HS: Language and the Mind Prof. R. Hickey SS 2006 First and Second Language Acquisition Tatiana Prozorova (HS/TN) Irina Novikava (HS/TN) Alexandra Wolek.

HS: Language and the MindProf. R. HickeySS 2006

First and Second Language Acquisition

Tatiana Prozorova (HS/TN)Irina Novikava (HS/TN)Alexandra Wolek (HS/LN)Vanessa Hollands (HS/LN)Verena Scheulen (HS/LN)Nadiya Sowa (HS/LN)Kirsten Leicht (HS/TN)

Overview• Instruction and Second Language

Acquisition• Variation in Child Language• Psychosocial Aspects of Language

Acquisition• Social and Discourse Aspects of

Interlanguage• Psycholinguistic Aspects of Interlanguage• Contrastive Linguistics

Instruction and Second Language Acquisition

Tatiana Prozorova

Irina Novikava

Structure main theories dealing with instruction in L2 acquisition effectiveness of instruction key principles for an effective instruction instructions appropriate to each acquisition stage ten things the teacher can do to improve instruction for

ELL students

Introduction Grammar Translation Method

non-communicative approach that relies on reading and translation, mastery of grammatical rules and accurate writing

Audiolingual Method non-communicative approach that involves heavy use of mimicry,

imitations and drill. Speech, not writing is emphasised

Communicative Language Teaching is based on the assumption that learners do not need to be taught

grammar before they can communicate but will acquire it naturally as part of the process of learning to communicate

Basic theories of L2 acquisition "Comprehensible Input" hypothesis (by Stephen Krashen)

learners acquire language by "intaking" and understanding language that is a "little beyond" their current level of competence

"Comprehensible Output" hypothesis (by Merrill Swain and others) providing learners with opportunities to use the language and skills they

have acquired, at a level in which they are competent, is almost as important as giving students the appropriate level of input

Affective Filter hypothesis (by Krashen and Terrell) individual’s emotions can directly assist in the learning of a new language

Basic theories of L2 acquisition Basic interpersonal communications skills (BICS)

and cognitive academic language proficiency (CALP)

Context-embedded communication provides several communicative supports to the listener or

reader(objects, gestures, vocal inflections) Context-reduced communication

provides fewer communicative clues to support understanding

Cognitively undemanding communication requires a minimal amount of abstract or critical thinking

Cognitively demanding communication requires a learner to analyze and synthesize information

quickly and contains abstract or specialized concepts

Four key principles for an effective

instruction Increase Comprehensibility

involves the ways in which teachers can make content more understandable to their students

Increase Interaction language skills are used in real-life situations

Increase Thinking/Study Skills advanced thinking skills are developed

Use a student’s native language to increase

comprehensibility

Examples of Instructional Strategies

Silent/ Receptive Stage I Use of visual aids and gestures Slow speech emphasizing key words Do not force oral production Write key words on the board with students copying them as they are

presented Use pictures and manipulatives to help illustrate concepts Use multimedia language role models Use interactive dialogue journals Encourage choral readings Use Total Physical Response (TPR) techniques


Early Production Stage II Engage students in charades and linguistic guessing games Do role-playing activities Present open-ended sentences Promote open dialogues Conduct student interviews with the guidelines written out Use charts, tables, graphs, and other conceptual visuals Use newspaper ads and other mainstream materials to encourage

language interaction Encourage partner and trio readings


Speech Emergence Stage III Conduct group discussions Use skits for dramatic interaction Have student fill out forms and applications Assign writing compositions Have students write descriptions of visuals and props Use music, TV, and radio with class activities Show filmstrips and videos with cooperative groups scripting the

visuals Encourage solo readings with interactive comprehension checks


Intermediate /Advanced Proficiency Stages IV & V Sponsor student panel discussions on the thematic topics Have students identify a social issue and defend their position Promote critical analysis and evaluation of pertinent issues Assign writing tasks that involve writing, rewriting, editing, critiquing

written examples Encourage critical interpretation of stories, legends, and poetry Have students design questions, directions, and activities for others to

follow Encourage appropriate story telling

Ten Things the Teacher Can Do To Improve Instruction

1. Enunciate clearly, but do not raise your voice. Add gestures, point directly to objects, or draw pictures when appropriate

