SLA is a complex interdisciplinary Iield whose aim is to understand the process
underlying the learning oI a SL. It reIers to the process oI learning another language aIter the native language has been learned. Sometimes the term reIers to the learning oI a third or Iourth language. SLA, unlike Ioreign language learning, it`s the learning oI a non native language in the environments in which that language is spoken. SLA is an unpredictable phenomenon. There is no single way by which every student can learn the language. Nevertheless, there are aspects oI SLA that are uniIorm: they are called stable aspects oI SLA. There are many reasons to study SLA: ! linguistics ( the determination oI linguistic constraints ! on he Iormation oI SL grammars) ! language pedagogy ! cross cultural communication ( many stereotypes oI people Irom other cultures are based on patterns oI non native speech) What needs to be learned? The complex knowledge we have about our nl is largely unconscious. Systematically aspects oI language are phonology, syntax, morphology, semantics, pragmatics. Syntax is Irequently know as grammar, that is the knowledge we have oI the order oI elements in a sentence . There are 2 kinds oI grammar: 1. prescriptive grammars rules learned in school, oIten regardless to the way native speakers use language. native speakers Irequently violate these rules. 2. descriptive grammars language as it's actually used ; is the knowledge oI syntax, studied by linguists. It involves the knowledge oI: which are possible sentences and which are not the order in which elements can and cannot occur which sentences are grossly equivalent in terms oI meaning when to use diIIerent grammatical patterns how meaning is aIIected by moving elements within a sentence ~ Knowing a language is knowing a set oI rules with which we can produce an inIinite set oI sentences ( language is rule-governed)
CHILD FIRST LANGUAGE ACQUISITION The Iield oI SLA has in large part been dependent on the research in child language acquisition. Two important aspects in FLA: 1. Uniqueness oI children's early utterances, no native speaking adults could have produced them. 2. Development is continuous and incremental, but could be best characterized as a series oI stages. Stages oI language acquisition`s process ! 0-6 months: cries and vocalizations (cooing sounds) to communicate their needs ! 6 months: children start babbling, usually with the sequence cv and use intonation to express meaning. in this phase labial occlusives are more Irequent than Iricatives and low vowels are more Irequent than high vowels. ! 8-10 months: babbling starts to show properties oI the language being learnt. ! 10-12 months: one word stage (ex. allgone) mixed with babbling. ! 14-15 months: children get the concept oI words as reIerring to something. Once this occurs there is a drop-oII in the amount oI babbling. ! 18-22 months: two word stage. in this phase children are able to learn Irom 5 to 9 words per day. this words are content words, that is nouns and verbs. ! 22-36 months: emergence oI morpho-syntax. Words Words in early child language have diIIerent Iunctions: ! they can reIer to objects, such as ba Ior bottle ! they can indicate many grammatical Iunctions, such as commands ! they can serve social Iunctions, such as bye and hi Phenomenon: Overextension: children oIten overextend the meanings oI words they know Underextension: children oIten underuse words, that is, they use words with more restricted meaning Sounds and Pronunciation The pronunciation oI children's words diIIers to that oI adult speech: ! substitutions, such as wabbit Ior rabbit ! deletion oI syllables, such as dedo Ior potato ! deletion oI sounds, such as tein Ior train Children can perceive diIIerences, although they don't make the diIIerences in theyr own speech. Syntax There is a predictable development Ior all children. Morphology Brown (1973): studying 3 children learning English realizes that there is a predictable order oI acquisition oI certain inIlectional morphemes. The 3 children learn English morphemes in the same order although this doesn't always occur at precisely the same age. The order doesn't reIlect the Irequency oI these morphemes in the speech oI the children's parents. There may be many reasons Ior the existence oI this order. Among them: ! salience (ex. The morpheme -ing, as in walking, can receive stress and is salient, whereas the morpheme -ed, as in walked, cannot) ! syllabicity (are they syllables?) ! lack oI exception (the possessive ending -'s is used without exception, whereas the past tense -ed has exceptions in irregular verbs. CHILD SLA The period oI child SLA is the ages between 5 and 9, when the primary language is mostly settled. In general, children have better phonology but older learners oIten achieve better l2 syntax. Mc laughlin (1978): in child SLA the inIluence oI l1 is greater, the more diIIicult the structural problem is. MULTILINGUALISM The term multilingualism reIers traditionally to the linguistic skills oI an individual who is able to use with the same competency various diIIerent languages in one interlinguistics communicative situation. , but recent research sustains that it's best to view multilingualism on a continuum ranging Irom Iull competence in language A to Iull competence in language N. DiIIerences between l2 and l3 learning ! l3 learners have more experience and use more strategies and metalinguistic awareness ! there are issues oI level oI competence ( l3 knowledge is not always lower than l2 knowledge) and linguistic interdependence (l2 acquisition can potentially inIluence l2 acquisition) The activation oI languages other than the native language in the acquisition oI the l3 depends on diIIerent Iactors: ! psychotypology the perceived linguistic distance between languages ! recency oI use ! the level oI proIiciency in the target language ! the tendency in language learners to activate an earlier l2 in l3 perIormance ThirdLA the multilingual acquisition and use is particularly complex since it change over time and it is reversible resulting in language attrition or/ and loss. In TLA there are at least 4 acquisition orders: 1. the 3 languages are learnt consecutively 2. ' simultaneously 3. ' beIore learning the l3 4. ' aIter the acquisition oI the l1
An important concept in m. is multilingual proIiciency, given by: ls1,ls2,ls3,lsnclinmultilingualism IactorsMULTILINGUAL PROFICIENCY CLIN cross-linguistic inIluence (transIer, interIerence, code-switching) Multilingualism Iactor all those qualities which develop in a multilingual speaker/learner due to the increase in language contact (ex. language management skills; language maintenance skills). The most important oI these qualities is metalinguistic awareness the ability to reIlect and talk about the object oI language and the cognitive strategies that the learner uses to acquire it. MULTICOMPETENCE in contrast to monolinguals, multilinguals have ! a diIIerent knowledge oI their l1 and l2 ! a diIIerent kind oI metalinguistic awareness ! a diIIerent language processing system
BEHAVIOURISM (50`s) CA develops Irom the behaviourist theory oI language. BloomIield 'language (1933): behaviourism Iocuses on HABITS, given by an association oI stimulus~responce~reinIorcement speech is the practical reaction (responce) to some stimulus. Stimulus and responce run to a reinIorcement. Children acquire their l1 by imitating utterances produced by adults and receiving a positive Ieedback or a correction. In this view, speaking consist oI mimicking and analogizing. SLA works the same way: SLA is seen as the development oI a new set oI habits. given that old habits prevent the acquisition oI new habits, l1 is the major cause Ior lack oI success in SLA (transIer~ interIerence) LANGUAGE TRANSFER is a subIield oI SLA which is concerned with the role oI the native language. The notion oI transIer, that was widely used in the Iirst halI oI the twentieth century, reIers to the psychological process where old knowledge/skills are transIerred to a new situation. The acceptance or rejection oI language transIer as a Iundamental concept, has been related to the acceptance or rejection oI the behaviorist theory, whit which it has been associated..
