What?
Second Language Acquisition.2
Roml 700
Fall 2012
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I know what
this is!
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But what are
we supposed
to do with it?
BUT…
“Helping Learners to learn does not require an
understanding of SLA phenomena.”
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ICoSLA (International Commission on Second Language Acquisition)
Cognitive Linguistics
Efficiency
grammatical structures of language are directly associated
with the way people conceptualize


Ronald Langacker: “grammar is conceptualization”
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Multi-competence – Integration continuum
Mind of L2 user is a whole
L1 + interlanguage + L2


Cook, 2002
Grosjean, 2001
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Fundamental distinctions
Competence
Unconscious knowledge
of a grammatical system

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Performance

How linguistic knowledge
is used
What do we teach?
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Oh, crap! this is
going to hurt!!
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Input
Learner’s source of information is the target language
itself.
Intake = Learner processes language

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Language must fall within the learner’s range of comprehension.
Different learners have different intake levels.
Krashen’s
I+1
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Factors in traditional instructional methods
that inhibit intake

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Strict sequencing
Emphasis on productive skills
Limited interaction
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Using English in the classroom: NO
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Children learning L1 can’t fall back on another language.
L1 and L2 should be kept in separate compartments in
the brain.
Maximize quantity of exposure to L2.
Use L2 for real life functions.
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Using English in the classroom: YES

Cognitive styles
Wholists
Analytics
Verbalisers
Convergent thinkers
Divergent thinkers
Holists
Serialists
Single dimension: rightbrain to left-brain
Adaptation-Innovation
…
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1.
2.
3.
4.
5.
Acquisition Learning
hypothesis
Monitor hypothesis
Natural Order
hypothesis
Input hypothesis
Affective Filter
hypothesis
Hudson
Witkin
Ornstein
Riding
Using English in the classroom: HOW?

Teachers



Instructions, explanations
Use of L1 is supportive and facilitating
scaffolding
Clay, 2005
Smagorinsky, 2007

Students
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Allows work within Zone of Proximal Development
Protects attitudinal balance between L1 and L2
ZPD: Lev Vigotsky, 1978
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Why correct errors?
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Acquisition theory

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Learner will stop making errors when ready
Provide correct Input + 1
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Learning as process

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Make error obvious
Model alternative
Explain why it’s important to produce the correct answer
fossilization

“stopping short” (incompleteness) of native speaker
Selinker, L. (1972). Interlanguage. IRAL, 10, (3),
proficiency
209-231.

A central characteristic of any interlanguage is that it
fossilizes… cases to develop at some point short of full
identity with the target language.
Tarone, 1994
Motivation
Ego boundaries
Lack of empathy
with TL speakers
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Pragmatics
Grammatical competence

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Unconscious
Implicit knowledge the speaker has about language
Comes from the module of the mind associated with the human language
faculty Chomsky, 1965
Pragmatics
Real world knowledge
 Not innate
 The result of non-language specific abilities that
change over the course of cognitive development

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How do we test achievement?
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Progress assessment


Is student a successful L2 user? (not “failed native
speaker”)
What makes individual sense: specialized goals.
Wanted
Proper descriptions of
successful L2 users:
unique characteristics of grammar,
vocabulary and pronunciation.
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Proficiency assessment
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American Council of Teachers of Foreign Languages
Minnesota Language Proficiency Assessment
Center for Advanced Language Proficiency Education and
Research , Penn State
Achievement and
Placement
University of Iowa
World Language Placement Tests
developed at Brigham Young
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