1 / 25

Helena Roquet Pugès Departament de Traducció i Ciències del Llenguatge

THEORIES AND FOUNDATIONS OF SECOND LANGUAGE ACQUISITION MÀSTER DE FORMACIÓ DE PROFESSORAT DE SECUNDÀRIA BATXILLERATS I EOIs. Helena Roquet Pugès Departament de Traducció i Ciències del Llenguatge Universitat Pompeu Fabra, Oct 2013

aricin
Télécharger la présentation

Helena Roquet Pugès Departament de Traducció i Ciències del Llenguatge

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. THEORIES AND FOUNDATIONS OF SECOND LANGUAGE ACQUISITIONMÀSTER DE FORMACIÓ DE PROFESSORAT DE SECUNDÀRIA BATXILLERATS I EOIs Helena Roquet Pugès Departament de Traducció i Ciències del Llenguatge Universitat Pompeu Fabra, Oct 2013 Grup d’Adquisició de Llengües des de la Catalunya Multilingüe (ALLENCAM) LANGUAGE ACQUISITION IN MULTILINGUAL CATALONIA

  2. OUTLINE • Foreign Language Acquisition paradigms (L2/L3) • StructuralistBehaviorist period Contrastive analysis • Chomskyan period Acquisition studies. Interlanguage. • Environmentalist period Language and communication: THE COMMUNICATIVE APPROACH

  3. LA RESEARCH PARADIGMS • Structuralist/ Behaviorist period • Contrastive analysis • Chomskyan period • Acquisition studies • Environmentalist period • Language and communication

  4. Structuralist/Behaviourist (1) • Skinner. 1957. Verbal behaviour • L learningis a process of habitformation, a stimulus-response-reactionmechanism • Imitation, repetition, memorisation, practise and reinforcement • Properties of L1 influence L2 learning: Positive/negative transfer (interference). Errors are avoided! • CONTRASTIVE ANALYSIS OF ERRORS

  5. Structuralist/Behaviourist (2) • Positive contribution: • Attentionto oral language (emphasisonspoken L and pronunication) • Identification of factorspresent in LA • Imitation • Repetition • Memory of strategies • Explanation of sometypes of errors • Transfer errors • Languagedistance (affectingachievement)

  6. Structuralist/Behaviourist (3) Negativecontribution: • Attentiontoform and nottomeaning • Learneris a passiverecipient • Learningproceedsbyanalogy • Creativityisnotallowed

  7. LA RESEARCH PARADIGMS • Structuralist/ Behaviorist period • Contrastive analysis • Chomskyan period • Acquisition studies. Interlanguage • Environmentalist period • Language and communication

  8. The Chomskyan period (1) N. Chomsky. 1957. Syntactic Structures. 1959 Review of Verbal Behaviour • Acquisition: Rule-governed behaviour • Learning by analysis and not by analogy • Creativity in L: “Generate an infinite number of sentences from a finite number of rules”

  9. The Chomskyan period (2) • *I goed. • *I eated it. • *She no can go. • *She doesn’t wants to go. • *I saw these mans. • *She cans come.

  10. The Chomskyan period (5) • Research strands: • 1. Stages of acquisition and INTERLANGUAGE • 2. Variability (Sociolinguistic approaches) • 3. Input studies • 4. Linguistic universals (Aurora Bel)

  11. INTERLANGUAGE (1) • Each of thestagesthelearnergoesthroughonhis/herwaytowardsmastery of the target language. Eachstageis a linguisticsystem in itsownright, withspecificfeatureswhichcharacterizeit, known as interlanguage.

  12. INTERLANGUAGE (2) • It is different from the target language. • It has its own internal structure. • Errors are systematic. • It is permeable to input. • At each given moment a particular stage of acquisition is apparent. • Each stage includes forms typical of a previous stage and forms anticipating the next one (Variability).

  13. Pastmorphemeinterlanguagedevelopment • John eat a banana yesterday. • (ref. past no morf.) • She went. She broke. She jump. She walked. • (sporadic use) • She goed. She eated. John breaked. • (overegularitzation) • She went. She walked • (correct use)

  14. Legacy of theperiod • Severalmodelsamongwhich • Krashen (1983. The Natural Approach) Monitor model. • Basedon 5 principles: • Comprehension precedes production • Production emerges in stages(students are notforcedtospeakbeforethey are ready) • Communicativegoals(classroomactivitiesorganisedbytopics, notbygrammaticalstructures) • The instructor mustcreate a goodatmosphere

  15. The Natural Approach (1983, Krashen) 5 hypothesis: • TheAcquisition/Learninghypothesis • TheMonitorhypothesis • TheNatural Orderhypothesis • TheInputhypothesis(emphasisonwhatthe L learnersherebeforethey try to produce L) • TheAffectiveFilterhypothesis

  16. LA RESEARCH PARADIGMS • Structuralist/ Behaviorist period • Contrastive analysis • Chomskyan period • Acquisition studies. Interlanguage • Environmentalist period • Language and communication

  17. Environmentalist period (1) • Languageacquisition: • Complex interaction between the linguistic environment (input) and the learner's internal mechanisms, with neither viewed as primary. Verbal interaction is of crucial importance

  18. Sociolinguistics (2) • Hymes (1971): Different levels of competence involved in language: • Structural • Discourse • Communicative • Strategic • ALL USED IN ‘CONTEXT’: Situation where discourse arises

  19. Discourse Analysis (3) • Austin (1975): Speech act theory • How language is used to do things • YOU CAN SAY ONE SAME MEANING WITH A VARIETY OF FORMS, AND ONE SAME FORM CAN HAVE A VARIETY OF MEANINGS

  20. LANGUAGE IN USE IS COMMUNICATIVE • Real communication is based on interaction. It gives information which the person engaged in conversation with the speaker does not have. • Real communication is always with a purpose. • Real communication contains an element of unpredictability of choices of words. Only in very restricted formulaic expressions language is predictable.

  21. The Communicative Approach • Language is seen as a tool for communicating • Real language practice in the classroom • To develop communicative competence in real communicative context • To develop communicative strategies through interaction • Language is communicative as well as linguistic: grammar + pronunciation + social rules • Focus on functions, not on structures • View that students acquire a language when focusing on meaning, not only in form

  22. The role of grammar in the CA • COMMUNICATIVE TEACHING • + Focus on meaning • + Group work interaction • + Genuine questions • + Opportunities to use lang. creatively • + Opportunities to participate in task negotiations of topics

  23. ENVIRONMENTALISM • Interaction • Negotiation of meaning • ‘Noticing’ new forms in the input

  24. Instructional Implications? Use of authentic materials and tasks Communicative activities such as games and role plays Group and pair work Small number of students interacting Emphasis on functions and meaning, not forms Tolerate errors of form …

  25. CONCLUSION • Learning a second/foreign language it is not completely different from learning a first language, yet it is not entirely the same…..

More Related