2. Write clearly, legibly, and in print—many ELL students have

difficulty reading cursive 3. Develop and maintain routines. Use clear and consistent signals for

classroom instructions

4. Repeat information and review frequently. If a student does not understand, try rephrasing or paraphrasing in shorter sentences and simpler syntax. Check often for understanding, but do not ask "Do you understand?" Instead, have students demonstrate their learning in order to show comprehension

Ten Things the Teacher Can Do To Improve Instruction

5. Try to avoid idioms and slang words

6. Present new information in the context of known information

7. Announce the lesson’s objectives and activities, and list instructions step-by-step

8. Present information in a variety of ways

9. Provide frequent summations of the salient points of a lesson, and always emphasize key vocabulary words

10. Recognize student success overtly and frequently. But, also be aware that in some cultures overt, individual praise is considered inappropriate and can therefore be embarrassing or confusing to the student

Conclusion

The main theories dealing with instructions in L2 acquisition have been considered

Instruction can be both successful and non-successful Four key principles for an effective instruction have been

pointed out Examples of concrete instructions appropriate to each

acquisition stage have been introduced

http://www.nwrel.org/request/2003may/general.html Rod Ellis Second Language Acquisition. Oxford University Press

Thank you for your attention!

http://www.nwrel.org/request/2003may/general.html

NEXT PART

Language and the BrainProf. R. HickeySS 2006

Variation in child language

Aleksandra Wolek (Hauptstudium LN)

Content:

Characteristics considering first language acquisition

Basic requirements for first language acquisition Variation in child language

Variation in rate Variation in route

Types of variation Direct & indirect influences Summary Conclusion

Characteristics considering first language acquisition :

It is remarkable for its speed In normal conditions language acquisition

generally occurs Small differences in a range of social and cultural

factors have, according to various studies, no meaning

Belief that there is some “innate” predisposition of human child to acquire language exists

TRUTH: each human child posses a language -faculty

Basic requirements for first language acquisition

Biological aspects must be fulfilled

This process requires interaction

Language must be culturally trasmitted

Variation in child language

Variation in rateVariation in route

Types of variation:

Child's linguistic behaviour

Inherited attributes:

Sex, intelligence, personality and learning style

Situation: setting, activity, number of participants

Style of linguistic interaction: interpersonal relations etc.

Social background:

Family structure, cultural environment, social group affiliation

Direct & indirect influences

Indirect influence: Social background

Direct influences: Inherited attributes Situation Style of linguistic interaction

Inherited attributes:

Sex no genetic superiority of girls

Intelligence correlation between language and

intelligence strongly related to environmental variation

Personality and learning style no strong evidence for such

relationship, still demands researching

Situation:

Setting Activity Number of participants

all factors are very significant

for child's linguistic behaviour

Style of linguistic interaction :

Interpersonal relations Parental child-rearing methods

relationship between experience of

linguistic interaction and patters of language learning is very complex

and variable

Social background:

Family structure

cultural environment

social group affiliation

child's linguistic behaviour depends, for sure, on all these factors, however, the size and nature of this variation is unknown

Summary: Characteristics considering first

language acquisition Basic requirements Review of the major dimensions

of variation in child's language behaviour

Evaluation of significance of these factors

Conclusion:

It is still a “young” discipline There is a need for further research There is a need for a theory or theories

integrating all observations and results

References:

Wells, Gordon , “Variation in child language”, In: Fletcher, Paul and Garman, Michael 1997. Language Acquisition. Cambridge: University Press.

Yule, George 1996. The study of language. Cambridge: University Press.

THE END!!!


