1 / 17

The Nature of Learner Language Ellis, Rod. Second Language Acquisition

The Nature of Learner Language Ellis, Rod. Second Language Acquisition. Aniza Febrikuvi 2201410048. Second language acquisition : Collecting Describing . Description may focus on : the kinds of errors learners make, how these errors change overtime, or

woody
Télécharger la présentation

The Nature of Learner Language Ellis, Rod. Second Language Acquisition

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. The Nature of Learner LanguageEllis, Rod. Second Language Acquisition AnizaFebrikuvi 2201410048

  2. Second language acquisition : • Collecting • Describing

  3. Description may focus on : • the kinds of errors learners make, • how these errors change overtime, or • identify developmental patterns by describing the stages in acquisition of particular grammatical features

  4. Errors and Error Analysis • A conspicuous feature of learner language • Useful for teachers to know what errors learners make • Paradoxically, may actually help learners to learn when they self-correct the errors they make

  5. Three steps in analyzing learners errors : • Identifying errors • Describing errors • Explaining errors

  6. 1. Identifying Errors a. Compare the sentence learner with the normal or correct. • A man and a little boy was watching him. The word was should be replaced by were. • The big of them contained a snake. The word big should be replaced by bigger.

  7. b. Distinguish errors and mistakes Error : reflect gaps in a learner’s knowledge, the learner doesn’t know the correct (make mistakes consistently) Mistakes :reflect occasional lapses in performance, the learner is unable to show what he knows (e.g.: slip of the tongue)

  8. How can we distinguish errors and mistakes? Example : In the first, the learner said “The big of them contained a snake.” But, in the second, he said “The basket contain a snake.” The learner did a mistake because he didn’t say the word contain consistently.

  9. 2. Describing Errors • Classify errors into grammatical categories Ex.: error in tenses I go to market yesterday. (went) • Identify general ways in which the learners’ utterances differ from the reconstructed target-language utterances. There may be omission, misinformation, and misordering.

  10. 3. Explaining errors • Error of omissions ( leave out the articles ‘a’ and ‘the’ or plural marker) • Overgeneralization errors ( use ‘eated’ instead ‘ate’) Those all are transfer errors ( because of their mother tongue)

  11. Developmental Patterns • The early stages of L2 acquisition Silent period : say nothing about what they want • The order of acquisition accuracy order : rank the features according to how accurately each features are used. • Sequence of acquisition

  12. Variability in Learner Language Linguistic context • The choice of past tense marker • Involve some other constituent of the utterance (using adverb : use usually in past event) • Use the verb of to be ( may be omitted)

  13. Situational context • Informal (use colloquial expression) My kid’s real pain these days. 2. Formal (use the correct target language) My daughter can be very troublesome these days.

  14. Psycholinguistic context • Use the opportunity to plan their production. • Perform or whether reflect the underlying system they are trying to construct. Form-function mapping : negative expressions ( ‘no’+ verb or ‘don’t’ + verb )

  15. Free variation Occurs in different stage of development Example : use simple form (paint) for a variety function (future, simple even past) => fossilization : stop developing while still short of target language competence.

  16. Thank you..

More Related