'individuals tend to transfer the forms and meanings and the distribution of the forms and meanings of their nl to the foreign language, both productivelv and receptivelv` 'those elements that are similar to his native language will be simple for him and those elements that are different will be difficult` (Lado,1957) Distinction between positive transIer(also known as Iacilitation) and negative transIer (also known as interIerence). these terms reIer respectively to whether transIer results in something correct or something incorrect. 'the greater the difference between 2 svstems, the greater the learning problems and the area of interference.` ' interference deviation from the norms of either language` (Weinreich `differences between languages` 1953) Regarding to INTERFERENCE there are 2 main types: ! retroactive inhibition ! proactive inhibition. RI occurs when learning acts back on previous learned materials, causing someone to Iorget (language loss). InterIerence is the result oI proactive inhibition, which occurs when previous learning prevents or inhibits the learning oI new habits.
CONTRASTIVE ANALYSIS There are 2 diIIerent types oI CA: ! the nord american tradition/'applied CA Iocuses on language teaching and language learning ! the european tradition (subdiscipline oI linguistics). The book Iocuses on the Iormer tradition, as it relates more directly to the Iield oI SLA. CA develops Irom behaviourism, because iI in the SLA a new set oI habits must replace an older one, is it also necessary to compare the rules oI the 2 languages. CONTRASTIVE ANALYSIS HYPOTHESIS CA is a way oI comparing and contrasting languages in search oI diIIerences and similarities aimed at predicting errors (errors should be avoided). DiIIiculty and ease in learning are determined respectively by diIIerences and similarities between the 2 languages in contrast. In learning a l2 it is necessary to learn only the diIIerences. Similarities can be ignored as they don`t carry new learning. There are 2 positions that develop with regard to the CAH: 1. strong version/a priori view/predictive view possibility oI make predictions about learning, that is, about the success oI language-teaching materials based on a comparison between 2 languages. 2. weak version - a posteriori view - explanatory view starts with an analysis oI learner`s recurring errors and then try to explain those errors on the basis oI nl-tl diIIerences. With the Iailure oI predictive CA gains credence the weak version, which come to be part oI error analysis. CRITICISM In the 60`, the behaviourist theory oI language and language learning begins to be modiIied. Language comes to be seen as a set oI structured rules instead oI habits and LA not as imitation but as active rule Iormation (UG) -Empirical criticism Works oI Stockwell, Bowen and Martin (1965), don`t separate the results oI language comparison into easy and diIIicult and thereIore separate the needs oI learning into a yes/no position, but establish a hierarchy oI diIIicult and, by implication, a hierarchy oI learning. The most diIIicult category is that in which there is diIIerentiation: the nl has one Iorm, whereas the target language has 2 (to known vs sapere conoscere) Dulay and Burt, at the end oI the 70`s, with a study on spanish children learning english, show that only 3 oI errors is due to interIerence (thereIore learners construct the L2 as an indipendent system, as in L1 acquisition). Theoretical criticism Chomsky reviews Skinner`s verbal behavior, Iocusing on the concepts oI creativity oI language and poverty oI stimulus. Practical criticism There is a change oI attitude towards the role oI error in language learning (error analysis) RE-EXAMINATION OF TRANSFER ! avoidance ! saliency ! degree oI similarity that results in diIIerent learning rates ! l1 interIerence considered as a learner strategy CONCLUSION ! the learner`s l1 is an important determinant oI sla, but not the only one and may be not the most important one. ! the l1 is a resource oI knowledge which learners use both consciously and subconsciously. ! perhaps the most unsatisIactory aspect oI traditional CA is the assumption that the L1 inIluence is a negative one.
ERROR ANALYSIS EA is a type oI linguistic analysis that Iocuses on the errors learners make. It`s similar to the weak version oI CA since both start Irom learner production data, but in CA the comparison is made with the native language, whereas in error analysis it`s made with the tl. Corder 'the significance of learners error: Errors provide evidence oI a rule governed system, they are to be viewed as the learner`s attempt to impose regularity on the target language. Corder distinguishes between errors and mistakes. Mistakes are generally one-time events whereas errors are systematic and occur when the learner has incorporated an erroneous Iorm (Irom the perspective oI the tl) into his system. There are 2 main error types: Interlingual those that can be attributed to the nl and involve cross-linguistic comparisons Intralingual/developmental those that are due to the language being learned. CRITICISM Schachter (1974) studies the use oI english restrictive relative clauses by diIIerent nl learners oI english. The results show that nl is a determining Iactor in relative clause production but these Iacts would not be apparent trough an error analysis alone. The absence oI error doesn`t mean correct rule Iormation; it only suggests a limited sampling inclination. Dulay and Burt (1974) sustain the Iact that sometimes is impossible to determine whether an error is oI one type or another~ they establish a category called ambiguous gooIs those errors that can be categorized as either interIerence-like gooIs or l1 developmental gooIs.
, EA, although important in the recognition that learners are more than passive hiccupers oI nl, Ialls in the analysis oI l2 data in that it only sees a partial picture oI what a learner produces oI the l2.