Vanessa Hollands (Hs/LN)

Language and the MindProf. R. HickeySS 2006

Psychosocial Aspects of Language Acquisition


Content

Introduction Piaget‘s Theory Vygotsky‘s Theory Conclusion

Psychosocial Aspects of Language AcquisitionIntroduction

Language acquisition does not take place in a vacuum. As children acquire language, they acquire a sign system which bears important relationships to both cognitive and social aspects of their life.

Psychosocial Aspects of Language AcquisitionIntroduction

Psychosocial aspects of language acquisition are

mainly concerned about how language, thought

and social interaction interrelate in the child‘sdevelopment. Does social interaction influence the

child’s language acquisition?

Psychosocial Aspects of Language AcquisitionPiaget’s Theory

Piaget focuses on the child’s cognitivedevelopment, which he describes as resultingfrom the internalization of the means-endsorganization of the sensorimotor activityachieved in early development.


He sees the children’s use of language as oneamong many behavoirs following principles oforganization and mechanisms of developmentwhich are themselves autonomous .

autonomy and causal prioritycognitive development is in principle both autonomous from language developmentand causal prior to it


The nature of children’s language at anyparticular time is explained as being merely

oneof the many symptoms which reflect aparticular stage in their underlying cognitivestructure.

language as one phenomena among others, which can be explained in biological principles


The child’s cognitive development is relatively

autonomous, not only independent fromlanguage, but also from social interaction. social interaction as secondary

social interaction explained in logico-mathematical principles


Critique Adult-child interaction can affect

children’s reasoning about social or nonsocial objects.

There are reasoning processes in adult-child interaction, which cannot be reduced to individual units.


EgocentricityThe child’s egocentricity results from his lack ofdecentering. His language, having privatecharacteristics, is at first not adapted to socialcommunicative situations. It becomes socialized at alater point in development as in decentering the

child’scognitive organization allows him to participate in

socialinteraction.

child talks about what he does and is notconcerned about being understoodspeech does not seem to have a real function

Psychosocial Aspects of Language AcquisitionVygotsky’s Theory

Vygotsky’s approach to the inter-relations of

language, thought and social interaction is to

view language as a multifunctional and context-

dependent system mediating simultaneously

cognitive and social development.


Vygotsky defines language as primary, context-dependent and social natured.

Language development is the principal motor of development, as it mediates the child’s

participation inboth the intellectual and social life surrounding

him.

cognitive development is not independent from signs


He sees a constant interaction between language development and cognitivedevelopment, such that thought is neitherautonomous from language nor causally priorTo it.The use of a sign system such as language

arenecessary for the development of uniquelyhigher mental functions.


The cognitive development is necessarydependent on the fact that language ismultifunctional: It’s a sign system which is simultaneously used

for abstract representation and for social interactive contexts.

The context-dependent indicatory aspects ofcommunication in social interaction are primary

andconstitute the foundation for the development ofabstract reference-and-predication.


Zone of proximal developmentIt can be generally described in terms of theprocesses of social interaction between adultsand children which allow children to organizecomplex series of actions in problem-solvingsituations before they have the mentalcapacities to decide on the actions on theirown.

shift from interpsychological to intrapsychological

function


How does this shift in function take place? According to Vygotsky’s principle of

semiotic mediation, there are specifically communicative processes, and most importantly the processes that involve language, which make this shift possible.


EgocentricityAt first, speech accompanies ongoing actions in the context of utterance, serving as a means of social contact with others. At a later point, when speech has been differentiated it forms a system which is multifunctional for the adult: used externally - social function used internally – mental function

change in different functions

Psychosocial Aspects of Language AcquisitionConclusion

Contrast between Piaget and Vygotsky: Whether or not they give language

development a special status in relation to other aspects of developments

Whether or not they see language as inherently social or more precisely as multifunctional


Thanks for your attention!


