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Chapter 11 : Second Language
Acquisition
1.
second
language
acquisition:
It
refers
to
the
systematic
study
of
how
one
person
acquires
a
second
language
subsequent
to
his
native
language.
2. target language:
The
language to be acquired by the second language
learner.
3.
second
language:
A
second
language
is
a
language
which
is
not
a
native
language
in
a
country
but
which
is
widely
used
as
a
medium
of
communication
and which is
usually used alongside another language or
languages.
4. foreign
language:
A
foreign
language is
a language which is
taught
as
a
school
subject
but
which
is
not
used
as
a
medium
of
instruction
in
schools
nor as a language of
communication within a country.
5.
interlanguage:
A type of language
produced by second and foreign
language
learners,
who
are
in
the
process
of
learning
a
language,
and
this
type of language
usually contains wrong expressions.
6.
fossilization:
In second or foreign
language learning, there is a
process
which sometimes occurs in which incorrect
linguistic features
become a permanent
part of the way a person speaks or writes a
language.
7. contrastive
analysis:
a method of analyzing
languages for
instructional
purposes
whereby
a
native
language
and
target
language
are
compared
with
a
view
to
establishing
points
of
difference
likely
to
cause
difficulties for learners.
8. contrastive analysis
hypothesis:
A hypothesis in second
language
acquisition. It predicts that
where there are similarities between the
first and second languages, the learner
will acquire second language
structure
with ease, where there are differences, the
learner will have
difficulty.
9.
positive
transfer:
It
refers to
the transfer that occur when
both the
native language and the target
language have the same form, thus making
learning easier. (06F)
10.
negative
transfer:
the
mistaken
transfer
of
features
of
one’s
native
language into a second language.
11. error analysis:
the
study and analysis of errors made by second and
foreign
language
learners
in
order
to
identify
causes
of
errors
or
common
difficulties in language learning.
12.
interlingual
error:
errors,
which
mainly
result
from
cross-linguistic
interference at different levels such
as phonological, lexical,
grammatical
etc.
13.
intralingual
error:
Errors,
which
mainly
result
from
faulty
or
partial
learning
of
the
target
language,
independent
of
the
native
language.
The
typical examples are overgeneralization
and cross-association.
14.
overgeneralization:
The
use
of
previously
available
strategies
in
new
situations, in which they are
unacceptable.
15. cross-
association:
some words are similar in
meaning as well as
spelling and
pronunciation. This internal interference is
called
cross-association.
16. error:
the production of
incorrect forms in speech or writing by a
non-native
speaker
of
a
second
language,
due
to
his
incomplete
knowledge
of the rules of
that target language.
17.
mistake:
mistakes,
defined
as
either
intentionally
or
unintentionally
deviant
forms and self-corrigible, suggest failure in
performance.
18. input:
language which a learner hears or receives and
from which he
or she can learn.
19. intake:
the input which
is actually helpful for the learner.
20.
Input
Hypothesis:
A
hypothesis
proposed
by
Krashen
,
which
states
that
in
second
language
learning,
it’s
necessary
for
the
learner
to
understand
input language which contains
linguistic items that are slightly beyond
the learner’s present linguistic
competence. Eventually the ability to
produce language is said to emerge
naturally without being taught
directly.
21.
acquisition:
Acquisition is a process
similar to the way children
acquire
their
first
language.
It
is
a
subconscious
process
without
minute
learning
of
grammatical
rules.
Learners
are
hardly
aware
of
their
learning
but they are using language to
communicate. It is also called implicit
learning, informal learning or natural
learning.