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Ch. 9: INTERLANGUAGE, stargetic techniques from learners - Coggle Diagram
Ch. 9: INTERLANGUAGE
UNIVERSALS and MARKEDNESS
linguistic universals provide facilitative effects in SLA
universals aren't always ambiguous in their directionality
Fred Eckman
accounts for relative degrees of difficulty by means of principles of UG
MARKEDNESS DIFERENTIAL HYPOTHESIS
degrees of markedness- degrees of difficulty
marked structures acquired later
universal rules as set of limitations
COMPETITION MODEL OF SLA
learners compete strategic options to make sense of meaning
learners are not dependent on formal linguistic features for deciphering L2
MISTAKES and ERRORS
mistake
a performance error
a failure to utilize a known system correctly
error
a noticeable deviation from the adult grammar of a native speaker
reflects the competence of the learner
cannot be self-corrected
ERROR ANALYSIS
performance analysis/ interlanguage analysis
comprehension data equally important as the other macroabilities
instability of learners' systems
strategy of avoidance
classification and analysis
over and covert errors
Errors that are visible and noticeable in speech or writing
global and local errors
Errors that affect overall communication or understanding
errors of addition, omission, substitution, and permutation
levels of domain of language
Errors related to pronunciation, stress, and intonation
SOURCES OF DIFFICULTY
L1 transfer
INTERLINGUAL TRANSFER
Contrastive Analysis Hypothesis
where no interference could be predicted no difficulty would be experienced
Prator's hierarchy of difficulty
the teacher/linguistic could make a prediction of the relative difficulty of a given aspect of the TL
LEVEL 0 - TRANSFER
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Prediction of difficulty by means of contrastive procedures have glaring shortcomings
creativity of the learner not taken into account
subtle difference betw two lgs may present greater difficulty than vast differences
Richard Wardhaugh
strong version of CAH
weak version of CAH
more reasonable to adopt
a recognision of the significance of interference across languages
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CROSS LINGUISTIC INFLUENCE
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INTRALINGUAL TRANSFER
ovegeneralization
context of learning
linguistic context
classroom context
induced errors
INPUT
interaction in SLA
SLA theory
sociocultural nature of learning an L2
learners construct meaning through negotiation
frequency
type and token frequency
Historically avoidance of error
CLT and task based instructions advocate a balance betw attention to fomr and to meaning
teacher's feedback reinforces sts responses
global errors
local errors
communication feedback model
how to approach errors in lg classrooms
FORM FOCUSED INSTRUCTION (FFI)
consciousness
accessing and exchanging info
awareness
focus
attention
concentration
implicit/explicit dichotomy
FonF directs the learner to a lg form by spotlightinh a form in the process of classroom instruction
dif types of feedback
recast
clarification request
metalinguistic feedback
elicitation
explicit correction
repetition
responses to feedback
uptake
repair
repetition
L2 learning (1960)
A process of overcoming the interfering effects of L2
CHANGE (20TH C)
SLA same way as L1
legitimacy of learners's L2 systems
INTERLANGUAGE
A system that has a structurally intermediate status betw the native and target lgs
IDIOSYNCRATIC DIALECT
learners' lg is unique to a particular individual
learner language
production
comprehension
Stages of learner langugage development
presystematic stage
a nº of random error form learner's guesses
emergent stage
systematic stage
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more consistent linguistic production
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don't globally descibe learners' development
variation in learner language
gradual diffusion of incorrect forms of lg in emergent and systematyc stages of development
CONTEXT and STYLE
contextual variability
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tutored and untutored learning
TRANSFER
stargetic techniques from learners