USSO LINGUISTICS L2 Acquisition and Learning

7/29/2019 USSO LINGUISTICS L2 Acquisition and Learning

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USSOFundamentos Lingsticos

Second language acquisition / learning.

Foreign language setting .....not spoken in the community.

Second language setting..spoken in the community.

Acquisition.gradual development of ability in a language by using it

naturally in communicative situations with people who know the

language.

Learning..applies to a conscious process of accumulating

knowledge of the vocabulary and the grammar of a language in aninstitutional setting.

Critical period for language acquisition..puberty. At the age of

sixteen our inherent capacity for language is almost complete.

Barriers in the acquisition of L1 and L2. There are differences.

L2few hours weekly. Few individuals get native-like proficiency.Written language is easier than spoken language. (vocabulary and

grammar )

L1.daily communicative interactions. Constant exposure to the

language.

Affective factors/ emotional reactions ..acquisition barriers in

learning.

Adults and teenagers are more self-conscious than children.

Strong unwillingness to produce different sounds of the L2.

Lack of empathy with another culture.

Dull text books.

Unpleasant classrooms.

Exhausting schedule.


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Approaches and methods

The grammar translation method. Vocabulary lists, grammar rules,

memorization, emphasis on written language.The audiolingual method. Emphasis on spoken language. Systematic

presentation from simple to complex structures. Drills and repetition.

Fluent use of language is a set of habits developed with practice. It can

be boring.

The communicative approach. Emphasis on the functions of language.

Toleration of errors as a clue of the learning process, similar to the

acquisition of L1 by children.

Transfer means using sounds and expressions or structures from the L1when producing the L2. If the L1 and L2 have similar features the result

is positive transfer. Transferring L1 features that are very different from

the L2 the result is negative transfer (also called interference)

Interlanguage. Some errors have no connection with L1 or L2. When

many forms do not match

the L2 and the student makes little progress, his interlanguage becomes

fossilized

Motivation. One of the factors that influence a successful L2 learner.Instrumental motivation:

When the learner learns the L2 to complete a school graduation

requirement, he needs the language not for any social purpose.

Integrative motivation, learning for social purposes.

Input and output. Input refers to the knowledge and linguistic

experience stored in the brain. Output refers to the comprehensible and

meaningful production of the L2.

Task-based learning. Different tasks and activities in which learnershave to interact, in pairs, in small groups, to exchange information or to

solve problems. The goal of task-based learning is to develop

communicative competence in the L2.

Communicative competence. Ability to use the language accurately,

appropriately and flexibly.


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*Grammatical competence, accurate use of words and structures.

*Sociolinguistic competence, refers to know when to say something

according to the context.

*Strategic competence, ability to organize a message effectively notjust stop talking when not remembering the exact word, but tryingto

express oneself using a communicative strategy.

Questions:

1.What do you think the Joseph Conrad phenomenon refers to?

2. What are the typical barriers to acquiring an L2 as an adult compared

to L1 acquisition as a child ?3.What is the difference between positive and negative transfer?

4. What happens when an interlanguage fossilizes?

5. What the components of communicative competence and what do they

refer to?

6. Whats your opinion? L2 learners should not be allowed to hear their

classmates mistakes because they will learn them.

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USSO LINGUISTICS L2 Acquisition and Learning