THEORY OF SECOND LANGUAGE LEARNING

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THEORY OF SECOND LANGUAGE LEARNING
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• Does the learner already know a language?
• Is the learner cognitively mature?
• How well developed is the learners
  metalinguistic awareness?
• How extensive is the learners general knowledge
  of the world?
• Is the learner nervous about making mistakes and
  sounding silly when speaking the language?
• Does the learning environment allow the learner
  to be silent in the arely stages of learning, or
  is s/he expected to speak from the beginning?

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• Is there plenty of time available for language
  learning to take place, planty of contact with
  proficient speakers of the language?
• Does the learner receive corrective feedback when
  s/he makes error in grammar or pronunciation, or
  does the listener overlook these errors and pay
  attention to the message?
• Does the learner receive corrective feedback when
  s/he uses the wrong word, or does the listener
  usually try to guess the intended meaning?
• Is the learner exposed to language which is at an
  appropriate level of difficulty in terms of speed
  of delivery, complexity of grammatical structure,
  and vocabulary?

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Learners characteristics
L1 LEARNER no cognitive maturity no
metalinguistic awareness no
world knowledge
L2 LEARNER acquired one language idea of
language work incorrect guesses about the L1
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YOUNG L2 LEARNERS cognitive maturity
metalinguistic awareness (age) nervousness
CHILDREN nervousness
not well developed speaking skills
happy chats
silent participation in social interaction
not
pressure to speak
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LEARNING CONDITIONS
YOUNG LEARNERS
OLD LEARNERS
silence
silence
limited amount of time
large amount of time of language exposition
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MODIFIED INPUT
FIRST LANGUAGE
SECOND LANGUAGE
caretaker talk
foreigner / teacher talk
corrections of meaning / word choice
errors no interference with meaning
correction- when theres a misunderstanding
correction - classroom
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BEHAVIOURISM
learning habit formation
linguistic input environment reinforcement
errors L1 interference
Contrastive Analysis Hypothesis (CAH)
L1 influence
Learners errors are not predictable on the basis
of CAH
errors are bi-directional
Learner intuitions towards possible transfer
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COGNITIVE THEORY
SLA knowledge build-up - automatically for
speaking understanding
attention to any language feature understand or
produce
learners experience practice quick
automaticity (no awareness)
restructuring assimilation accomodation
burst of progress or back-sliding
no prediction about the L1 structure transfer
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CREATIVE CONSTRUCTION THEORY
internal representations of language
predictable stages
acquisition happens as the learners read or hear
outocomes speech writing
communicative situations - usefulness
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KRASHENS MONITOR MODEL
the acquisition-learning Hypothesis
ACQUISITION LEARNING
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the monitor hypothesis the ACQUIRED system
the LEARNED system
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conditions sufficient time, focus on form,
knowledge of rules
weak point no possibilities for differentiating
acquisition from learning
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the natural order hypothesis predictable
sequencial acquisition rules
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the input hypothesis comprehensible input
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the affective filter hypothesis UP / DOWN
motives, needs, attitudes, emotional states
Weak point difficulties for assuring what
affective factors cause the differences. SUCCESS
more positive motivation (a low affective
filter)
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INTERACTIONIST VIEW
modified input
interactional modification makes input
comprehensible
comprehesible input promotes acquisition
interactional modification promotes acquisition
native speech modifications when talking to
non-native
comprehension checks
clarification requests
self-repetition or paraphrase