THE UNIVERSAL GRAMMAR APPROACH Universal Grammar is the mechanism in the mind which allows children to construct a grammar out of the raw language materials supplied bv their parents. (Cook, 1997) InIants know things about language in general and their mother tongue. InIants oI Iour days have a preIerence not only Ior their mother's voice, but also Ior her language, they recognize the rhythm oI their mother tongue. Something in their brain is guiding them towards language acquisition. One oI the major exponents oI the UGA is Chomsky. C is not the Iirst to suggest that all languages have certain Iundamental things in common , but he helps to make the innateness theory respectable aIter a period dominated by more behaviourist attitudes towards language. The theorv of a particular language is its grammar. The theorv of languages and the expressions thev generate is Universal Grammar (Chomsky, 1997) ~Aspects of the theory of syntax(1965) C. introduce a central idea oI the grammatical theories: The distinction between competence and perIormance. C. notes that people, when speaking in the real world, oIten make linguistic errors (e.g., starting a sentence and then abandoning it midway through). He argues that these errors in linguistic perIormance(the actual use oI language in concrete situations) are irrelevant to the study oI linguistic competence (the knowledge that allows people to construct and understand grammatical sentences). Consequently, the linguist can study an idealised version oI language, with an ideal speaker-listener, greatly simpliIying linguistic analysis. A grammar oI language claims to be a description oI the ideal speaker-hearer's competence. II the grammar is perIectly explicit, that is, iI it doesn't rely on the intelligence oI the understanding reader but provides an explicit analysis oI his contribution, it constitutes a generative grammar. Generative grammar-~ is a system oI rules that assigns structural descriptions to sentences. These rules predict which combinations oI words will Iorm grammatical sentences. Chomsky argues that many oI the properties oI a g.g. arise Irom an innate universal grammar. UG The svstem of principles, conditions and rules that are elements or properties of all humane languages. ~A review of B.F. Skinner's - Verbal Behaviour- In the review C. criticizes behaviourist theories oI language acquisition and proposes the existence oI an innate, biologically endowed language Iaculty considering: ! The poverty oI the stimulus: children come to know certain properties oI grammar that are not learnable Irom input (e.g. well-Iormedness oI an utterance). ! ! The ability to continuously generate new structures and the creativity in using them: 'One of the qualities that all languages have in common is their creative aspect. Language provides the means of an utterance for expressing indefinitelv manv thoughts and for reacting appropriatelv in an indefinite range of situations.` ! ! The Iact that the process oI language acquisition is essentially the same Ior every language and Iollows the same stages ! ! Child language does not seem to be linked to intelligence C comes to the conclusion that language cannot be explained as a behaviour guided by a series oI stimuli and responses ( language as habit-Iormation). There has to be something in human brains that guides us in the process oI language acquisition: Language acquisition device (LAD) It's an innate predisposition to acquire language. It provides the children with an eIIicient statistical ability which allows them to identiIy word boundaries. ~Lectures on Government and Binding (1981) It's here that C. proposes the notion oI UG. UG is the mechanism that allows human beings to learn a language. it is constituted bv rules that guide the process of language acquisition, it provides linguistic constraints to the grammar of the language that is learnt through principles and parameters (ug speciIies the limits oI a possible language, reducing the task Ior learning). UG PRINCIPLES PARAMETERS Principles are invariant rules. Their presence in every language is seen as prooI oI their innateness. Examples oI principles are: ! EPP (extended projection principle): in every sentence there has to be the subject position. ! Structure dependency principle: sentences are not built or interpreted according to their linear order but have a hierarchical structure . E.g. subject-auxiliary inversion in English: -She will laugh Will she laugh? ! ECP ( empty category principle) : every empty category has to be c- commanded by its antecedent. C-command is a relationship between nodes in a syntax tree: a node dominates another node iI it's above it in the tree. ! Subset principle: predicts that the learner's Iirst choice is to assume a smaller grammar, that is, the grammar that is a subset oI the other. Thus, given a choice, a learner will unconsciously assume that the grammar allowing the more limited set oI sentences is the correct one. Moving Irom a subset system to a superset system requires only that the inIormation be available Irom the input, whereas moving Irom a superset system to a subset system requires additional inIormation (e.g. correction) * Parameters are rules that have a binary choice: they must be set according to the requirements oI the language being learned. Once a parameter is set in a particularly way, all related properties are aIIected. Examples oI parameters are: ! Pro-drop parameter: involves many properties- the omission oI subject pronouns, the inversion oI subjects and verbs in declarative sentences, the extraction oI a subject out oI a clause that contains a complementizer. A language may either have all oI these properties or none oI theme. Languages like Italian and Spanish are pro-drop, whereas English and French are pro- drop. ! Null subject parameter: the possibility to omit the subject or not. English is a non- NS language while Italian is a NS language. ! Head-parameter: the head oI the phrase precedes or Iollows its complement - head Iirst or head last languages ! Verb movement parameter: the possibility to move the verb or not
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Language acquisition parameter setting To acquire his L1 the child has to set the value oI the parameter according to the input he is exposed to. The mistakes present in child languages are mainly due to overgeneralization oI rules (e.g. *goed instead oI went) or the application oI other parametric option, but they are not random. There are two kinds oI evidence available to learners as they make hypotheses about correct and incorrect language Iorms: ! Positive evidence: it comes Irom the speech learners hear or read, composed oI a limited set oI well-Iormed utterances oI the target language. When a particular sentence type is not heard, one doesn't know whether it's not heard because oI its impossibility in the language or because oI coincidence. - The sentences that provide the input to the learner are known as positive evidence. It's on the basis oI positive evidence that linguistic hypothesis can be made. ! Negative evidence: it's composed oI inIormation to a learner that his utterance is deviant with regard to the target language (e.g. That's not right). Because positive evidence alone cannot delineate the range oI possible and impossible sentences and because negative evidence is not Irequent, there must be innate principles that constrain a priori the possibilities oI grammar Iormation.
