1. Instructed Second language learning Gass chapter 11 Presented by Mick Hidding & Yao Cui

2. 11.1 Classroom Language • Learners do not pick up errors from one another. • They do pick up corrections. • Learners usually know if they are right/wrong/not sure.

3. 11.1 Classroom Language con’t. • Learners usually look for confirmation in reading, listening, & speaking. • Classroom conversation is a tool for learning.

4. 11.1 Classroom Language con’t • When learning conversations students generate hypothesishypothesis testingextension of knowledgeapply to new context

5. 11.2 Input processing • Sometimes teacher interventions are necessary to prevent learners’ errors. • Learners who get more explicit instruction do better.

6. 11.2 Input processing con’t • “Garden Path” studies (Tomasello & Herron) show that corrective feedback is more meaningful after the learner makes an error as opposed to preventing the error.

7. 11.2 Input processing con’t • Studies show that some sort of comprehension must take place before acquisition starts. • Top-down vs. bottom-up processing.

8. 11.2 Input processing con’t • Semantic comprehension MUST come before syntactic comprehension. • Syntactic comprehension is a prerequisite to acquisition. • Semantic comprehension is necessary for syntactic comprehension but does not guarantee it.

9. 11.3 Teachability v. Learnability • Studies show there is some sort of natural order for acquisition. • See page 318 of Gass Chapter 11 for Developmental Stages of English Question Formation. • Natural order sequence CAN BE sped up with instruction!

10. 11.4 Focus on Form Form vs. FormS • Form=focus on true acquisition, meaning and communication • FormS=focus on individual language items such as plurals, verbs, grammar

11. 11.4 Focus on Form con’t • Interaction Logs train students to think about their language acquisition as they use it in their daily lives. • Students write experiences with native speakers: what, how, why. • See page 322 for examples.

12. 11.4 Focus on Form • Form instruction is not practical with very complex structures e.g. “participial adjectives of emotive verbs and passives.” • Studies show that learners who received explicit instruction in theses areas have a better overall “readiness” to acquire the new information.

13. Conclusion • Classroom Instruction can provide a richness that informal learning cannot. • However factors such as socioeconomic backgrounds and educational backgrounds also come into play in second language learning.