L2 Theories Continued Flashcards
What is interlanguage
A systematic language performance by L2 learners who have not achieved sufficient levels to be identified completely with native speakers
4 stages of interlanguage development
1- Random errors (pre systematic)
Experimentation and inaccurate guessing
2- Emergent stage
Growing consistency
3- Systematic stage
Ability to correct errors when pointed out
4- Stabilization stage
Relatively few errors, ability to self correct
3 psycholinguistics sources for errors
Intralingual overgeneralizations
Interlingual (transfer from L1)
Indeterminate
Drawbacks to EA
Overstressing the production of data
Contributions of EA
First serious attempt to investigate learner language
Role of UG in L1 and L2
The same (but there are other processes at play as well in. L2)
UG critique
Theory in constant evolution
Theorists, not researchers
Predictions are unclear and ambiguous
5 parts of the Monitor Model (Krashen)
1-The Acquisition-Learning Hypothesis
2-The Monitor Hypothesis
3-The Natural Order Hypothesis
4-The Comprehensible Input Hypothesis
5-The Affective Filter Hypothesis
(Acquisition-Learning Hypothesis) Two distinct ways of developing L2 competence
Acquisition (subconscious)
Learning (conscious)
Critique of Acquisition-Learning Hypothesis
No clearly defined distinction, untestable
Monitor hypothesis ( uses acquisition or learning?)
Learning (monitor/editor)
learning makes changes in the form of our utterances , after it has been produced by the acquired system
Conditions for the use of Monitor hypothesis
Time
Focus on form
Know the rule
Critique for the Monitor hypothesis
No real evidence
Untestable if conscious or not
Unproven assumptions
Natural order hypothesis (uses acquisition of learning?)
Acquisition
Rules of language acquired in a natural order
Evidence for morpheme acquisition studies
Critique for natural order hypothesis
Problème with morpheme acquisition evidence
Cross-section studies, to longitudinal-accuracy order, not acquisition order
Role of L1 not significant
(Comprehensible input hypothesis) what is speaking the result of?
Acquisition
Input slightly beyond the present level
If enough input is understood, necessary grammar automatically provided
Critique for comprehensible input hypothesis
Assumption that input was provided
Not testable or falsifiable
Elimination of incorrect forms
Output ignored
Affective filter hypothesis—what is the barrier to acquisition?
Affective factors
Critique for affective filter hypothesis
Predicts same result for indifferent or highly motivated learners
Poorly explained
Untestable
Where does language development take place in Vygotsky’s Sociocultural perspective?
Social interactions
What is the zone of proximal development (ZPD)?
Difference / distance between what a learner can do with and without help. (Linked with scaffolding)
What is scaffolding?
Supporting the learner’s development and providing support structures to get to the next stage
Critique of Vygotsky’s Socicultural perspective
De-emphasis on language structures
Lack of empirical support
Characteristics of information processing approach
Mental processes occur in real time
SLA process affect in important ways - attention, memory& processing limitations
