Second language acquisition

Second Language

Second Language

AcquisitionAcquisition

And Applied Linguistics

And Applied Linguistics

Two sisters at

Two sisters at SchoolSchool

Chara

cters

Chara

cters Nazma

NazmaNaseemNaseemMrs. Raja

Mrs. RajaZakkiaZakkia

Att

itudes

Att

itudes

Feelings – affective

Feelings – affective conditionsconditions

Loneliness – trying to

Loneliness – trying to

understandunderstand

Nazma does not

Nazma does not interact (Lge) Mrs.

interact (Lge) Mrs. RajaRaja

Educa

tion

Educa

tion

What is Education?

What is Education? Share knowledge

Share knowledge Children learning

Children learning Parents support

Parents supportProvokingProvoking

TraditionTradition

LegislationLegislationPolicy

Policy

Chara

cteri

stic

s

Chara

cteri

stic

s

Language use –

Language use – socialization – cultural

socialization – cultural

experiences

experiences Learning at home

Learning at home School level

School level Role of their grand mother

Role of their grand mother

Tv’s roleTv’s role

Qur’anic-Qur’an

Qur’anic-Qur’anUrdu (official lge in Pakistan)

Urdu (official lge in Pakistan)

Literacy practices

Literacy practices

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We are designed to

We are designed to walk… That we are

walk… That we are taught to walk is

taught to walk is impossible. And

impossible. And pretty much the same

pretty much the same

is true of language.

is true of language. Nobody is taught

Nobody is taught language. In fact you

language. In fact you

can’t prevent the child

can’t prevent the child

from learning it.

from learning it.Noam Chomsky,

Noam Chomsky, The Human

The Human

Language Serie 2 (1994)

Language Serie 2 (1994)

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Language is extremely complex

Language is extremely complex

Children before 5 already know

Children before 5 already know

the complex system that make

the complex system that make

up the grammar of a language:

up the grammar of a language:

Syntactic Syntactic Phonological

Phonological Morphological

Morphological Semantic and pragmatic

Semantic and pragmatic

rules of grammar

rules of grammar

Children acquire a system of

Children acquire a system of

rules that enables them to

rules that enables them to

construct and understand

construct and understand

sentences, most of them have

sentences, most of them have

never produced or heard before.

never produced or heard before.

Children are creative in the use

Children are creative in the use

of languageof language

Nobody teach grammatical rules

Nobody teach grammatical rules

to the children

to the children

Cri

tica

l peri

od

Cri

tica

l peri

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hyp

oth

esi

shyp

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esi

s

Brown (2007) defines CPH

Brown (2007) defines CPH

as . . .as . . . “ “a biological timetable during

a biological timetable during

which, both first & second

which, both first & second

language is more

language is more successfully accomplished”.

successfully accomplished”. Ellis (1997) defines CPH as . .

Ellis (1997) defines CPH as . .

.. a period during which

a period during which

“target-language

“target-language competence

competence in an L2 can

in an L2 can

only be achieved if learning

only be achieved if learning

commences before a certain

commences before a certain

age is reached. (e.g. the

age is reached. (e.g. the

onset of puberty)”

onset of puberty)”

Am

I p

ast

it?

Am

I p

ast

it?

If established theory states

If established theory states

that L2 language acquisition

that L2 language acquisition

is not achievable beyond

is not achievable beyond

puberty, what’s the point in

puberty, what’s the point in

trying?trying?

If L2 is not achievable

If L2 is not achievable

beyond puberty, how was I

beyond puberty, how was I

able to learn my second

able to learn my second

language at the age of 34?

language at the age of 34? Does Ellis’ (1997) definition

Does Ellis’ (1997) definition

hold the key, that

hold the key, that competence

competence in L2 is what

in L2 is what

theorists are really arguing?

theorists are really arguing?

Rese

arc

hRese

arc

h

Age and Different aspects of SLA:

Age and Different aspects of SLA:

morphosyntax

morphosyntax. Singleton (1995)

. Singleton (1995)

The effect of age on SLA on the

The effect of age on SLA on the

representations and processing of

representations and processing of

second language words

second language words. .

Silverberg& Samuel (2004)

Silverberg& Samuel (2004)

Phonology & Accent

Phonology & Accent::Pronunciation revisited

Pronunciation revisited

(Pennington, M & Richards J.C.

(Pennington, M & Richards J.C.

