DOES THE FIRST DOES THE FIRST LANGUAGE CAUSE LANGUAGE CAUSE INTERFERENCE?INTERFERENCE?

For audiolingualism L1 was a problem to For audiolingualism L1 was a problem to overcomeovercome

TransferTransfer L1 did not affect language acquisition ordersL1 did not affect language acquisition orders No matter what the first language was all No matter what the first language was all

learners went through the same stages.learners went through the same stages. Asking them to go beyond their ability.Asking them to go beyond their ability. No drink beerNo drink beer I no drink beerI no drink beer I don't drink beer . He don't drink beerI don't drink beer . He don't drink beer Acquisition of do and correct placement of Acquisition of do and correct placement of

not.not. It exists in some way for some thingsIt exists in some way for some things

WHAT ABOUT THE USE OF WHAT ABOUT THE USE OF THE FIRST LANGUAGE IN THE FIRST LANGUAGE IN

THE CLASSROOM?THE CLASSROOM?

As long as teachers use L2 as much as As long as teachers use L2 as much as possible to communicate information and possible to communicate information and interact with students…interact with students…

Learners´ output does not directly lead to Learners´ output does not directly lead to acquisition of the implicit system.acquisition of the implicit system.

Speech production is necessary for the Speech production is necessary for the development of L2 output procedures.development of L2 output procedures.

Language beyond their skills, to get a fix on Language beyond their skills, to get a fix on the task and to seek clarification.the task and to seek clarification.

Use of L1 dissipates as learners gain control Use of L1 dissipates as learners gain control over output in the L2.over output in the L2.

IS SLA LIKE FIRST IS SLA LIKE FIRST LANGUAGE AQCUISITION?LANGUAGE AQCUISITION?

InputInput Acquisition orders and developmental stages.Acquisition orders and developmental stages. Word, phrases, sentences.Word, phrases, sentences. Resistant to external manipulationResistant to external manipulation

L1 Complete implicit system. variation in how L1 Complete implicit system. variation in how far L2 learners getfar L2 learners get

Some errors are unique to one or the otherSome errors are unique to one or the other L2 learners already have one linguistic L2 learners already have one linguistic

system.system. External not internal factors.External not internal factors. Learn it like other subjects- interfereLearn it like other subjects- interfere

DON`T IMITATION AND DON`T IMITATION AND REPETITION PLAY A ROLE REPETITION PLAY A ROLE

IN ACQUISITION?IN ACQUISITION?

Adults conception on how babies learn L1.Adults conception on how babies learn L1. Mummy-daddy- ¨[m] sound universally Mummy-daddy- ¨[m] sound universally

easiest consonant to produce for children, easiest consonant to produce for children, along with [b] and [ah].along with [b] and [ah].

Behaviorism.Behaviorism. Only if they are attending to the meaning Only if they are attending to the meaning

of what they are intended to imitate.of what they are intended to imitate. To perform a task quickly. If task changes, To perform a task quickly. If task changes,

ability slows down or disappears.ability slows down or disappears.

SO DRILLS DON´T HELP, SO DRILLS DON´T HELP, THEN?THEN?

Output orientedOutput oriented Mechanical: not necessary attention to Mechanical: not necessary attention to

meaning. repetition, substitution, meaning. repetition, substitution, transformation)transformation)

meaningful: one correct response. meaningful: one correct response. where's the clock?where's the clock?

Communicative: what does your father do?Communicative: what does your father do?

Research since 90´s: drills don't foster Research since 90´s: drills don't foster acquisition as structured input does.acquisition as structured input does.

DO LEARNERS DEVELOP DO LEARNERS DEVELOP BAD HABITS IF THEY BAD HABITS IF THEY

AREN´T CORRECTED?AREN´T CORRECTED?

Fossilization, plateau.Fossilization, plateau. Overt correction does little good in Overt correction does little good in

the long run.the long run. No changes in the implicit system.No changes in the implicit system. Indirect correction; recasts and Indirect correction; recasts and

confirmation checks.confirmation checks.

DOESN´T GIVING LEARNERS DOESN´T GIVING LEARNERS RULES HELP?RULES HELP?

That´s the way I learned.That´s the way I learned.

We think the way we learned is the We think the way we learned is the way languages are learned.way languages are learned.

Input and interaction.Input and interaction. Structured input. Mary was corrected Structured input. Mary was corrected

by John. Pictures. reevaluation.by John. Pictures. reevaluation. Rules don't lead to acquisition.Rules don't lead to acquisition. To sensitize learners to input.To sensitize learners to input.

SO DOES TEACHING SO DOES TEACHING MAKE NO DIFFERENCE?MAKE NO DIFFERENCE?

As long as it involves more than the As long as it involves more than the presentation and practice of rules.presentation and practice of rules.

It can'tIt can't Alter acquisition ordersAlter acquisition orders Skip developmental stages.Skip developmental stages. Skip stages in acquisition of output Skip stages in acquisition of output

procedures. (French speakers in Canada)procedures. (French speakers in Canada) It canIt can Heighten attention. they might miss or get Heighten attention. they might miss or get

wrong.wrong. Classrooms have richer and more complex Classrooms have richer and more complex

input than naturalistic environmentsinput than naturalistic environments Speeding up of acquisition.Speeding up of acquisition.

ARE SOME LANGUAGES ARE SOME LANGUAGES MORE DIFFICULT TO MORE DIFFICULT TO

LEARN THAN OTHERS?LEARN THAN OTHERS?

Languages are organic entities. If one Languages are organic entities. If one component is difficult, others are easy.component is difficult, others are easy.

No language can be considered easier No language can be considered easier or harder.or harder.

