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SLA Review Session

Chapter 5 Recent perspectives on the role of previously known languages. The evolution of the L1 in SLA:Contrastive analysis (chapter 3)Error analysis (chapter 3)Mentalist perspectivesCognitive perspectivesPsychotypology. Chapter 5. What do morpheme order studies tell us (Dulay

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SLA Review Session

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    1. SLA Review Session Chapters 5-8 March 3, 2006

    2. Chapter 5 Recent perspectives on the role of previously known languages The evolution of the L1 in SLA: Contrastive analysis (chapter 3) Error analysis (chapter 3) Mentalist perspectives Cognitive perspectives Psychotypology

    3. Chapter 5 What do morpheme order studies tell us (Dulay & Burt 1973, etc.; Bailey, Madden & Krashen 1974) ? --favor mental processes in SLA, lack of importance of NL

    4. Chapter 5 Cognitive view of language learning (Kellerman, 1979) --the learners perception of the L1-L2 differences/similarities are more important than the actual differences/similarities

    5. Chapter 5 Learner psychotypology -- learners categorize language data along a continuum from language-neutral to language-specific

    6. Chapter 5 Cross-linguistic Interference (Kellerman & Sharwood Smith, 1986) vs. Transfer --a broader term, including transfer, avoidance, language loss, rate of learning

    7. Chapter 6 SLA and linguistics Two approaches to language universals: --typological universals (Greenberg 1963) --universal grammar (chapter 7)

    8. Chapter 6 Why is the study of language universals important to that of SLA? -- both NL and IL are natural systems -- Interlanguage Structural Conformity Hypothesis: All universals that are true for primary languages are also true for interlanguages. (Eckman, Moravcsik, & Wirth, 1989)

    9. Chapter 6 What is the aim of the study of typological universals? --aims to discover similarities/differences in languages around the world --to determine what types of languages are possible

    10. Chapter 6 Markedness Differential Hypothesis (Eckman, 1977) --unmarked structures are easier to learn/acquire than marked

    11. Chapter 7 Universal Grammar Nativist approach --general nativism: there is no specific mechanism designed for language learning --special nativism (UG): posit special principles for language learning that are unique to language and not used in other cognitive endeavors

    12. Chapter 7 Motivation of UG --the uniformly successful and speedy acquisition of language by children in spite of insufficient input

    13. Chapter 7 What does UG consist of? --principles that characterize core grammars of all natural languages --parameters that vary across languages

    14. Chapter 7 Kinds of evidence positive evidence: comes from the input, set of well-formed utterances negative evidence: information telling the learner that the utterance is incorrect or impossible (direct, indirect)

    15. Chapter 7 Fundamental Difference Hypothesis: --L1 and L2 acquisition are fundamentally different --adult L2 learners do not have access to UG --what they know of language universals is constructed through their NL

    16. Chapter 7 Access to UG hypothesis full transfer/partial (or no) access no transfer/full access full transfer/full access partial transfer/full access partial transfer/partial access

    17. Question: What is the weakness of UG when applied to second language acquisition? --concerned with syntax, not semantics, pragmatics and discourse --social and psychological variables are ignored --methodology relies too much on grammaticality judgment tests (Mitchell, 1998)

    18. Chapter 8 Looking at interlanguage processes Linguistic perspective: emphasis on constraints on grammar formation Psychological (cognitive) perspective: emphasis on the actual mechanisms involved in SLA as well as on issues of working memory and parsing Sociolinguistic perspective: emphasis on external social and contextual variables

    19. Chapter 8 Competition Model (Bates & MacWhinney, 1982): --a performance model, not a competence model --assumes form and function are inseparable --learners first resort to their NL interpretation strategies

    20. Chapter 8 Krashens Monitor Model: acquisition vs. learning (subconscious, conscious) Comprehensible input i+1 language that is heard/read that is slightly ahead of a learners current state of knowledge

    21. Question: What are the differences between UG-based and cognitive approach? --human beings to be endowed with a language-specific module in the mind; human mind is geared to the processing of all kinds of information --competence; performance --language; learning

    22. Thanks for your attention! Different approaches/theories to SLA

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