1. Second Language Aquisition Flashcards
Input hypothesis
“comprehensible input” containing past-tense forms whileher “affective filter is kept low”
natural order hypothesis
learning-acquisition hypothesis ( subconsciously)-> natural communication
Interaction hypothesis 과정
어떤방법으로 input을 comprehensible하게 만들 것인가
“modified interaction” makes input comprehensible.
그래서, two-way task가 중요 Incomprehensible input (high marks) ->communication breakdown (high marks?) -> meaning negotiation-> T's interactional modification( good grades, A's and B 's)-> comprehensible input
Interactional structure is modified for the input to be comprehensible
Negotiation of meaning기출 선지
- 의미협상을 통해 L2 학습자들은 comprehensible input을 갖는다
- 의미협상은 제2언어학습자들의 이해를 촉진시킨다
- 의미협상을통해 학습자들은 자신의 언어사용에 대한 피드백을 받는다.
- 의미협상은 L2 학습자들이 그들의 output을 수정하고 조절하도록 촉발시킨다.
- Meaning negotiation helps L2 learners to obtain comprehensible input
- Meaning negotiation facilitates L2 learners’ comprehension
- Meaning negotiation provides learners with feedback on their own use of L2.( output 측면)
- Meaning negotiation prompts L2 learners to adjust and modify their output. ( output 측면)
Output hypothesis 기출선지
- 학생은 pushed output을 할 수 있는 기회를 받는다
- 학생은 교사의 피드백 이후에 스스로 에러를고쳐
- output hypothesis의 관점에서 보면 학생의 아웃풋이 그녀의 과거시제 규칙의 습득을 보여준다
- The S is provided with an opportunity for “pushed output”
- The S make “self-repair” following the T’s feedback.
- From the perspective of output hypothesis, the S’s output reflects her acquisition of past-tense rules through pushed output.
학생이 교사의 피드백을 uptake 하지 못 했을 때 (기출)
교사는 학생의 잠재적 발달 수준을 뛰어 넘는 도움을 제공한다.
The T offers assistance beyond “the S’s zone of proximal development.
Clarification request
Clarification request indicates ( to Ss) either “that their utterance has been misunderstood by T” or “that the utterance is ill-formed in some way that a repetition or a reformulation is required.”
e.g.) pardon? I’m confused. Lost whose book?
positive evidence
positive evidence: well-formed sentences to which learners are exposed.
negative evidence
information that is provided to Ss concerning the incorrectness of an utterance.
Output hypothesis 과정
Ss’ erroneous utterance -> T’s “negative” feedback ( pusing의 과정) -> Ss notice the gap in her linguistic kn
- > modify her output ( pushed output/ modified output)
- > She learns s/t new about the lg.
Output의 기능 3가지
- noticing fuction : Ss encounter gaps btw what they want to say and what they are able to say, so they notice what they do not know or know partially in the lg.
- hypothesis-testing fuction : By trying out lg, the S test the hypothesis and receive feedback from an interlocuter.
- Metalinguistic fuction : Ss reflect on the lg they learn and thereby the output enables them to control and internalize linguistic kn
Pushed output
Ss reformulate their utterance as a result of other’s negative feedback
Output that reflects what learners can produce when they are pushed to use the target lg “accurately” and “concisely”
Modified output
modified from the initial utterance
Comprehensible output
lg produced by the learner that can be understood by other speakers
recast
T’s “reformulation” of all or part of a Ss utterance minus the error.
Reformulate an ill-formed utterance in an unobtrusive way.
contain a targetlike alternative to the learner’s ill-formed output. (기출선지)
Lg competence (4)
- grammatical competence: sentence level grammar
- discourse competence : cohesion/ coherence
- the ability to connect sentences into discourse and to form a meaningful whole - illocutionary competence : sending and receiving intended meanings
- socio-linguistic competence
appropriateness of the attitude
choice of style or register
formality
cultural aspects
Speech acts
Ss should learn the appropriate ways to accomplish their goals when they are speaking.
e.g.) thanking, requesting information, complimenting
different forms can be used to accomplish the same speech act
(culture마다 다르고, role-play를 통해 연습가능)
말하기 가르칠 때 교사는 뭘 고려해야할까
Ss should learn the appropriate ways to accomplish their goals when they are speaking.
cultural norms 다름 in intercultural communication
pragmatic competence, sociolinguistic competence
. cultural kn of lg use in context 가르쳐야
이런거 안가르치면
misunderstandings or inappropriate behavior in cross-cultural situations.