(1986)(1986)Phonological Basis of a Foreign

Phonological Basis of a Foreign

Accent, a Hypothesis. (Flege, J.E.

Accent, a Hypothesis. (Flege, J.E.

(1981)(1981)On the adults ability to acquire

On the adults ability to acquire

phonology. (Neufeld, G.G. 1980)

phonology. (Neufeld, G.G. 1980)

Is there an age factor in

Is there an age factor in Universal Universal

GrammarGrammar? (Martohardjono, G &

? (Martohardjono, G &

Flynn, S. 1993)

Flynn, S. 1993)

Concl

usi

ons

Concl

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ons

Age is a factor to

Age is a factor to consider in second

consider in second language acquisition.

language acquisition.

Age should not be a

Age should not be a

deterrent to learning a

deterrent to learning a

second language.

second language. Grammar, and its

Grammar, and its mastery, is possible in all

mastery, is possible in all

languages and at all

languages and at all

ages, but is more easily

ages, but is more easily

mastered during

mastered during childhood.childhood. Accent is the most

Accent is the most prominent determiner of

prominent determiner of

age of L2 acquisition.

age of L2 acquisition.

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1.1. The Acquisition – Learning

The Acquisition – Learning

HypothesisHypothesis- Adult second language learners

- Adult second language learners

have two means for

have two means for internalizing the target

internalizing the target

languagelanguage The first is “acquisition”, a

The first is “acquisition”, a

subconscious and intuitive

subconscious and intuitive

process of constructing the

process of constructing the

system of a language, not

system of a language, not

unlike the process used by

unlike the process used by a a

childchild to “pick up’’ a language.

to “pick up’’ a language.

The second means is a conscious

The second means is a conscious

“learning” process in which

“learning” process in which

learners attend to form, figure

learners attend to form, figure

out rules, and are generally

out rules, and are generally

aware of their own process.

aware of their own process.

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1.1. The Acquisition –

The Acquisition – Learning Hypothesis

Learning Hypothesis- ““Fluency in second

Fluency in second language performance is

language performance is

due to what we have

due to what we have acquired, not what we

acquired, not what we have learned.”

have learned.”- Our conscious learning

Our conscious learning

processes and our

processes and our subconscious acquisition

subconscious acquisition

processes are mutually

processes are mutually

exclusive: learning cannot

exclusive: learning cannot

“become” acquisition.

“become” acquisition.

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5. The Affective

5. The Affective Filter Hypothesis

Filter Hypothesis- The best acquisition

- The best acquisition

will occur in

will occur in environments

environments where anxiety is

where anxiety is low and low and defensiveness

defensiveness absent, or in

absent, or in contexts where

contexts where “affective filter” is

“affective filter” is low.low.

Two preceding theories

Krashen’s Input Hypothesis

The cognitive model of Second Language Acquisition

Focus to a considerable extent of the learners

IV. A SOCIAL CONSTRUCTIVIST MODEL: LONG’S INTERACTION HYPOTHESIS

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The Social constructivist

The Social constructivist

perspectives emphasize

perspectives emphasize

the the dynamic nature of

dynamic nature of

the interplay

the interplay between between

learners, their peers and

learners, their peers and

their teachers and

their teachers and others with whom they

others with whom they

interactinteract

The interaction between

The interaction between

learners and others is

learners and others is

the focus of observation

the focus of observation

and explanation

and explanation

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Michael Long

Michael Long

(1985-1996)

(1985-1996) takes up where in

takes up where in

a sense Krashen

a sense Krashen

left off. He posits

left off. He posits

in what has come

in what has come

to be called the

to be called the

interaction interaction hypothesishypothesis, that

, that

comprehensive

comprehensive input is the result

input is the result

of of modified modified

interactioninteraction..

Theories and Models of SLATheories and Models of SLAINNATIST COGNITIVE CONSTRUCTIVIST

(Krashen) (McLauglin/Bialystok) (Long)

•Subconcious acquisition superior to “learning” & “mornitoring”

•Comprehensible input (i+1)

•Low affective filter

•Natural order of acquisition

•“zero option” for grammar instruction

•Controlled/ automatic processing (McL)

•Focal/pheripheral attention (McL)

•Restructuring (McL)

•Implicit vs. explicit (B)

•Unanalyzed vs. analyzed knowledge(B)

•Form-focused instruction

•Interaction hypothesis

•Intake through social interaction

•Output hypothesis (Swain)

•HIGs (Seliger)

•Authenticity

•Task-based instruction