Applied linguistics is the branch of linguistics that deals with Second Language Acquisition. How can linguistics be used in ESL and EFL teaching? learning vs. Acquisition Critical Period Hypothesis People who start learning a new language as adults may become perfect in grammar and lexis, but usually retain an accent.
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Applied linguistics is the branch of linguistics that deals with Second Language Acquisition. How can linguistics be used in ESL and EFL teaching? learning vs. Acquisition Critical Period Hypothesis People who start learning a new language as adults may become perfect in grammar and lexis, but usually retain an accent.
Applied linguistics is the branch of linguistics that deals with Second Language Acquisition. How can linguistics be used in ESL and EFL teaching? learning vs. Acquisition Critical Period Hypothesis People who start learning a new language as adults may become perfect in grammar and lexis, but usually retain an accent.
Copyright:
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Applied linguistics is the branch of linguistics that deals with Second Language Acquisition. How can linguistics be used in ESL and EFL teaching? learning vs. Acquisition Critical Period Hypothesis People who start learning a new language as adults may become perfect in grammar and lexis, but usually retain an accent.
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Introduction to Linguistics, Week 12: Second Language Acquisition
Important: Exam Date: February 3 Place: Ulmenstr. 69, Arno Esch Building
Schedule: BA (old & new): 14:00-16:00, Arno Esch II, GK Ling & FoG LA-old: 14:00-15:00, Arno Esch II, GK Ling (if you also need FoG, be there at 13:00) LA-new: 13:30-15:00, Arno Esch I, GK Ling & lecture
Make sure you know which group youre in!
Applied Linguistics The branch of linguistics that deals with second language acquisition. Incorporates aspects of: linguistic analysis communication studies
education psychology sociology
Language Teaching L1 First Language language one grows up speaking, mother tongue. It is possible to have more than one L1. L2 ESL English as a Second Language EFL English as a Foreign Language
Language Teaching Second Language A second language is one learned after ones first, in an area where it is the/a primary language, and that is used in ones everyday life to a great extent. (It can be an official language, but doesnt have to be). Examples: English in India and South Africa, French in the Maghreb region, immigrants learning language of their new country. Foreign Language A language taught and learned in an environment where it isnt part of everyday life, e.g. English in Germany, France, or China.
How can linguistics be used in ESL and EFL teaching?
Learning Conscious process. A rule that has been learned can be cited, but form may still be used incorrectly (almost) every time in spontaneous language production. Self-monitoring (i.e. later correction of own language production) is possible. Acquisition The point at which forms and structures become part of your interlanguage, (i.e. internal model of the L2). Once a form is acquired, using it comes naturally; will be used correctly most of the time without having to think about it. Acquisition cannot be forcedits a gradual development through exposure and practice.
Learning vs. Acquisition
Critical Period Hypothesis
People who start learning a new language as adults may become perfect in grammar and lexis, but usually retain an accent. Suggest lexis and syntax are easier to acquire than phonology. The Critical Period Hypothesis says that after the critical period for language learning is over (roughly by puberty), certain features of language are hardwired into our brains and almost impossible to overcome. It is therefore important to start acquisition of at least one L2 as early as possible. NB: This is a strongly-debated hypothesis, not proven fact!
Major Factors in Learning an L2
Personality Factors Age Intellect/Verbal Intelligence Motivation Affective Factors Self-consciousness, Embarrassment (Lowering inhibitions can help.) Ability/Inability to identify with L2 speakers. Pleasant/Unpleasant learning conditions (stress, boredom).
Grammar-Translation Method Very traditional approach, used (at least) since Ancient Rome. Still used in modern schools to learn dead languages like Latin and Greek, sometimes even for living languages. Focus on learning, not acquisition. Involves a lot of memorizations (words + translations, grammar rules) Translation from L2 into L1 (later also the other way around). Focus on written language. Mostly passive.
Audiolingual Method US military one of the major developers. Became popular in 1950s. Oral drills (frequent repetition of phrases). Sees language as habitsdrills supposed to me correct language production automatic. Neglects language as interaction (which is generally its main purpose). Hours-long drills can often boring.
Communicative Approaches Focus on language as communication. Acquisition prioritized over learning. Organized around tasks (e.g. buying things, giving directions, greetings, etc.), not grammatical concepts (e.g. present perfect) Task-based learning involves role play, communicative tasks, exposure to authentic language. Often focused on the students task competency needs (e.g. Business English, Spanish for Medics, Engineering English, etc.).
The Goal: Communicative Competence
Communicative Competence, i.e. the ability to successfully communicate in L2, is the goal of all language learning and teaching. Consists of three components: Grammatical Competence Accurate use of L2 word and structures. Sociolinguistic Competence Knowing which expression is appropriate or polite in what situation. Strategic Competence Ability to overcome potential communication problems, e.g. using paraphrasing to compensate for missing vocab.
Mistakes vs. Errors
Mistake Spontaneous language mistake even though underlying rule has been acquired, e.g. slip of the tongue. Can be affected by outside factors (e.g. nervousness, tiredness, distractions), but can never be eradicated. Not very important in SLT. Error Systematic: learner has acquired wrong form or rule; leads to same problem every time a given structure occurs. Teachers need to focus on errors, try to help students acquire, or at least learn, the relevant rule.
Some More SLA Problems
Over-Representation A structure that is correct in the SL and similar to L1 is used a lot by a learner, even though there are better/more natural alternatives available. ("In former times... The car that I bought last year...) Hyper-Correction Making a new mistake by trying too hard to avoid an old one, e.g. very well pronounced */weri wel/, *He spoke to Steve and I.
Transfer Transfer Applying rules and patterns from L1 in a FL; can be help when L1 and L2 work the same way (positive transfer) or a hindrance when they work differently (negative transfer). First-Language Interference Errors caused by negative transfer; frequent in pronunciation, but also in syntax, lexis, collocations... Exercise: Think of some examples of positive and negative transfer from your own language learning experience.
Pronunciation Interference German accent as portrayed in novel: Vat do you vant? Ve haf nosing. Ve haf vays off making you talk. I sink zat woult help, yes. Yes, zis is my brozers shilt. Haf you met him, Bop?
Which features of German pronunciation are alluded to here?
Vocabulary Interference: False Friends
German Term bald Dom Gift konsequent False Friend (English) *bald Correct Translation soon
Input L2 utterances that the learner is exposed to. Have to be comprehensible to be beneficial. Foreigner talk: Native speakers adjust to learners level of comprehension. Negotiated input: learner asked for clarification, repetition, explanations. Output L2 utterances produced by the learner. Important factor in gaining communicative competence. Hard to practice in EFL classroom, but crucial Task-based learning (communicative tasks with classmates, role play, etc.)
