according to language

level, category, or specific language elements).

Explain the errors (interlingual “between languages”, intralingual “within the language” or developmental).

Evaluate the errors

Error Analysis Practice

Based on your experience, what do you think of error analysis? Is it helpful? Useful?

What are the good features of this method? What are some problems with this method?

Problems with Error Analysis

Ambiguity in classification (Is the error because of a L1 influence or is it part of the developmental process?)

Lack of positive data (does not explain what the learner has acquired)

Potential for avoidance (the learner may not say it because the language structure is difficult).

Homework

#1- “Interlanguage experts” (pages 40-42)

#2- “Krashen experts” (pages 45-46)

#3- “Chomsky experts” (pages 46-47)