Overgeneralization
the process of generalizing a particular rule or item in the 2nd lg, irrespective of the native lg beyond conventional rules or boundaries
(childs - children)
(intralingual transfer)
Interlanguage
systemabtic, variable, dynamic
presystematic - emergent- systematic- stabilization
Negative transfer
다른 표현/
예시
Interlingual transfer
e.g.) I saw an exam
all these are attributable to negative interlingual transfer.
display Q
T tries to elicit information and she already knows answer to the questions
–> display Qs are useful to elicit desired grammatical, phonological, or discourse patterns from a S.
referential Q
T doesn’t know the answer to the question.
Ss are able to communicate “genuinely” and personalize the “questions”.
T can engage Ss with more “communicative authenticity”
Uptake
a S’s verbal reaction to the feedback
The Zone of Proximal development
Ss cannot acquire a lg form until they are developmentally ready. (교사의 feedback noticing 못함)
T’s attempt to teach irregular past tense didn’t
bc the S did not yet reached the developmental stage of acquiring it.
Types of Error correction feedback (6)
- clarification request
- metalinguistic feedback
- elictation
- explicit correction
- repetition
- recast
metalinguistic feedback
provide info related to the well-formedness of the Ss’ utterance
(remember the present perfect tense?)
elictation
def. Ts elicit completion of Ss’ own utterance.
prompt S to self-correct (what does?)
explicit correction
a clear indication to S that the form is incorrect
indicate 해주고 correct form 제공
repetition
T repeats the ill-formed part of the Ss’ utterance usually with a change in intonation
e.g.) 민지, I go to Grandma’s house? (T)
Oh..eh.. I will go to Grandma’s house (S)
The T’s repetition helped her Ss “self-correct” their errors.
global error
it hinders communication
(mosquitoes eat me -> bite me)
-> Ss need to receive immediate feedback from the T
local error
minor error/ hearer can make an accurate guess about the intended meaning
-> recast 써도 무방
T’s corrective feedback 관련 기출 선지
1. 교사는 학생의 에러에 대하여 implicit negative feedback 준다
2. 학생은 교사의 corrective feedback에 바로 반응한다.
uptake
3.
- The T gives implicit negative feedback on the S’s errors
2. The S immediately responds to the T’s corrective feedabck
implicit corrective feedback
NOT explicitly indicate that an error has occurred
/ so that it does not embarrass the learner
and disrupt the flow of ongoing communication
explicit corrective feedback
disrupt the flow of ongoing communication
하지만 global error나, repeated error에 관해서는 사용해야함.
Focus on Meaning 의 입장지닌 수업 (12년 15)
form에 전혀 신경 X
- The T believes that “interactions” with others are essential in second language learning
- The T tries to improve students’ fluency
- The student may filter out comprehensible input bc her “affective filter is up” in Teacher A’s classes.
- The S wants “planning time” to activate her language knowledge before doing interactive activities.
T rarely interrupt or stop to correct Ss’ grammar
- 너무 meaning에만 초점 두면 안된다. Focus-on-form 해서 때때로 form에도 주의 기울여야 한다.
Contrastive Analysis Hypothesis
L1 interference
negative transfer
interlingual transfer
The source of lg error is a difference in L1 and L2
->identifying similarities and differences of grammatical points btw their native lg and English
Behaviorism
rote learning of isolated units of grammar
Focus on Form
for communicative lg use
-> grammatical points in “communicative context”
lg items above the sentence level
Ss can develop their ability to use the forms appropriately for particular situations.
Teacher B believes “contexualized lg use” faciliates grammar acquisition