UG AND SLA The assumption that Ug is central in child language acquisition has long been maintained by many, but only recently has it been applied to SLA. Many researches showed that L1 and L2 learners use the same strategies oI development. However, SLA diIIers Irom the process oI L1 acquisition Ior various Iactors. Among them: ! Age: we usually learn SLs at diIIerent ages, but never Irom birth as in L1. ! Learning process: in SLA, there is an explicit eIIort to learn language and the learner needs instructions and corrections. ! Equipotentiality in FLA: every child at birth has the potential to learn whatever language he will be exposed to, while in L2 acquisition we Iind easier to learn languages typologically closer to our L1. ! Level oI competence: at the end oI the L1 acquisition process every speaker reaches the same level oI competence, while L2 learners will not have the same level. ! Success: in L1 acquisition success is sure, while in L2 acquisition complete success is very rare. In addition to that, in L2 a. , diIIerently Irom L1 a., aIIective Iactors such as personality or motivation play a great role in determining proIiciency. ! Fossilization: L2 learners, unlike L1, oIten cease to develop and also backslide (return to earlier stages oI development). The role oI the UG in SLA has been debated over the last 20 years and 3 mayn hypothesis have been considered: ! No access to UG: Ug is not involved in L2 acquisition as it atrophies with age. ( Fundamental DiIIerence Hypothesis by Bley-Vroman and Schachter) ! Partial access to UG: some aspects oI UG are still available and others are not; Ior example, principles may still be available but some parameters not. ! Full access to UG: L1 and L2 are basically similar processes. ( Access to UG Hypothesis) Transfer in the UG perspective Reconsideration oI the concept oI transIer: White notes 4 areas that make current views oI transIer truly diIIerent Irom earlier conceptualizations. Three oI these areas are: ! Levels oI representation: given that sentences have multiple levels oI representation, transIer could occur not just on the basis oI surIace acts, but also on the basis oI underlying structures (competence). ! Clustering: There are properties that cluster together within a parameter - A model that involves structural relatedness clearly represents an innovative approach to transIer. ! Learnability: TransIer, as it was early conceptualized, has not dealt with the learnability and types oI evidence issues that UG is centrally concerned with. (in UG is central the issue oI positive evidence) Evaluation of UG-based approach Weakness: ! It Iocuses on some aspects oI language and not others. ! It studies language as a mental object rather than as a social or psychological one. ! The emphasis is on linguistic competence; the study oI naturalistic perIormance is seen as not very important in mental representation oI language. Strengths: ! It has described the systematicity oI SLA ! It has explained transIer/cross linguistic inIluence in terms oI principles and parameters. Environmentalist theories of SLA They deny that innate contributions take part in the process oI learning. The best known example is behaviourism. , Mentalist theories of SLA The major exponents are Chomsky and Lenneberg. They explain SLA by positing an innate biological endowment that makes learning possible. , Interactionist theories of SLA They are more powerIul than the other two types oI theories because they consider both environmental and mental processes. They Iocus on the role that interaction has in the modiIication and the learnability oI the input.
INTERLANGUAGE (IL) It's the structured language system the learner constructs at any stage in his development. The system is composed by numerous elements, not every oI them coming Irom the NL and the TL. Principal Ieatures oI IL: permeable, dynamic and systematic. Central is the concept oI Iossilization, that reIers to the cessation oI learning. (?) It could be also be described as the series oI interlocking systems which Iorm what Corder later called the learner`s built-in syllabus (interlanguage continuum). Basilar assumptions oI IL: ! Language is a human-speciIic Iaculty. ! Language exists as an independent Iaculty in the human mind. ! The primary determinant oI L1 acquisition is the LAD which is genetically endowed. ! The LAD is no longer available aIter puberty. ! The process oI acquisition consists oI hypothesis testing, where errors are evidence oI learner internal processing.
Selinker exposes the processes operating in interlanguage (1972) :
! Interlanguage transIer: the inIluence oI one L2 over another L2 ! Overgeneralization oI target rules (ex. Goed instead oI went) ! TransIer oI training: a rule enters into the learner`s system as a result oI instruction Interlanguage could be seen as a: ! Restructuring continuum: the learner gradually restructurs the system as he acquires Ieatures oI the L2.
Recreation continuum: the learner slowly creates the rule system oI the L2 more or less in the same way as in the child`s acquisition oI the L1. ! Diffusion model (Gatbonton, 1978) The model sustains the existence oI two broad phases oI development oI an interlanguage rule: ! acquisition phase no go ! replacement phase don't go Learning strategies ReIer to the learner's approach to the material to be learned Communication strategies A communication strategy reIer to the learner's approach to the communication with native speakers. Is a deliberate attempt to express meaning in case oI diIIiculty in the L2. Examples oI communication strategies are: ! circumlocutions use oI various descriptive devices to get the meaning across ! approximation IL Iorm 'pipe vs TL Iorm 'waterpipe ! literal translation ! language switch IL Iorm 'balon vs TL Iorm 'balloon ! avoidance IL Iorm 'the water (mumble) vs TL Iorm 'the water spills Interlanguage pragmatics It deals with how people use language within a social context. The studies in interlanguage pragmatics has been conducted within the Iramework oI speech acts. These are Iunctions oI language, such as thanking, apologizing or requesting. Probably speech acts are universal, yet the Iorm varies Irom culture to culture; this causes miscommunication and misunderstandings.
