Instructed Second language learning

1
Instructed Second language learning

• Gass chapter 11
• Presented by
• Mick Hidding
• Yao Cui

2
11.1 Classroom Language

• Learners do not pick up errors from one another.
• They do pick up corrections.
• Learners usually know if they are right/wrong/not
  sure.

3
11.1 Classroom Language cont.

• Learners usually look for confirmation in
  reading, listening, speaking.
• Classroom conversation is a tool for learning.

4
11.1 Classroom Language cont

• When learning conversations students generate
  hypothesis?hypothesis testing?extension of
  knowledge?apply to new context

5
11.2 Input processing

• Sometimes teacher interventions are necessary to
  prevent learners errors.
• Learners who get more explicit instruction do
  better.

6
11.2 Input processing cont

• Garden Path studies (Tomasello Herron) show
  that corrective feedback is more meaningful after
  the learner makes an error as opposed to
  preventing the error.

7
11.2 Input processing cont

• Studies show that some sort of comprehension must
  take place before acquisition starts.
• Top-down vs. bottom-up processing.

8
11.2 Input processing cont

• Semantic comprehension MUST come before syntactic
  comprehension.
• Syntactic comprehension is a prerequisite to
  acquisition.
• Semantic comprehension is necessary for syntactic
  comprehension but does not guarantee it.

9
11.3 Teachability v. Learnability

• Studies show there is some sort of natural order
  for acquisition.
• See page 318 of Gass Chapter 11 for Developmental
  Stages of English Question Formation.
• Natural order sequence CAN BE sped up with
  instruction!

10
11.4 Focus on Form

• Form vs. FormS
• Formfocus on true acquisition, meaning and
  communication
• FormSfocus on individual language items such as
  plurals, verbs, grammar

11
11.4 Focus on Form cont

• Interaction Logs train students to think about
  their language acquisition as they use it in
  their daily lives.
• Students write experiences with native speakers
  what, how, why.
• See page 322 for examples.

12
11.4 Focus on Form

• Form instruction is not practical with very
  complex structures e.g. participial adjectives
  of emotive verbs and passives.
• Studies show that learners who received explicit
  instruction in theses areas have a better overall
  readiness to acquire the new information.

13
Conclusion

• Classroom Instruction can provide a richness that
  informal learning cannot.
• However factors such as socioeconomic backgrounds
  and educational backgrounds also come into play
  in second language learning.