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Err
or
Analy
sis
&Seco
nd
Language
Acq
uis
itio
n
The University of Lahore Pakpattan Campus
Presentation
Prepared by:
Muhammad Irfan Kosar Tasleem
Haider AliMuhammad Asif
Faisal nazeerTahir Hussain
Second Language Acquisition
INTRODUCTION
It is quite observable that some learners
learn a new language more quickly than others,
because they are successful by virtue of their
strong determination, hard work and
persistence.
Yet, some other learners are not very
successful in learning a new language, and it is
obvious that there are some crucial factors
influencing success, which are mostly beyond
the control of the learner.
What is a Language?
Language is a set of Codes. These codes are used for human communication.
Language is a source of Communication among human beings.
LANGUAGE:The Object of Linguistics
“Language is a purely human and non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols.”--Edward Sapir (1884-1939):Language: An Introduction to the Study of Speech (1921)
What is language?
“From now on I will consider language to be a set (finite or infinite) of sentences, each finite in length and constructed out of a finite set of elements.”--Noam Chomsky (1928- ): Syntactic Structures (1957)
What is language?
Linguist
Krashen's Theory of Second Language Acquisition
:According to Krashen there are two independentsystems of second language performance: 'theacquired system' and 'the learned system'. The'acquired system' or 'acquisition' is the productof a subconscious process very similar to the
process children undergo when they acquiretheir first language. It requires meaningfulinteraction in the target language
Acquisition &
Learning
The 'learned system' or 'learning' is the productof formal instruction and it comprises aconscious process which results in consciousknowledge 'about' the language, for exampleknowledge of grammar rules.
Acquisition &
Learning
5 Stages of second
language acquisition
Pre-production (No English)- new learners of English with up to 500 known words, the silent period
Early production (Receptive English Only)- can speak one or two word phrases, have about 1000 known words
Speech Emergence (Survival English)- can communicate with simple phrases and sentences, have about 3,000 known words
Intermediate Fluency- beginning to use more complex sentences and are willing to express opinions and share thoughts, about 6,000 known words
Advanced Fluency (Proficient English)-near native in their language skills, takes 4-10 years
Factors Affecting second
language acquisition
1.Age
2.Personality
3.Motivation
4.Experiences
5.Cognition
6.Cultural
background
1. AGE
the age of the learner influences the 2LAChildren having strong literacy skills in their own language, seem to be in a better position to acquire a new language in a more effective way. Very motivated, older learners can do it, but usually they should try hard to become a native-like speaker.
“You can't teach an old dog new tricks” (Idiomatic Expression)
Adults are superior to children in rate of acquisition
Older children learn more rapidly than younger children
With regards to morphology and syntax, the adolescents do best, followed by the adults and then the children
Grammar differences diminish over time, and children begin to catch up, but adults outperform children in the short term
Where pronunciation is concerned, adults do not always progress more rapidly than children do
Effects of age
on RATE of
second languag
e learning
2. PERSONALITY
A person who wants to acquire second Language is to be sincere with his learning. He must be hardworking. His attitude and behavior must be related to language acquisition.Logic, Interest, Motivation
"I know one thing, that I know nothing“ (Socrates)
3. EXPERIENCES
Learners who have acquired general knowledge and experience are in a stronger position to develop a new language than those who haven't.
4. Motivation and attitudes
Motivation can be defined in terms of two factors:
1. Learners’ communicative needs
2. Learners’ attitudes towards the second language community
Types of Motivation
1. Integrative motivation
(language learning for personal growth and cultural enrichment)
2. Instrumental motivation
(language learning for more immediate or practical goals)
5. COGNITION
Generally speaking, apparently students with greater cognitive abilities make a faster progress.
Some Chomskyan linguists suppose that there is a specific, innate language learning ability which is believed to be stronger in some students than in others.
LAD
6. Cultural background
There is some evidence that students under the condition in which their mother culture has a lower status than the target language’s culture that they are learning will make a slower progress.
II. EXTERNAL FACTORS
1. Curriculum
2. Instruction
3. Culture&Status
4. Motivation
5. Access to Native Speakers
2.1. CURRICULUM
Particularly for the ESL students, it is essential that the totality of thier educational experiences should be suitable to their needs. If learners are entirely submersed into a mainstream program without having any additional assistance, then language learning is less likely to occur.