MORPHEME STUDIES In the early 1970's a bunch oI studies called morpheme ( the minimal unit oI meaning) order studies inIluences deeply the development oI the Iield oI SLA. MOS are a reaction to behaviourism, which sustained a transIer approach to the study oI SLA. Child second language morpheme order studies. The MOS is initially based on work done in child language acquisition by Brown (1973) . Dulay and Burt's (1974) study is the Iirst to apply Brown's Iindings to child SLA. They hypothesize that child L1 acquisition is similar to child SLA ( known as L1L2 hypothesis): They introduce the concept oI 'Creative construction, that is the process in which children guided by UG Iormulate hypothesis on the target language system. there are strategies L2 common to all children, regardless oI their NL. Dulay and Burt's data come Irom the results achieved by Spanish and Chinese children on a standardized test oI English L2 known as the Bilingual Syntax Measure (BSM). This test show a similar pattern oI development between the 2 groups oI children. Baley, Madden and Krashen (1974) conduct a study to determinate whether the Iindings oI Dulay and Burt would apply to the acquisition oI a second language by adults. They study 2 groups oI learners, the Iirst comprised oI native speakers oI Spanish and the second group comprised oI native speakers oI diIIerent languages. The 2 adult groups show similar results and the mentalist position represented by Dulay and Burt's creative construction gain credence. On the basis oI these studies it can be sustained a 'natural order oI the acquisition oI English morphemes. There are two types oI morpheme studies: Cross-sectional a study oI a group oI diIIerent individuals at a single point in time, in order to measure or study a speciIic aspect oI language acquisition, Ior example, the acquisition oI the tense system. Results show that, irrespective oI learner diIIerences, L2 learners progress along the interlanguage continuum in a very similar way. Longitudinal an individual or a group is studied over a period oI time, Ior example, to show how the use oI the tense system changes and develops with age. Results show that L2 learners progress trough a series oI developmental stages (Transitional constructions). A composite longitudinal picture The first stage is characterized by a standard word order, irrespective oI whether this is the word order oI the TL. In the second stage oI development the learner expands his utterances and begins to vary the word order in accordance with the pattern oI the TL. In the third stage grammatical morphemes begin to be used systematically and meaningIully. The fourth stage consists oI the acquisition oI complex structures like embedded clauses. Criticism ! They minimize the contribution oI the environment by emphasizing instead the centrality oI mental processes, in particular the innate propensity Ior language. ! by emphasizing the role oI internal processing they ignored what may be the most important Iactor in SLA, namely the relationship between input and internal processing and the role that interaction plays in making such a relationship IruitIul. , In the Iollowing years the basis Ior investigation will become the interactions involving the learner and his interlocutor.
RECENT PERSPECTIVE ON THE ROLE OF THE NATIV LANGUAGE In the '80s takes place a reconceptualization oI language transIer: Kellerman and Smith introduce the term cross-linguistic inIluence, which include transIer, but also avoidance (the NL may inIluence which structures a learner produces and which structures are not produced) , language loss and rate oI learning. Overproduction reIers to the use oI NL structures in TL, even though the TL " requires diIIerent Iorms Ior the same Iunctions (there is an inIluence on NL to L2).
INTERLANGUAGE SOCIOLINGUISTIC VARIABILITY Language users (included language learners) vary in the use they make oI their linguistic knowledge. This variability can be: 1. Unsystematic when two or more linguistic Iorms are used interchangeably with no apparent diIIerence in meaning. a)Iree u. variability Iorm-Iunction relationship is not yet established (e.g. alternation between no and don't).
b)perIormance u. variability there is an increased proIiciency 2. Systematic is evidence oI learner's need to impose regularity on their own IL system. a)individual s. variability b)contextual s. variability when two or more linguistic Iorms vary contextually ( linguistic context and situational context). Tarone (1983) represents the eIIects oI situational context as a continuum oI interlanguage styles. The learner's grammatical system shows more systematicity or consistency in the vernacular stile, and less in what she calls the superordinate style. In the superordinate style the most attention is paid to speech Iorm. Variability as a result oI linguistic context occurs when two diIIerent linguistic contexts induce diIIerent Iorms even though in the TL they require the same Iorm (e.g. John lives in Lancaster vs *John, who live in Lancaster, bought a new car). The learner slowly extends the contextual range oI the Iorms he has acquired, by mastering their use in stylistic and linguistic context. The eIIects oI situational and linguistic context interact to inIluence jointly the learner's use oI interlanguage Iorms.
INTERLANGUAGE PROCESSES Like the Iield oI linguistics, the Iield oI psychology has inIluenced the study oI SLA, but there is a great diIIerence regarding the relationship oI these two Iields with SLA. Linguistics Iocuses on constraints on grammar Iormation, whereas in psychology, the emphasis is on the actual mechanisms involved in SLA and on issues oI working, memory and parsing. Approaches to SLA with a basis in psycholinguistic processing are: The competition model similar to other psycholinguistic approaches to SLA, is concerned whit how language is used (perIormance), as opposed to being concerned with a determination oI the underlying structure oI language (competence). Language processing involves competition among various cues, each oI which contributes to a diIIerent resolution in this interpretation. In an unusual sentence, such as ' the grass eats the cow, there is a breakdown in our normal use oI cues and as a result, there is competition. DiIIerent languages resolve the conIlict in diIIerent ways. In SLA learners have to resolve conIlicts between native language and target language cues and cue strengths. Learners Iirst resort to their NL interpretation strategies and, upon recognition oI the incongruity between TL and NL systems, recourse to a universal selection oI meaning-based cues as opposed to syntax-based cues beIore gradually adopting the appropriate TL. What then is involved in SLA processing is a readjustment oI which cues will be relevant to interpretation and a determination oI the relative strengths oI those cues. The monitor model Iirst described by Krashen in the 1970's. There are 5 basic hypotheses in this model: the acquisition learning hypothesis; the natural order hypothesis; the monitor hypothesis; the input hypothesis; the aIIective Iilter hypothesis. ! The acquisition-learning hypothesis second language learners have two independent means oI developing knowledge oI a second language; one way is through acquisition and the other trough learning. Language acquisition is a subconscious process, we are generally not consciously aware oI the rules oI the language we have acquired. Instead, we have a Ieel Ior correctness. Learning, on the other hand, reIer to conscious knowledge oI a second language.
The acquired system is used to produce language. The learned system serves as an inspector oI the acquired system. ! The natural order hypothesis states that language rules are acquired in a predictable order. The natural order is a result oI the acquired system, without interIerence Irom the learned system. ! The monitor hypothesis the learned system has a special Iunction, to serve as a monitor altering the output oI the acquired system. The conditions Ior monitor use are time (learners need time to consciously think about and use the rules available to them in their learned system), Iocus on Iorm and know the rule.
! The input hypothesis SL are acquired by understanding messages, or by receiving comprehensible input ! The aIIective Iilter hypothesis includes Iactors such as motivation, selI-conIidence, and anxiety. The aIIective Iilter is responsible Ior individual variation in SL acquisition and diIIerentiates child language acquisition Irom SLA because is not something children have. Alternatives to Krashen's representation of knowledge Assumption that SLA is like other types oI cognitive learning. The emphasis is on describing in terms oI general cognition how linguistic knowledge is acquired and organized in the brain. Connectionism Learning is seen as simple instance learning, which proceeds based on input alone; the resultant knowledge is seen as a network oI interconnected exemplars and patterns, rather than abstract rules.
