Please enable JavaScript.
Coggle requires JavaScript to display documents.
LINGUISTICS (Differences between L1 and L2 acquisition (Fossilisation (L1…
LINGUISTICS
Linguistics and its contribution to FLT
Psycholinguistics
The relationship between linguistic and psychological behaviour.
Applied linguistics
For the solution of practical problems, as well as for the innovations in everyday areas involving language.
Sociolinguistics
The language as a social and cultural phenomenon.
Neurolinguistics
The relation between language and the structure and
function of the nervous system.
Formal linguistics
How language works and is organized.
Comparative linguistics
Comparing languages in order to establish their historical relatedness.
Similarities between L1 and L2 acquisition
Overgeneralization and transfer are the result of a necessity to reduce language to the simplest possible system, as an effort to lessen the cognitive burden involved in trying to master something as complex as language.
The L2 learner, like the first, attempts to ‘regularize, analogize, and simplify’ in an effort to communicate.
SL learners seem to use similar strategies to those learning their first language.
Both first and second language develop in predictable stages (there are similarities between L1 and L2 acquisition orders).
Language emerges as a procedural acquisition to deal with events that the child already understands conceptually and to achieve communicative objectives that the child, at least partially, can realise by other means.
Speech addressed to children and speech addressed to foreigners present some similarities: shorter sentences, high frequency vocabulary, ‘here and now’ items, indirect correction, frequent gesture, lack of over attention to form.
Both L1 and L2 are constructed from prior conceptual knowledge.
A reasonable hypothesis is that the brain and nervous system are biologically programmed to acquire language (L1 and L2) in a particular sequence and in a particular mode (silent period).
Language learning: first and second language acquisition
Acquisition
: unconsciously acquire the native language.
Learning
: conscious knowledge of a second language.
Theories of second language learning
Contrastive analysis
All L2 errors are caused by the differences between L1 and L2, and the interferences stemming from these.Therefore, by systematically comparing the grammar of L1 with that of L2, the differences can be identified and used to predict where errors will occur.
Cognitivism: interlanguage theory
The main alternative to the behaviourist approach.
Learners do not learn a second language through mechanical habit formation. They use their cognitive abilities.
Hypothesis-testing: make deductions about L2 rules, try them out and correct them.
Error analysis
:the incorrect sentences produced by L2 learners were signs of their underlying interlanguage, not of their poor control of the L2.
At each stage in their learning, they speak a language that is different from both L1 and L2, called
interlanguage.
Behaviourism (Watson, Skinner, Pavlov)
Mental processes do not play any significant role.
L2 learners imitate native speakers of L2 or L2 models provided by teachers and receive positive and negative reinforcement.
Old habits impede learning of new habits.
Krashen’s monitor model
The Natural Approach consider that communication is the main function of language and the Natural Approach intends to teach the communicative abilities.
They do not accept grammar and linguistic structures as the central element of language
They see language as a means of communication.
Krashen's theory consists of five main hypotheses:
Natural Order hypothesis
Input hypothesis
Monitor hypothesis
Affective Filter hypothesis
Acquisition-Learning
Constructivism (Dewey, Piaget, Vygotsky)
This refers to the idea that L2 learners construct knowledge for themselves as they learn. Constructing meaning is learning, and there is no other way.
Theories of first language acquisition
Chomsky’s innatism theory
Transformational generative grammar: children must be born with an innate capacity for language development. LAD (general language learning principles; grammatical knowledge: rules)
The interactionist view
Language develops as a result of the complex interplay between the uniquely human characteristics of the learner and the environment in which s/he develops.
PIAGET: not see language as based on a separate module of the mind, but as one of a number of symbol systems which are developed in children.
VIGOTSKY: language develops from social interaction.
Zone of proximal developmen
.
Skinner’s verbal behaviour
Behaviouristic: children imitate the sounds and patterns which they hear around them and receive positive and negative reinforcement for their respective correct and incorrect imitations (stimulus-response conditioning).
Differences between L1 and L2 acquisition
Fossilisation
L1 acquisition
Unknown
L2 acquisition
Common, plus backsliding (i.e. return to earlier stages of development)
Intuitions
L1 acquisition
Children develop clear intuitions about correctness
L2 acquisition
L2 learners are often unable to form clear grammaticality judgments
Goals
L1 acquisition
Target language competence
L2 acquisition
L2 learners may be content with less than target language competence or more concerned with fluency than accuracy
Instruction
L1 acquisition
Not needed
L2 acquisition
Helpful or necessary
Variation
L1 acquisition
Little variation in degree of success or route
L2 acquisition
L2 learners vary in overrall success and route
Negative evidence
L1 acquisition
Correction not found and not necessary
L2 acquisition
Correction generally helpful or necessary
General failure
L2 acquisition
Complete success rare
L1 acquisition
Success guaranteed
Affective factors
L1 acquisition
Not involved
L2 acquisition
Play a major role determining success
Overall success
L2 acquisition
Aduts L2 learners are unlikely to achieve perfect L2 mastery
L1 acquisition
Children normally achieve perfect L1 mastery