2.2. INSTRUCTION
L2 instruction can have an effect on how learners acquire a L2 (Ellis 1991, Long 1983, 1988; Rutherford & Sharwood-Smith 1985)
"L2 instruction is effective in its own right" (Norris & Ortega 2000:480)
"while instruction may not always be necessary to achieve competence in the L2, it undoubtedly helps"(Ellis 2005: 725).
2.3. CULTURE&STATUS
Students under the condition in which their mother culture has a lower status than the target language’s culture that they are learning will make a slower progress.
Social factors can affect motivation, attitudes and language learning success.
Children, just like adults, are quite sensitive to social dynamics and power relationships.
2.4. ACCESS TO NATIVE SPEAKERS
Since native speakers can act as linguistic models and since they can provide effective feedback for the learners, it is very advantegous to have the opportunity to interact with the native speakers, not only in the classroom setting, but also outside of it.
Affective factors are emotional factors which influence learning.
1.Self-Esteem
2.Inhibition
3.Risk Taking
4.Anxiety
5.Empathy
AFFECTIVE FACTORS
SELF-ESTEEM
Self-esteem refers to a personal evaluation and judgment of worthiness that is expressed in the individual's attitude toward him or herself or toward his or her capabilities. Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. (Krashen cited by Schütz, 2007)
INHIBITION
Inhibition in a person arises as he/she tries to defend or protect their self-image. If the learner perceives the mistakes that he/she makes in the second language as a threat to their emotional well-being and self perception, then acquisition will not occur or will occur much more slowly.
RISK TAKING
One of the characteristics that has been found to exist in "good" language learners is the willingness to guess. If the learner is less inhibited, he/she is more willing to take a chance on producing a "correct" utterance in the second language.
ANXIETY
Anxiety is associated with the feelings of uneasiness, self- doubt, worry or fear that a person feels under certain circumstances. A threatening environment does not promote language acquisition. Factors such as an emphasis on competition between students or forcing students to produce in the second language before they are ready can cause anxiety.
ANXIETY
Three components of foreign language anxiety (often with negative impact)
1. communication apprehension (inability to express mature thoughts and ideas)2. fear of negative social evaluation (how one is viewed by others)3. test anxiety
EMPATHY
Empathy refers to an individual's ability to put him/herself in the other's shoes. When a learner is acquiring a second language, he or she is also acquiring, in a sense, a new personality, and a new culture. Is the ability of a learner to open him or herself to new cultural experiences and adopt these experiences as their own is essential in the language acquisition process..
GOOD LANGUAG
E LEARNER
S:
Find their own way, taking charge of their learning
Organize information about language
Are creative, developing a “feel” for the language by experimenting with its grammar and words
Make their own opportunities for practice in using the language inside and outside the classroom
Learn to live with uncertainty by not getting flustered and by continuing to talk or listen without understanding every word
14 characteristics summarized from Rubin(Rubin & Thompson, 1982)
GOOD LANGUAGE LEARNERS:
Use memory strategies to recall what has been learned
Make errors work for them and not against them
Use linguistic knowledge, including knowledge of their first language, in learning a second language
Use contextual cues to help them in comprehension
Learn to make intelligent guesses
Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”
Learn certain tricks that help to keep conversations going
Learn certain production strategies to fill in gaps in their own competence
Learn different styles of speech and writing and learn to vary their language according to the formality of the situation
Good Language Learners:
Being successful in second language acquisition depends on many factors. Age and motivation factors are among the most important ones. In studies, it has been found that if a learner has a competency in his or her own language, he or she is more advantageous than those who lacks competence in his first language. As to motivation, it has been revealed that motivated students are more successful in second language acquisition than those who are demotivated. Also, the role the psychological aspects play in gaining an extra language cannot be denied.
Conclusion
What four things I hope you remember . . .
1. Encourage first language development.
2. Know your own attitudes and beliefs about language learners in general. They will come through in your lessons.
3. Take a second and third look at the whole student, not just their language ability.
4. “It depends”
An historical background
Error analysis, a branch of “applied linguistics” Pit Corder is the father of Error AnalysisError Analysis emerged in the 1960s by S.Pit
Corder
Error Analysis
VIEW OF AN ANAYLIST
Crystal (2003) defines EA as a “technique for identifying, classifying and systematically interpreting the unacceptable forms produced by someone learning a foreign language ,using any of the principles and procedures provided by linguistics”.
ERRORS
WHAT IS AN
Error?
An error is a learner language form that deviates from, or violates, a target language rule.
Learner errors and
error analysis
Human learning is fundamentally a process that involves the making of mistakes.
They form an important aspect of learning virtually any skill or acquiring information.