INPUT AND INTERACTION The interactionist learning theory is based on the joint contribution oI the linguistic environment (input) and the learner's internal mechanism in language development. The theory has in common with the UG the aim to understand how SLs are Iormulated considering the Iact that the evidence (positive evidence vs negative evidence) learners have on the SL is limited. Input is the language to which the learner is exposed. It can be spoken or written. It constitutes the data the learner must use to determine the rules oI the target language. Not all available input is processed by the learner, some oI it may indeed not be understood. Corder make a distinction between input and intake, where the latter is the part oI input which is processed or let in. Ferguson (1971) tanks to a study, notes that in language directed toward linguistically deIicient individuals (young children, NNSs oI a language), NSs make adjustments to their speech in the areas oI pronunciation, grammar, and lexicon. Ferguson calls speech directed to young children babytalk (now known as motherese, caretaker speech, or child-directed speech), and speech directed to linguistically deIicient NNSs Ioreigner talk. He Iinds that Ioreigner talk and babytalk shares Ieatures in common. Motherese Chomsky states that imitation oI adults is impossible in children's environment since input is degenerate - Motherese is well-Iormed and simpler than adult' s speech. In the syntactic domain: ! utterance length is shorter ! there are Iewer verbs, coordinate and subordinate clauses and also Iewer adjectives, adverbs and pronouns ! there is a greater number oI content words (vocabulary) to Iunctors (grammatical words, like articles, propositions and aux. Verbs) In the area oI phonology: ! accent is stronger ! intonation is exaggerated ! there are pauses between utterances, which are pronounced slowly In the semantic domain: ! vocabulary is more restricted ! talk is semantically contingent At the discourse level: ! There is use oI recasts. They occur when the action expressed by the child is reIormulated by the adult in a correct grammatical Iorm. Recasting is a method also used in Ioreign language teaching (known as Iocus on Iorm). Function oI motherese: ! communication (the most important) ! language teaching ! socialization EIIects oI motherese: it inIluence rate, non route oI acquisition. ! Conversational lessons recasts ! Mapping lessons to link object to a linguistic utterance ! Segmental lessons phonological level In the same year oI motherese study Krashen introduces the concept oI 'Input Hypothesis , based on the assumption that SL is acquired by understanding messages or by receiving comprehensible input. Comprehensible input i l I our current knowledge 1 the level immediately higher than i Krashen proposes two stages in turning input into intake: 1. understanding an L2 i1 Iorm (that is, linking it to a meaning) 2. the reappearance oI the i1 Iorm with minimal Irequency Comprehensible input is both necessary and suIIicient Ior SLA to take place. Foreigner talk occurs when NS realizes that NNS has a lower level oI linguistic competence and so makes readjustments. It shares Ieatures in common with caretaker speech: slow speech rate, loud speech, long pauses, simple vocabulary. The main aim is communication. It has 2 Ieatures: 1. Input Ieatures reIer to the adjustments that involve the grammatical rule structure oI the language 2. Interactional Ieatures consist oI the speciIic discourse Iunctions perIormed by NS Comprehension Lack oI comprehension is a Ieature oI many conversations involving NNSs. Interpreting NNS utterances, grammar is less important than pronunciation and vocabulary. In conversation, indications oI understanding are given by the NNS in many ways. Most common are the backchannel cues (verbal messages such as uh or yeah). Similar to what happens with child speech, where young children oIten are only understood by their caretakers, general experience in conversations with NNSs also Iacilitates comprehension. Negotiation oI meaning occur when participants oI a conversation need to interrupt the Ilow oI the conversation in order to understand what the conversation is about. In conversation involving NNSs, negotiations are Irequent. Long (1980) is the Iirst to realize that conversations between NSs show Iorms that are not present in NS NNS situations. Long`s Interaction Hypothesis` : According to Long, to approach the issue systematically is necessary to ! show that (a) linguistic/conversational adjustments promote (b) comprehension oI input ! show that (b) comprehensible input promotes (c) acquisition # deduce that (a) linguistic/conversational adjustments promote (c) acquisition A mechanism central in Interaction Hypothesis is selective attention negotiation requires attentiveness and involvement, both necessary Ior successIul communication. ~~ necessity to clariIy in a better way the supposed link between interaction and acquisition In the 1990's Long reconsiders the interaction hypothesis: Negative Ieedback (inIormation that a particular utterance is deviant respect to the TL) obtained during negotiation oI meaning may Iacilitate SL development, enabling learners to search Ior additional conIirmatory or nonconIirmatory evidence. Output Swain (1985) introduces the concept oI comprehensible output, the language produced by the learner aIter he is invited to make himselI understood. Using (as opposed to simply comprehending) the language may Iorce the learner to move Irom semantic processing to syntactic processing. Output has a crucial role in the development oI a SL (necessity to use language productively, non only Ior comprehension). It is a way oI testing a hypothesis about the SL. Limitations of interactionist researches ! cultural biases ! research oI the broad brush kind ! very little idea oI the diIIerential eIIectiveness oI negotiation
BRAIN AND LANGUAGE JeIIrey Elman - cognitivist scientist 1.What do results Irom research in evolutionary biology and, more recently, molecular genetics suggest about language? There are enormous similarities among human genies and those oI other species. In particular, there is just a 2 diIIerence between our genies and bonobo's ones. All species have Iorms oI communication, but the human being is the only one endowed with language. Bonobo are able to communicate trough gesture and understand human language thanks to the process oI enculturation ( everyday interaction Irom early age), but their linguistic knowledge is similar to that oI a two years child. Is there a gene Ior language? Finding oI a gene producer oI a protein called Foxp2, present also in many animals. The gene creates a structure called the basal ganglia, located in the middle oI the brain. The basal ganglia control complex motion activity, not only real motion (like playing piano), but also planning (e.g. I have to go there and then there). Nevertheless, there isn't a single gene Ior language. 2.What is the problem that any inIant Iaces as Iar as words in a language are concerned? The Iirst thing a child has to do in acquiring a language is to learn words. The greater diIIiculty in this task is to identiIy the boundaries oI words (which are not identiIiable trough silence). So the problem is not only to understand the meaning oI words, but also tu understand where they are located. (LAD) 3.How are words stored by human beings? Trough organization. We organize words in conceptual groups (ex. Food, animals); the capacity to have concepts and categories is only human. 