Literature Maya Hickmann, “Psychosocial aspects

of language acquisition”, In: Paul Flether &Garmen, Language Acqusition,

Language and the Mind Prof. R. Hickey SS 06

Social and Discourse aspects of interlanguage

Verena ScheulenHauptstudium LN

Social aspects Socio-cultural models seek to

explain Speed of learning Ultimate level of proficiency… in everyday communication

Accomodation Theory (Giles) Convergence Divergence

Speakers indicate cohesiveness or distinctiveness from a social group

L2 acquisition = long-term convergence Acculturation model (Schumann)

Willingness or ability to become part of the new culture

Social distance How do the L2 group and the target language group

see each other? Are they equal? Does the target language group want the L2 group to

become a part? Etc.

See also stylistic continuum (Tarone) and Social Identity (Peirce)

Social aspects influence The opportunity for conversations The kind of conversations The commitment to learning the

language

Discourse aspects- the role of input and interaction Foreigner talk

Ungrammatical Often implies lack of respect Certain grammatical features are left out, such as

be, modal verbs (can, must), base forms instead of past tense, etc.

Grammatical Slower pace Simplified: e.g. shorter sentences, avoidance of

subordinate clauses, no complex grammatical forms, lengthening of phrases, etc.

Examples:

Baseline talk „You won‘t forget to buy ice-cream on your way home, will you?“

UngrammaticalForeigner talk

„No forget buying ice-cream, eh?“

Grammatical foreigner talk

„The ice-cream – you will not forget to buy it on your way home – get it when you are coming home. All right?“

Negotiation of meaning Example:

„And then he put it in his knee.“„He put it on his knee?“

The relevance for L2 learning:

- Foreigner talk = comprehensible input- Negotiation of meaning

negative evidence corrected input concerns aspects they have not mastered yet

- See also theories by Krashen (Input hypothesis), Long (interaction hypothesis), Hatch and the ‚activity theory‘ based on Vygotsky

Conclusion Social aspects determine

Extent/kind of contact Commitment

Discourse aspects may contribute Modified input Negotiation of meaning

References Ellis,Rod (1997). Second Language

Acquisition. Oxford: University Press.

Psycholinguistic Aspects of Interlanguage

Nadiya Sowa (Hauptstudium LN)

Overview introduction acquisition models two types of computational

model conclusion references

Introduction

Psycholinguistics is the study of the mental structures and processes involved in the acquisition and use of language.

L1 transfer

the role of consciousness

processing operations

communication strategies

L1 transfer L1 transfer refers to the influence of the learner’s L1 on the acquisition of a L2. The learner’s L1 is one of the sources of error in learner language, this influence is called negative transfer

Nevertheless, in some cases, L1 makes an acquisition of L2 less difficult.

Example: The man whom I spoke to him is a teacher

positive transfer

The influence of L1 can also result in avoidance

Example: Chinese and Japanese languages don’t contain relative clauses

Japanese and Chinese learners of English avoid the usage of these structures

On the other hand, L1 transfer may be reflected in the overuse of some forms Example: Chinese learners tend to overuse expressions of regret in English, because of norms of their mother tongue

L1 transfer Influence of behaviourism: it was believed that habits of the L1 prevent the learner from learning the habits of the L2

contrastive analysis

In the early 1970s behaviourism falls out of favour – two developments

The first one – some theorists try to play down the role of L1

The other one (represented by Larry Selinker) – learners don’t construct rules in vacuum, they work with whatever information is at their disposal. Knowledge of L1 is included. Selinker identifies language transfer as one of the mental processes responsible for fossilization

According to Eric Kellerman, learners are able to distinguish between potentially transferable and non-transferable features

Example: Hij brak zijn been. (He broke his leg.) Het ondergrondse verset werd gebroken. (The underground resistance was broken.)

