Romance Languages 200 Second Language Acquisition Part II

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Romance Languages 200Second Language
AcquisitionPart II

• Teaching a Second Language

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The Natural Approach ... speaking ability
'emerges' after the acquirer has built up
competence through comprehending input." Steven
Krashen

• Acquisition-Learning hypothesis
• Acquired competence
• fluency
• unconscious language picked up in communicative
  situations
• Learned competence
• rules and grammar information
• make repairs on output

• Natural order hypothesis
• I no go.
• Input hypothesis
• Comprehensible input
• Affective filter hypothesis

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Problems with monitor theory

• no transfer between monitor and LAD

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Existing second language acquisition models

• Krashen's monitor model (1981, 1985)
• McLaughlin's information processing model (1983)
• Schumann's acculturation theory (1986, 1978)
• Cummins' language proficiency models (1986, 1981)

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McLaughlin's information processing model (1983)

• http//typhoon.coedu.usf.edu/eme4402/lectures/lea
  rn/sld010.htm

• feedback is crucial in the learning process

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Information processing

• PERCEPTUAL FILTER

• The progress of recognition feedback is
  crucial in learning process
• What different individuals perceive is seen to be
  influenced in part by their own relatively unique
  background or past experience stored in memory
• model is largely asocial

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Acculturation and the grammar of
selfSchumann, Fenimore

• grammar of self the rules for the social and
  linguistic self
• developmental stages (behavior)
• observer
• participant
• friendship

• Adaptation to a new culture
• reorientation of thinking, feeling and
  communicating

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What do we know about language acquisition, that
can be applied to the classroom?

• Only 5 of speakers can acquire full mastery of a
  2nd. Language after puberty.
• Ego link with accent of first language makes 2nd.
  Language acquisition impossible.
• Motivation is crucial with age.
• In US studies girls are better learners than
  boys. (right hemisphere)

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• Okay, How do you do. My name is Tarzan and I
  believe you are known as Jane.
• Allow me to introduce myself. I am Tarzan, Lord
  of the Junge. And you?
• You must be Jane. Im Tarzan. Its a pleasure
  to meet you.
• Here she is!
• Me Tarzan! You Jane!
• Damn!

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Applications in the classroom memory
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dealing with memory

• Perceptual information can be stored for only a
  brief time, unless it is used immediately. If
  you attempt to crowd in too much, some will be
  lost.
• 15-20 seconds

• Until a high level of proficiency is acquired, an
  individual can concentrate only on one thing at a
  time.

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• The retention of briefly presented information
  depends on
• past experience,
• context,
• and its perceived importance.

• To improve memory
• relax
• relate.

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Gina is by lingalthat means she can say the
same thing twice, but you can only understand it
once.
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Applications in the classroom grammars
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• Pragnanz
• The law of Pragnanz states that forms with
  the most simplicity, regularity, symmetry, and
  ease of remembrance are most easily understood.
  People tend to see the interpretation of
  pictures that makes the most sense to them based
  on logic, intuition, and past experience.

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A grammar explanation should be...

• Simple

• Symmetrical

• Intuitive (connected to past experience)

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Ive written a book on grammar. Can I see
it?MAY I see it?

• Not only that, you can keep it.

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Our robust minds

• Scrambled words

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Advantages of adult learner

• Thinks about language.
• Questions.
• Can rehearse and practice.
• Additional ability
• self-criticism
• observe others usage
• select among possible styles.
• Increased exposure.

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Adult learning orientation a continuum(accultur
ation theory)

• L1
• native language metalinguistic
• well developed lexical structures
• fallback position
• L2
• target language
• progression development of explicit and implicit
  knowledge

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Learning task analysis(defense of eclectic
methodology)

• Learning a second language involves 5 types of
  learning
• intellectual skills
• cognitive strategies
• verbal information
• motor skills
• attitudes.
• Gagne, R. M., Briggs, L. J., Wager, W. W.
  (1992). Principles of Instructional Design. Fort
  Worth Harcourt Brace Jovanovich College
  Publishers.

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Pedagogical implications

• suppress L1 orientation (L2 reading)
• consider students objective in learning
• physical aspect include practice drills
• instructors use normal speech

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Very brief bibliography

• Calvin, William H. , How Brains Think Evolving
  Intelligence, Then and Now, New York Science
  Masters, Basic Books, 1996.
• Deacon, Terrence W., THE SYMBOLIC SPECIES The
  Co-evolution of Language and the Brain, New York
  W. W. Norton Company, 1997
• Bickerton, Derek, Language and Human Behavior,
  Washington University of Washington Press, 1995.
  
• Fromkin, Victoria Robert Rodman, An
  Introduction to Language, 6th. edition, Fort
  Worth Harcourt Brace College Publishers, 1998.
• Krachen, Stephen D. Tracy D. Terrell, The
  Natural Approach, Language Acquisition in the
  Classroom, New York Prentice Hall, 1983.
• Pinker, Steven, The Language Instinct, How the
  Mind Creates Language. New York Harper
  Perennial, 1995.
• Purves et al., Neuroscience, Sunderland, Mass.
  Sinauer Associates, Inc., 1997.
• A Brief Description of Steven Krashens Theories
• Conversations with Neils Brain