Second Language

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Chapter 13 Second Language Acquisition
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1 The study of Second Language Axquisition L1--------gt Interlanguage grammar ?-------L2 Figure1 Influences on an interlanguage grammar
1.1 The Role of the First Language
Table 1 Phonological transfer
English target French speaker German speaker
haveh?v ?v h?f
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1.2 The Role of the Second Language
Table 2 One possible pronunciation of the English word eyes by a German-speaking learner
Target form Result of Final Obstruent Devoicing Result of Caadian Vowel Raising
ajz ajs ?js
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1.3 The Nature of An Interlaguage

? Ontogeny Model
? Transfer errors
? Developmental errors
? fossilized
Table 3 Error patterns in L2 acquisition
Level of proficiency Transfer errors Developmental errors
Beginner Intermediate Advanced high medium low low high low
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1.4 The Final Stage
l       Communicative competence
l       Grammatical competence
l       Textual competence
l       Sociolinguistic competence
l       Illocutionary competence
l       Illocutionary force
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1.5  Variation In Performance
2   Interlanguage Grammars
2.1  L2 Phonology
l    Segmental phonology
l    Markedness
l    Prosodic phonology
L2 syllabification Stress assignment
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2.2  L2 Syntax
l  Null subjects
The Null Subject Parameter
The subject of a finite clause may/may not be null.
l Verb movement
The Verb Movement Parameter
V raises/does not raise to Infl.
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Figure 3 Verb movement
l Markedness and the Subset Principle
The Subset Principle The initial of default setting of a parameter will correspond to the most restrictive option (i.e.the option that permits the fewest patterns).
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2.3 L2 Morphology
Table 4 Developmental order for first language acquisition
1.-ing the present participle affix (she is working)
2.Plural-s bottles
3.Irregular past she taught French
4.possessive-s a childs toy
5.Copula be I am happy
6.Articles a, the
7.Regular past she walked quickly
8.Third person-s she walks quckly
9.Auxiliary be she is working
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Table 5 Developmental order for second language acquisition
-ing Copula be Articles Auxiliary be Plural s Irregular past Regular past Third person s Possessive -s
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3   Factors Affecting SLA
3.1  Age
l   The Critical Period Hypothesis
3.2  Individual Differences
l  Affective factors Instrumental and integrative motivation
l   Cognitive factors Learning strategies and communication strategies
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3.3  The Good Language Learner Characteristics of the good language learner
1.  Has an effective personal learning style or positive learning strategies.
2.  Has an active approach to the learning task.
3.  Has a tolerant and outgoing approach to the target language and empathy with its speakers.
4.  Has technical know-how about how to tackle a language.
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5.  Has strategies of experimentation and planning with the object of developing the new language into an ordered system and revising this system progressively.
6.  Is consistently searching meaning.
7.  Is willing to practise.
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8.  Is willing to use the language in real communication.
9.  Has self-monitoring ability and critical sensitivity to language use.
10.  Is able to develop the target language more and more as a separate reference system and is able to learn to think in it.
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The L2 Classroom
4.1 Modified Input
l    Foreigner talk
l    Teacher talk
l    Comprehensible input
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4.2 Modified Interaction
l   More comprehension checks, e.g. Do you understand? OK?
l  More prompting, e.g. Who knows where Moose Jaw is?
l   More expansions, e.g. Student Me red sweater. Teacher Yes, youre wearing a red sweater, arent you?
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4.3 Focus On Form
4.4 Bilingual Education
l   Minority language maintenance programs
l   French immersion programs
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The End