The Role of Consciousness Stephen Krashen distinguishes between “acquired” L2

knowledge and “learned”. The first one is developed subconsciously through comprehending input during the act of communication, the second one is developed consciously through deliberate study of the L2

Richard Schmidt distinguishes between consciousness as “intentionality” and consciousness as “attention”

noticing awareness

Processing Operations operating principles Avoidance of interruption and rearrangement of linguistic units Avoidance of exceptions Example: My brother made me to give him some money. Roger Anderson defines “macro principles” Example: “no+verb” –negatives to perform statements “don’t+verb” – negatives to perform commands

processing constraintsmultidimensional model developmental axis Example: Gestern ich gehe ins Kino. (Yesterday I go to the

cinema.) Gestern gehe ich ins Kino. (Yesterday go I to the cinema.) variational axissocio-psychological factors

Communication Strategies

model of speech production

a planning phase

an execution phase

Two Types of Computational Model

serial procesing (presupposes „rule“ or „strategy“)

parallel distributed processing (rejects the whole notion of „rule“)

Conclusion L1 influences the acquisition of L2 (positive

and negative)

the role of consciousness is one of the most controversial issues in SLA

all acquisition models represent more theoretical material than practical application and demand further investigation

References Ellis,Rod (1997). Second Language

Acquisition. Oxford: University Press.


Language and the mind Prof. R. Hickey SS 2006

Contrastive Linguistics

Kirsten Leicht

TN Hauptstudium

Introduction

What I am going to tell you….

- What is ‘Contrastive Linguistics’?

- Interference

- Differences in special areas:- Phonology

- Morphology

- Nominal area

- Syntax

- Semantics

- Idioms and Collocations

- Pragmatics

- Conclusion

What is ‘Contrastive Linguistics’?

- it means comparing the structures of two present-day languages

- goal is an immediate desire like improving instruction in one of the languages examined

- it is:

- synchronically oriented

- not concerned with genetic similarities

- two languages

- bound to a particular linguistic theory

- divided into applied and theoretical sections

- we will focus on the applied sections

Interference

- transferring of structural features of one’s native language when learning a second language

- positive and negative transfer

- negative transfer is called interference

- four main types of interference:

- substitution: a learner uses an already acquired element for one he does not yet possess, e.g. [w] for [r] in [wein] rain

- over-and under-differentiation: in early language acquisition clause types are under-differentiated, as more parataxis than hypotaxis is used; over-differentiation: use of several different verbs by English speakers of German, where Germans would just have machen

- Over-indulgence and under-representation: repeated use of structures, words,…; lack of special structures, words,…

- over-generalisation: e.g. Mama comed home

Contrastive Phonology- tradition of incorrect pronunciation, e.g. /berlin vs. ber/lin;

pronounced consistently in an incorrect manner- transfer from principle in German to English, although it is

incorrect; e.g. voiced vs. voiceless s after n,l,r – conversation- mixed pronunciation, e.g. Hifi [haifi] vs. [haifai]- allophonic differences, e.g. (ch) in Buch or Pech- contrastive stress

- phenomenon of level stress in English where two or more elements have equal stress

- e.g. /Second/World/War vs. \Zweiter/Welt\Krieg /Hong/Kong /Hong\Kong

- different stress in noun and adjective, e.g. /content (noun) and con/tent (adjective)

Contrastive morphology- comparative forms of adjectives: in English: Romanic vs. Germanic, e.g. tall taller-

tallest vs. terrible-more terrible-most terrible - two cases in English vs. four cases in German- affixation in German vs. Lexicalisation in English: e.g. ver- used as a prefix to

indicate a reversal in meaning, in English different wordsmieten-vermieten rent-letkaufen-verkaufen buy-sell

- compounding: German favours compounding whereas the English equivalents are lexicalised or arrived at by paraphrase, e.g.

- snow-sleet vs. Schnee-Schneeregen- cup-saucer vs. Tasse-Untertasse- bissfeste Kartoffeln – crunchy potatoes- ein schmerzarmer Tag – a day with little pain

one should resist to translate piece by piece

Differences in the nominal area

- use of the definite article: not used with abstract terms, only if a qualifying clause or element follows, e.g. She is interested in philosophy. vs. The philosophy of Kant.

- singular and plural:

- formation of plurals in English, e. g. knife – knives or thief – thieves- formal plurals with singular meaning, e.g. contents – der Inhalt or

means – das/die Mittel- Informationen – information, Verwirrungen – confusion- differences in singular and plural requirements, e.g.

