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1.
SLA
(Second
language
acquisition)
is
the
process
by
which
a
language
other than the mother tongue is learnt
in a natural setting or in a
c
l
a
s
s
r
o
o
m
.
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2.
Acquisition
vs. Learning (Krashen1982)
Acquisition
implicit, subconscious
informal situations
uses
grammatical 'feel'
depends on attitude
Learning
explicit, conscious
formal situations
uses grammatical rules
depends on aptitude
stable
order of acquisition
simple to complex
order of
learning
Acquisition refers to the learning of a
language unconsciously under
natural
settings where learners pay attention only to the
meanings or
contents rather than forms
or grammars.
Learning
refers
to
the
learning
of
a
language
consciously
under
educational settings where learners
mainly pay attention to forms or
grammars.
3.
Factors affecting SLA
Social factors
(external factors)
Learner factors
(internal factors)
Social factors
(external factors)
Social context
Language policy and the attitude of
the public sector;
Social demand
With the trend of globalization of
the world economy , it is widely
accepted
among
educators
and
national
leaders
that
proficiency
in
another
language is an indispensable quality of
educated people
Learner factors
(internal factors)
Motivation
，
Age
，
Learning strategy
4.
Behaviorist
learning theory
Behaviorist learning
theory is a general theory of learning (i.e. it
applies to all kinds of learning, not
just language learning).
It views
learning as the formation of habits. The
association of a
particular response
with a particular stimulus constituted a habit. It
is formed when a particular stimulus
became regularly linked with a
particular response.
When
applied to SLA,
the process of second
language acquisition is
regarded as a
process of habit formation.
5.
The causes of errors
according to behaviorism
Differences
between
the
first
and
second
language
create
learning
difficulty which
results in errors.
Behaviorist learning
theory predicts
that
transfer
will
take
place
from
the first to the second
language.
Transfer
will be
negative when there
is proactive
inhibition. In this case errors will result.
Errors,
according
to
behaviorist
theory,
were
the
result
of
non-learning,
rather than wrong learning.
The
means
used
to
predict
potential
errors
by
behaviorists
is
Contrastive
Analysis.
6. Structuralism
Language
was
viewed
as
a
coded
system
consisting
of
structurally
related
elements
(phonemes,
morphemes,
words,
structures
and
sentence
patterns)
7.
What
is contrastive analysis (CA)?
Contrastive
analysis
is
an
inductive
investigative
approach
based
on
the
distinctive elements in a language. It
involves the comparison of two
or more
languages or subsystems of languages in order to
determine both
the
differences and similarities
between
them. It could also be done
within one
language. Contrastive analysis can be both
theoretical and
applied according to
varied purposes.
8.
Contrastive Analysis Hypothesis (CAH)
Contrastive analysis is a way of
comparing languages in order to
determine potential errors
for the ultimate purpose of isolating what
needs
to
be
learned
and
what
does
not
need
to
be
learned
in
an
L2
situation.
According to CAH,
L2 errors are result of differences between the
learner
’
s first
language and the target language. The strong form
of
the hypothesis claims that these
differences can be used to predict all
errors
that
will
occur.
The
weak
form
of
the
hypothesis
claims
that
these
differences can be used to identify
some out of the total errors that
actually arise.
9.
difference vs
difficulty
“Difference”
is
a linguistic concept,
whereas “difficulty”
is a
psychological
concept.
Therefore,
the
level
of
learning
difficulty
cannot be
inferred directly from the degree of difference
between two
language systems.
10.
Definition of Error
analysis (EA)
the
study
and
analysis
of
the
errors
made
by
second
and
foreign
language
learners (Longman Dictionary of Applied
Linguistics, p.96).
It involves
collecting samples of
learner language,
identifying the
errors
in
these
samples,
describing
these
errors,
classifying
them
according
to
their
hypothesized
causes,
and
evaluating
theirs
seriousness.
11.
Interlingual error:
deviated forms
resulting from the
interference
of one’s L1
, or the negative
transfer of one’s mother tongue.
Intralingual
error
:
①
deviated
forms
in
learner
language
that
reflect
learners’
transitional competence and which are the results
of such
learning process as
overgeneralization.
②
confusion of L2 rules
12.
Factors causing errors
1. Language transfer
2.
Overgeneralization
3. Learner
differences
3. Strategies in L2
learning
5. Strategies of L2
communication
e.g. The two students
changed eyes and eyebrows in class.
13.
Types of learner
strategy
Learning
strategy,
Production
strategy
表
达
策
略
Communication
strategy:
Communication
strategies are employed when learners are faced
with
the task of communicating meanings
for which they lack the requisite
linguistic knowledge. Typical
communication strategies are paraphrase
and mime.
14.
Classifications of learning strategy(Cohen 2006)
(2) By function: Metacognitive;
Cognitive; Socio-affective
(3) By
skill: listening, speaking, reading, writing,
vocabulary, or
translation strategies.
15.
Meta-cognitive
strategies
Meta-cognitive
strategy
is
the
planning
for
learning,
thinking
about
the
learning
process,
monitoring
of
one
’
s
production
or
comprehension,
and
evaluating learning after an activity
is completed.
16.
Cognitive
strategies
Cognitive strategies refer
to the steps or operations used in learning
or
problem-solving
that
require
direct
analysis,
transformation,
or
synthesis of learning material.
Repetition,
Resourcing,
Directed
physical
response,
Translation,
Grouping,
Note-taking
,
Deduction
Recombination,
Imagery,
Auditory
representation,
Key
word,
Contextualization,
Elaboration,
Transfer,
Inferencing
17.
Individual learner variables
Personal
factors:
group dynamics;
attitudes to the teacher and course materials;
learning techniques
General
factors:
age; aptitude;
cognitive style; motivation; personality
18.
Motivation
Integrative motivation
融合型动机
is present in learners
who identify
with the target culture,
would like to resemble members of the target
culture and who would like to
participate in the target culture. It is
assumed to be based in the personality
of the learner.
Instrumental
orientation
工具型动机
refers to
those cases where the
learners
are
interested
in
learning
the
language
for
the
possible
benefits, that is,
the learner
’
s goal is
functional.
Resultative
motivation:
因果性动机
Learners
’
motivation is
strongly
affected by their achievement.
Intrinsic
motivation:
内在兴趣动机
Motivation as intrinsic interest.
Motivation as a multi-componential
construct:
Motivation = effort + desire
to achieve goal + attitudes
Task
motivation:
the
interest
felt
by
the
learner
in
performing
different
learning tasks.
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19.
Definition
–
interlanguage
Interlanguage
is
the
approximate
language
system
that
the
learner
constructs
for
use
in
communication
through
the
target
language. (Larry
Selinker)
It is independent of both the
learner
’
s first language and
the target
language.
It
suggests
that learners’ language is
between L1 AND L2 and that it
is a
continuum along which all learners traverse.
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20.
Definition of
fossilization
Fossilization
refers to the state in which the second language
learners
stop to learning when their
internalized rule system contains rules
different from the target language.
That is to say, the interlanguage
stops
evolving towards the TL.
21.
Classification of fossilization
Temporary fossilization:
the phenomenon is alterable under certain
conditions.
Permanent fossilization