4.As Iar as syntax is concerned, what kind oI complexity can be handled only by humans, and why? Primates have the ability to Iorm simple sentences but syntax, that is the capacity to combine sentences, is a only human capacity: ! We know which is a sentence and which is not ! We can Iormulate sentences which express possibility (e.g. iI I were rich, I would buy a Ierrari) ! We can say something meaning another thing (e.g. you are a donkey) 6.How can Broca`s results be reinterpreted in the light oI recent research on the human brain? Pamela Moses (1999) studies a 3 years child with a halI-damaged leIt hemisphere and nevertheless, able to Iormulate a close to normal language - There have to be other areas involved. Children's brain is plastic; iI a region is damaged, other regions can take over (with some exceptions). 7.What does the chess` example show? Nichelli (1994) Iind the presence oI brain's regions that are active in expert chess player during the end game oI chess. So there are regions oI the brain which are very useIul in playing chess, and iI you are an expert player you know how to use them. 8.What did Nina Dronkers Iind out by scanning the brain oI Leborgne? She Iinds that the damaged area is not the Broca's one, but the superior longitudinal Iascicolous. 9.What do talking and piano playing have in common? Fluency 10.What is the picture emerging Irom the research reported in the lecture? There is not a single language gene or a single language area and we can't say where the language come Irom; we know only that there are many source. INSTRUCTED SL LEARNING is the learning that takes place in the classroom. In language classroom: ! there is limited input ! a large part oI the input comes Irom classmates whose knowledge oI the Ioreign language is restricted ! interactional opportunities are also severely restricted ! the language adressed to learners may be somewhat modiIied ! there could be a linguistic richness not present in an inIormal enviroment There are 3 sources oI input: ! teacher ! materials ! other learners learner talk to other learners is also limited and oIten Iilled with errors, but this kind oI error is not oIten incorporated into a learner's grammar. Classroom conversation can be a tool Ior learning (exchanges that include hypothesis generation, hypothesis testing, and the extension oI knowledge to new contexts). However, learners Iorms are not always a good input Ior other learners and teacher intervention is oIten essential. Input processing Input processing refers to the presentation and timing of input in a pedagogical framework. In particular, it deals with the conversion of input to intake and specificallv focuses on form-meaning relationships. (Van Patten, 1995) Van Patten presents a model Ior instructional intervention that relies heavily on the notion oI attention to Iorm. He compares two instructional models, one in which input is practiced as a Iorm oI output-manipulation (traditional grammar instruction in which inIormation is presented to learners Ior practice) and the other in which an attempt is made to change the way input is perceived and processed (processing instruction). The result suggests a positive eIIect Ior processing instruction. Learners in the processing instruction group are better able to understand and produce the target structure than learners in the traditional instruction group. Tomasello and Herron (1988) conduct a study that consider the role oI input processing in a slightly diIIerent manner: 'The garden path. The results oI the study show that the corrective Ieedback is more useIul aIter learners have been induced to produce an error as opposed to preventing it Semantic comprehension is necessary Ior syntactic comprehension but doesn't guarantee it. So comprehension is not very useIul in helping learners understand the syntax oI the language, which is an ultimate goal oI language learning. Teachability/Learnability Traditional studies on acquisition order claimed that pedagogical intervention couldn't change the natural order oI acquisition. This idea is exceeded with the discovery that the natural order sequence could be sped up trough instruction. Focus on form The concept oI attention is linked to the concept oI Iocus on Iorm. Long (1991) distinguishes between ! Iocus on Iorm a need Ior meaning-Iocused activity into which is incorporated an attention to Iorm ! Iocus on IormS earlier teaching methodologies in which the main organizing principle Ior language classroom was the accumulation oI individual language items (e.g. plural endings, passives) Learner-generated attention to Iorm may not always come naturally and clearly may require some pedagogical training. ex. Interaction logs are language diaries in which students write what Iluent speakers say, and how NSs react when a learner says something. The advantage is that learners can record their own speech and save it until a time when they can appropriately analyze it. Not all Iorms are teachable (e.g. English article system) and diIIerent kinds oI input might be necessary. Doughty and Williams (1998) identiIies 4 areas to consider in the study oI Iocus on Iorms, 2 oI which are relevant to the discussion oI instructed learning: ! timing one needs to learn what needs to be learned beIore being able to sort out the speciIic Iacts oI what is to be learned ! Iorms to Iocus on Williams and Evans investigate the eIIect oI Iocus on Iorm on 2 complex structures: participial adjectives oI emotive verbs (I am boring vs I am bored), and passives. The results oI this study suggest that learner's readiness contributes to their ability to Iocus on and take in new inIormation. A second Iinding is that not all structures are created equal to input type. For the participial adjectives, explicit instructions are more beneIicial than input alone
THE LEXICON The significance of the lexicon In SLA research very little attention was paid to the lexicon. However, lexicon may be the most important language components Ior learners: ! Lexical errors are the most common among SL learners and are considered the most serious, both Irom NSs and NNSs. ! Grammatical errors generally result in structures that are understood, whereas lexical errors may interIere with communication. Lexicon is the driving Iorce in ! language production (sentence production or encoding or sentence generation) is a Iormulation process in which lexicon is the mediator between conceptualization and grammatical and phonological encoding (lexical hypothesis) ! language comprehension oral (isolate words Irom speech stream) written (segment text into words) Lexical knowledge Nation (1990) lists the word knowledge types necessary to have complete knowledge oI a word: ! Spoken Iorm ! Written Iorm ! Grammatical behaviour ! Collocational behaviour ! Frequency ! Stylistic register contstraints ! Conceptual meaning ! Word associations A Iirst distinction to be made about the lexicon is one between potential and real vocabulary Potential vocabulary consists oI words learner will recognize even thought they have not yet seen them in the SL ! Real vocabulary consists oI words the learner is Iamiliar with aIter exposure Another distinction is between active vocabulary that which can be produced at will ! passive vocabulary that which can be recognized However, lexical knowledge can best be represented as a continuum with the initial stage being recognition and the Iinal