It takes more hours to learn certain It takes more hours to learn certain languages than others. external factors)languages than others. external factors)

Shared alphabets.Shared alphabets. Spanish vs. Russian .Easier at the Spanish vs. Russian .Easier at the

beginning. Cognates. Processing inputbeginning. Cognates. Processing input

WHAT MAKES SOME WHAT MAKES SOME STRUCTURES EASY AND STRUCTURES EASY AND

SOME DIFFICULT TO SOME DIFFICULT TO ACQUIRE?ACQUIRE?

What makes a structure difficult.What makes a structure difficult. Low communicative value (meaning Low communicative value (meaning

carried by main clause .doubt, carried by main clause .doubt, denial)denial)

Acquisition or learning?Acquisition or learning?

DOESN´T EVERYTHING IN LT DOESN´T EVERYTHING IN LT COME DOWN TO COME DOWN TO

MOTIVATION?MOTIVATION?

We have to be motivated everyday.We have to be motivated everyday. Whether or not we do something and Whether or not we do something and

how far we get.how far we get. Integrative and instrumental.Integrative and instrumental. Motivation can result from success in Motivation can result from success in

learning a foreign language learning a foreign language (resultative motivation)(resultative motivation)

It does not explain the processes It does not explain the processes involved in acquisition.involved in acquisition.

More motivated , learn more.More motivated , learn more.

DOES AGE MAKE A DOES AGE MAKE A DIFFERENCE IN DIFFERENCE IN

LANGUAGE LEARNING?LANGUAGE LEARNING?

Children learn at very quick rates.Children learn at very quick rates. The critical period. late childhood or puberty.The critical period. late childhood or puberty. The earlier you start the better.The earlier you start the better. acquisition boils down to time on task.acquisition boils down to time on task. Children's acquisition is more “round the clock” Children's acquisition is more “round the clock”

more varied contexts than for adults.more varied contexts than for adults. Adolescents are best at initial start up.Adolescents are best at initial start up. Adults are better at initial start up than children. Adults are better at initial start up than children.

In the end children get further and acquire more.In the end children get further and acquire more. Language acquisition mechanisms don't shut off Language acquisition mechanisms don't shut off

completely.completely. The sound system and everything else.The sound system and everything else.

DON´T DIFFERENT LEVELS OF DON´T DIFFERENT LEVELS OF LEARNERS NEED DIFFERENT LEARNERS NEED DIFFERENT THINGS TO HELP THEM KEEP THINGS TO HELP THEM KEEP

LEARNING?LEARNING?

Beginners need input that is manageable. no Beginners need input that is manageable. no native speaker talk. As they progress more native speaker talk. As they progress more complex input, so that the internal processes can complex input, so that the internal processes can map new forms and structures into meaning.map new forms and structures into meaning.

For maximum vocabulary development they need For maximum vocabulary development they need to read all along the way. Learned as a byproduct.to read all along the way. Learned as a byproduct.

Interaction all along the way. Output demands Interaction all along the way. Output demands should be minimal. Yes/no questions.should be minimal. Yes/no questions.

WHAT ABOUT INDIVIDUAL WHAT ABOUT INDIVIDUAL DIFFERENCES ?DIFFERENCES ?

Should I consider learning Should I consider learning styles?styles?

L2 acquisition is different from other kinds of learning. L2 acquisition is different from other kinds of learning. Language processors are designed to work only on Language processors are designed to work only on language.language.

No research has yet found a link between learning No research has yet found a link between learning styles and the processes involved in language styles and the processes involved in language acquisition.acquisition.

It would be important for explicit knowledge.It would be important for explicit knowledge. Language acquisition happens in only one way and all Language acquisition happens in only one way and all

learners must go under it. (exposure to communicative learners must go under it. (exposure to communicative input. Process it. Organize data. Acquire output input. Process it. Organize data. Acquire output procedures. Interact with other speakers)procedures. Interact with other speakers)

Working memory. (some more limited than others).Working memory. (some more limited than others). Input and output processing takes place in working Input and output processing takes place in working

memory. although all learners need input for acquisition memory. although all learners need input for acquisition some might benefit from different kinds of input.some might benefit from different kinds of input.

WHAT´S THE BEST WHAT´S THE BEST METHOD FOR TEACHING METHOD FOR TEACHING

AND LEARNING?AND LEARNING?

There is none.There is none. Principled approaches to language instruction.Principled approaches to language instruction. Eclecticism is fine as long as it is informed Eclecticism is fine as long as it is informed

and guided by something else than distaste and guided by something else than distaste for methods in general.for methods in general.

There is no single communicative method. There is no single communicative method. natural approach, , task based learning. natural approach, , task based learning. Immersion and content based instruction.Immersion and content based instruction.

Interpretation, expression and negotiation of Interpretation, expression and negotiation of meaning.meaning.

Implications for teachingImplications for teaching

The more input, the better (meaning The more input, the better (meaning based)based)

The more interaction, the better.The more interaction, the better. All learner production should be meaning All learner production should be meaning

based or communicative.based or communicative. Focus on form should be meaning based Focus on form should be meaning based

and tied to input or communication. and tied to input or communication. Be sensitive to students production Be sensitive to students production

abilities.abilities.

We may be able to allow the learner We may be able to allow the learner innate strategies to dictate our innate strategies to dictate our practice and determine our syllabus; practice and determine our syllabus; we may learn to adapt ourselves to we may learn to adapt ourselves to his needs rather than impose upon his needs rather than impose upon him our preconceptions of how he him our preconceptions of how he ought to learn, what he ought to ought to learn, what he ought to learn and when he ought to learn it. learn and when he ought to learn it.

Pit CorderPit Corder