Language learning is like any other human learning. L2 learning is a process that is clearly not unlike L1
learning in its trial-and-error nature.
Learner errors and
error analysis
4 Explanation of errors
Establishing the source of error
Error source Taylor (1986)
Psycholinguistic (nature of L2 knowledge system, and difficulties to use it in the production)
Sociolinguistic (ability to adjust the language in accordance to social context)
Epistemic (lack of world knowledge)
Discourse structure (problems in the organization of information into a coherent text)
ERROR ANALYSIS
Error analysis
Error analysis is a type of linguistic analysis that focus on the errors make learners.
Ea was emerged in the answer of contrastive analysis which aim to find the learners error due to native language.
It consists of a comparison between the errors made in the target language and second language
It is a technique to explain the learners language error.
Error analysis is the examination of those errors committed by the students in both the spoken and written medium.
Ea defines the reinforcement areas of learners.
Steps of Error Analysis
According to linguist Coder, the following are the steps in any typical Error Analysis research:
collecting samples of learner language
identifying the errors
describing the errors
explaining the errors
evaluating/correcting the errors
1. Weaknesses in methodological procedures
2. Limitations in scope
The limitations of error analysis
Error analysis
fails to provide a complete picture of learner language
most studies are cross-sectional in nature
provides a partial picture
takes no account of what learners do correctly or their development over time
Conclusions: a reassessment of Error Analysis
Error Analysis replaced Contrastive analysis
First serious attempt to investigate learner language in L2.
It is continuous to be practiced as a mean for investigating a specific research question.
Contrastive analysis
Contrastive analysis
CA is a technique used to define the learners errors that are occurred in his L2 due to the transfer of L1.
Transfer can be of two types
1. Negative; when structure of two languages is different and learner consider them as same.
2. Positive; when structure of two languages is same and learner consider them as same.
Errors & Mistakes
The distinction between learner’s errors and mistakes has always been problematic for both teachers and researchers
Error/mistake
Errors are systematic and that can not be corrected by the learners.
Mistakes are occurred due to the lake of competence in the learners language.
Classification of Errors
Orthographic Errors
Sound/letter mismatch
Same spelling. Different pronunciation
Similar pronunciation. Different spelling
Ignorance of spelling rules
Phonological Errors
Lack of certain L2 phonemes in the learner’s L1
Differences in syllable structures in L1 and L2
Spelling pronunciation of words
The problem of silent letters
Classification of Errors
Lexico-semantic Errors
(related to the semantic properties of lexical items)
* I am working 24 o’clock each week.
* English is alive language by which everyone can convey his ideas.
Morphological-syntactic Errors
Wrong use of plural morpheme
Wrong use of tenses
Wrong word order
Wrong use of prepositions
Errors in the use of articles
TYPES OF ERRORS
Forms of errors
Omission; leaving out some required linguistic elements
* My father is doctor.
Additions; redundant use of certain elements in a sentences
* Please answer to my letter soon.
Substitutions; replacement of incorrect elements for correct ones
*I am not afraid from dogs.
Why error analysis?
The idea made the researchers of applied linguistics devote their studies largely to the comparison of the native and the target language in order to make explanations about errors.
It is done to evaluate the learners error in their second language.
Errors are ‘systematic”
Like; its occur repeatedly and not recognized by the learner.
Errors are of different types
Errors cannot be self corrected by learners
Nature of
errors
Methodology of
ERROR ANALYSIS
Collection of error
Identification of error
Classification of error types
Statement of relative frequency of error types
Identification of the areas of difficulty in the L2
Determination of the source of error
Determination of the seriousness of the error
Remedy by the teacher in the classroom
IMPORTANCE OF ERROR ANALYSIS
Importance;
Error analysis helps to understand the process of SLA (second language acquisition)
Error analysis shows the troublesome linguistic areas or errors that L2 learners encounter in learning
It showed that Contrastive Analysis was unable to predict a great majority of errors.
The errors give valuable feedback to both teachers and learners regarding strategies and progress.
The error also provides research with insights into the nature of SLA process
Importance;
Importance;
Error analysis is useful in second language learning because it reveals to us.
Teaching strategies
Syllabus designing
Textbook writers of what the problems areas are.
conclusion
Error analysis is a useful technique to define the learners errors of second language.It is beneficial to the learner and the teacher bothIt is compulsory to evaluate the current status of the learner It also indicate the problem areas and the solutions of themIt explores the reinforcement areas of the learners
It helps to acquire linguistic rules of second language
Any Question??????