being production. LauIer and Paribakht (1998) identiIy three types oI vocabulary knowledge: ! Passive involves understanding the most Irequent meaning oI a word ! Controlled-active involves cued recall ! Free active involves spontaneous use oI the word They Iind that these three knowledge types develop at diIIerent rates. Passive is the Iastest, whereas active is the slowest. Furthermore, passive vocabulary is always larger than active vocabulary. The gap between knowledge types is smaller in the Ioreign language setting. Bialystok and Sharwood Smith make a diIIerent distinction between ! knowledge deIined as the way in which the language system is represented in the mind oI the learner ! control deIined as the processing system Ior controlling that system during actual perIormance They make an analogy to a library, but books in a library, unlike lexical knowledge, are static and unchanging. The representation oI a word cannot contain all the various and subtle interpretations that the word could have in diIIerent real-world contexts. Learners have to know more than just the representation to be able to use a word and understand it. Lexical information Word Associations Adjemian (1983) Iinds that NSs primarily give paradigmatic or syntagmatic associations, based on semantic Iactors , whereas NNSs give responses based on phonological similarity. Incidental Vocabulary Learning Wesche and Paribakht (1999) deIine incidental learning as what takes place when learners are Iocused on comprehending meaning rather than on the explicit goal oI learning new words. In other words, learning is a by-product oI something else (e.g. reading a passage). Rott examines exposure through reading and its eIIect on acquisition and retention oI vocabulary. The results show that only two exposures are suIIicient to aIIect vocabulary growth and that whit six exposure there is a greatest amount oI knowledge growth. Strategies in learning a new word inIerencing through morphological and grammar inIormation (the most common), guessing Irom context, relying on word Iormation, dictionary use is not predominant. Facilitating Iactors when learners have the opportunity to use new lexical items in a communicative context (including negotiation), those words are retained to a greater extent than when they are only exposed to input. Other Iactors are task type, cognate languages, signiIicant exposure, knowledge oI related L2 words. Incremental Vocabulary Learning Learning words is a recursive process and does not occur instantaneously. In Iact, Paribakht and Welsche develop a Vocabulary Knowledge Scale with Iive stages: a) the word is unIamiliar b)the word is Iamiliar but the meaning is not known c) a translation into the NL can be given d) the word can be used appropriately in a sentence e) the word is used accurately both semantically and grammaticaly. Memory Metaphors Bartlett, more than a halI century ago criticizes the metaphor oI the storehouse ; in his perspective the schemata (the bases oI memory) are constantly developing. The alternative he proposes is memory as a constructive process. One does not simply reproduce knowledge, one constructs it. Thus, knowledge requires an active approach, not a passive one. Lexical skills Production Production processes and strategies may have a strong eIIect on what learners produce. In SLA early stage lexical inIormation plays little role. AN INTEGRETED VIEW OF SLA There are 5 stages in the process oI conversion Irom input to output: 1. Apperceived input 2. Comprehended input 3. Intake 4. Integration 5. Output Apperceived input is the Iirst stage oI input utilization. Apperception is the process in which past experiences are related to new observed materials. Is an internal cognitive act, relating a linguistic Iorm to prior knowledge, that is, it is a priming device that prepares the input Ior Iurther analysis. Input Iilters (interdependent Iactors by which some aspects oI language are noticed by the learner whereas other not) : a- Irequency b- aIIect(social distance, status, motivation, and attitude) c- prior knowledge d- attention (allows a learner to notice mismatch between what he knows about the SL and what is produced by speakers oI the SL, and so to make a readjustment). There are also Iactors speciIic to conversational interaction that are relevant to how the input can be shaped so that it can be comprehended: negotiation and modiIication involve production and Ieedback. Comprehended input DiIIerence between comprehended input and comprehensible input: comprehensible input is controlled by the person providing input, generally a native speaker oI the SL comprehended input is learner-controlled. It's potentially multistaged, representing a continuum oI possibilities Irom semantics to detailed structural analyses, Separation between comprehended input and intake: is important because not all input that is comprehended becomes intake - There is a diIIerentiation between intake as communication (purpose oI immediate meaning) and intake as learning. Factors that determines whether a particular instance oI comprehended input will result in intake: level oI analysis oI the input (Ior ex., an analysis at the level oI meaning is not as useIul Ior intake as an analysis made at the level oI syntax; time; prior linguistic knowledge (native, universal, metalinguistic, other languages). Intake is the process oI assimilating linguistic material. It reIers to the mental activity that mediates between input and grammars. In intake components: psycholinguistic processes takes place, generalizations and overgeneralizations occur, memory traces are Iormed, Iossilization stems. Major processes are Iormation, testing, rejection, modiIication, conIirmation oI an hypothesis. Integration AIter there is language intake, there are two possible Iorm oI integration: a. the development oI one's SL grammar b. storage There are Iour possibility Ior dealing with input: 1. Hypotheses conIirmation/rejection (intake) results in integration 2. Apparent nonuse occurs when the inIormation contained in the input is already incorporated into a learner's grammar. The additional input might be used Ior rule strengthening or hypothesis reconIirmation 3. Storage 4. Nonuse Integrated knowledge: developmental changes (in output) or reanalysis or restructuring (no surIace maniIestation). Output Learner's output and learner's grammar are not identical Ior the presence oI Iactors such as personality, context and task. The output component represents more than the product oI language knowledge, it is an active part oI the entire learning process. Conclusion SLA is a dynamic and interactive process. Factors that are under the learner's control, such as personality and aIIect, have the greatest eIIect only at peripheries; that is, at the levels oI initial apperceived input and output. Psycholinguistic processing and linguistic phenomena in the middle are more inIluenced by mental constraints - $ Apperceived input has a major role, determined to a large extent by selective attention. Without selective attention, grammar development does not take place. Variation in learners languages: a. diachronic variation represents a change in a learner's knowledge over time b. synchronic variation dependent on demands oI task type,situation, and language. There is a long distance between input learner receives and what learner produces: a. extract inIormation Irom input b. utilize it in Iorming a grammar c. produce target language Iorms