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SecondLanguageAcquisitionPreparedBy:Dr.EmmaAliciaGarzaAssistantProfessorTexasA&MUniversity-Kingsville学分网?Insecondlanguagelearning,languageplaysaninstitutionalandsocialroleinthecommunity.Itfunctionsasarecognizedmeansofcommunicationamongmemberswhospeaksomeotherlanguageastheirnativetongue.Inforeignlanguagelearning,languageplaysnomajorroleinthecommunityandisprimarilylearnedintheclassroom.Thedistinctionbetweensecondandforeignlanguagelearningiswhatislearnedandhowitislearned.WhatistheStudyofSecondLanguageAcquisition?Itisthestudyof:howsecondlanguagesarelearned;howlearnerscreateanewlanguagesystemwithlimitedexposuretoasecondlanguage;whymostsecondlanguagelearnersdonotachievethesamedegreeofproficiencyinasecondlanguageastheydointheirnativelanguage;andwhysomelearnersappeartoachievenative-likeproficiencyinmorethanonelanguage.HowDoLearnersAcquireaSecondLanguage?Learnersacquireasecondlanguagebymakinguseofexistingknowledgeofthenativelanguage,generallearningstrategies,oruniversalpropertiesoflanguagetointernalizeknowledgeofthesecondlanguage.Theseprocessesserveasameansbywhichthelearnerconstructsaninterlanguage(atransitionalsystemreflectingthelearner’scurrentL2knowledge).Communicationstrategiesareemployedbythelearnertomakeuseofexistingknowledgetocopewithcommunicationdifficulties.TheLanguageLearnerIndividualdifferencesaffectL2acquisition.Thesemayinclude:(1)therateofdevelopmentand(2)theirultimatelevelofachievement.Learnersdifferwithregardtovariablesrelatingtocognitive,affectiveandsocialaspectsofahumanbeing.Fixedfactorssuchasageandlanguagelearningaptitudearebeyondexternalcontrol.VariablefactorssuchasmotivationareinfluencedbyexternalfactorssuchassocialsettingandbytheactualcourseofL2development.Cognitivestylereferstothewaypeopleperceive,conceptualize,organizeandrecallinformation.Fielddependentlearnersoperateholistically.Theyliketoworkwithothers.Fieldindependentlearnersareanalyticandprefertoworkalone.LearnerStrategiesLearnerstrategiesaredefinedasdeliberatebehaviorsoractionsthatlearnersusetomakelanguagelearningmoresuccessful,self-directedandenjoyable.Cognitivestrategiesrelatenewconceptstopriorknowledge.MetacognitivestrategiesarethosewhichhelpwithorganizingapersonaltimetabletofacilitateaneffectivestudyoftheL2.Socialstrategiesincludelookingforopportunitiestoconversewithnativespeakers.NaturalOrderofStrategiesofSecondLanguageDevelopmentChesterfield&Chesterfield(1985)identifiedanaturalorderofstrategiesinthedevelopmentofasecondlanguage.1)repetition(imitatingawordorstructure);2)memorization(recallingsongs,rhymesorsequencesbyrote);3)formulaicexpressions(wordsorphrasesthatfunctionasunitsi.e.greetings);4)verbalattentiongetters(languagethatinitiatesinteraction);5)answeringinunison(respondingwithothers);6)talkingtoself(engagingininternalmonologue);7)elaboration(informationbeyondwhatisnecessary);8)anticipatoryanswers(completinganother’sphraseorstatement);9)monitoring(self-correctingerrors);10)appealforassistance(askingsomeoneforhelp);11)requestforclarification(askingthespeakertoexplainorrepeat);and12)role-playing(interactingwithanotherbytakingonroles).StrategiesTheoriesofSecondLanguageAcquisitionUniversalistTheorydefineslinguisticuniversalsfromtwoperspectives:Thedata-drivenperspectivewhichlooksatsurfacefeaturesofawide-rangeoflanguagestofindouthowlanguagesvaryandwhatprinciplesunderliethisvariation.Thedata-drivenapproachconsiderssystemexternalfactorsorinputasthebasis.Thetheory-drivenperspectivewhichlooksatin-depthanalysisofthepropertiesoflanguagetodeterminehighlyabstractprinciplesofgrammar.Systeminternalfactorsarethosefoundincognitiveandlinguisticprocesses.TheoryUniversalistTheory(Continued)SeveralCharacteristicsofthedata-drivenapproachincludethefollowing:Ithaslanguagetypologywhichdelvesintopatternswhichexistamonglanguagesandhowtheyvaryinhumanlanguages.Languageuniversalsfocusonwhatiscommon.Forexample,subject/verb/object.Implicationaluniversalswhichrefertothepropertiesoflanguagesuchas“alllanguageshavevowels”withoutlookingatanyotherproperties.SeveralCharacteristicsofthetheory-drivenapproachincludethefollowing:Languageisacquiredthroughinnateness.Certainprinciplesofthehumanmindarebiologicallydetermined.Therearesetsofprinciplesandconditionswhereknowledgeoflanguagedevelops.Universalgrammarisseenaspartofthebrain.TheoryTheoriesofSecondLanguageAcquisition(Continued)BehavioristTheorydominatedbothpsychologyandlinguisticsinthe1950’s.Thistheorysuggeststhatexternalstimuli(extrinsic)canelicitaninternalresponsewhichinturncanelicitaninternalstimuli(intrinsic)thatleadtoexternalresponses.ThelearningprocesshasbeendescribedbyS-R-Rtheoristsasaprocessformingstimulus-response-rewardchains.Thesechainscomeaboutbecauseofthenatureoftheenvironmentandthenatureofthelearner.Theenvironmentprovidesthestimuliandthelearnerprovidestheresponses.Comprehensionorproductionofcertainaspectsoflanguageandtheenvironmentprovidethereward.Theenvironmentplaysamajorroleintheexerciseofthelearners’abilitiessinceitprovidesthestimulithatcanshaperesponse