Hose – trousers, Schere – scissors, die Möbel – furniture

- prepositional usage: no hard and fast rule, e.g. on foot – zu Fuss, by train – mit dem Zug to fill in – ausfüllen to stand out - auffallen

Contrastive Syntax- different complement types: complements are parts of a sentence which

follow a verbe.g. He wants her to sing a song. (infinitive complement) Er will, dass sie ein Lied singt. (causal complement) He saw him running away. (participle construction) Er sah ihn weglaufen. (infinitive complement)

- passive constructions: in some passive sentences English allows the original direct object to remain in its slot and only shifts the indirect object to subject position.e.g. They gave him the book. - He was given the book.

i.o. d.o. Sie gaben ihm das Buch. - Er wurde das Buch gegeben.

In German this is strictly forbidden.

Contrastive Syntax- prepositions:

- preposition vs. no preposition

e.g. Er ist Freitag abgereist. – He departed on Friday.

1980 ist er nach München gezogen. – He moved to Munich in 1980.

- prepositional distinctions; e.g. in time: rechtzeitig, on time: zur rechten Zeit

Contrastive Semantics- unusualness of English words: many words are not very common in everyday usage, e.g. sibling vs. brothers and sisters

- differing range: e.g. Freundin – female friend, girlfriend- false friends: a word in the native language sounds similar to one in the foreign language; different meaninge.g. aktuell ‘topical’ actual ‘tatsächlich’ dumm ‘stupid’ dumb ‘stumm’ Gift ‘poison’ gift ‘Geschenk’ sensibel ‘sensitive’ ‘sensible’ ‘vernünftig’

- equivalents: one word in German often has more than one equivalent in English and the other way round, e.g.glücklich happy, luckyseit for, sincedress Kleidung, Kleidgo gehen, fahren

Idioms and Collocations- collocation: a sequence of words or terms which co-occur more often than would be expected

- equivalents can have different collocations: e.g. krönend – crowningA crowning achievment. Eine SpitzenleistungDer krönende Abschluss. The final flourish.Ein preisgekröntes Buch. An award-winning book.A crowning achievment. Eine SpitzenleistungDer krönende Abschluss. The final flourish.Ein preisgekröntes Buch. An award-winning book.

dictionaries don’t provide enough information on the usage of the words - idioms:

- small number of idioms which are identical, e.g. Too many cooks spoil the broth.

- idioms which are not quite the same, i.e. they are similar in their content, but slightly different in their form

e.g. Zwei Fliegen mit einer Klappe schlagen

To kill two birds with one stone.

Idioms and Collocations

die Daumen drücken

keep your fingers crossed

ganz Ohr sein

to be all ears

Eulen nach Athen tragen

to bring coals to Newcastle- rhyme-motivated compounds vs. alliterations

e.g. leagle eagle – Staranwalt Kind und Kegel

shop till you drop über Stock und Stein,…

dream-team,…

Contrastive Pragmatics- use of discourse particles, e.g. oder? in German as a discourse particle is not or? in English

- third person reference: In England it is regarded as very impolite to refer to a third person who is present by means of a pronoun. In German it is quite acceptable.

Conclusion- in Contrastive Linguistics the structures of two present-day languages are compared to achieve an immediate aim

- in many respects (phonology, morphology, syntax,…) English and German differ in their structure

- learners should be constantly aware of these differences to avoid too much interference

- teachers should be aware of the danger of interference and should prevent this by naming the differences and talking about them in class, so that pupils cannot make up negative transfer on their own

References- ELE Multimedia, Version April 2003- Crystal, D. (1997) The Cambridge Encyclopedia of Language.

Second Edition. Cambridge University Press.- Fisiak, J. (1981) Contrastive Linguistics and the Language

Teacher. Oxford: Pergamon Institute of English.

HS: Language and the Mind Prof. R. Hickey SS 2006 First and Second Language Acquisition Tatiana Prozorova (HS/TN) Irina Novikava (HS/TN) Alexandra Wolek.

Documents

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