Lecture 20 - Second Language Acquisition

Question 1

What are some general processes that people use when learning a second language?

Why are these features seen?

Answer 1

• Oversimplification
• Overgeneralisation
• Transfer

Due to:

• Processor overload

Question 2

Describe Transfer

Answer 2

• Use of L1 features in L2
• Positive transfer:
  
  • L1 feature use in L2 works
  • eg. Happens when the two languages are similar (German & Dutch)
• Negative transfer:
  
  • ​Transfer does not work

Question 3

What is processor overload?

Answer 3

• Learners have limited cognitive space to process L2
• This explains why there are the similar features seen in SLA:
  
  • ​eg Oversimplification
  • Generalisation

Question 4

What is meant by perceptual saliency?

Answer 4

• Certain features of language are less easily noticed
  
  • eg verb inflections, determinants

Question 5

Describe the idea of Interlanguage

Answer 5

• Continuum between 0 and native-like language proficiency
  
  • Not between L1 and L2
• It is the **learner’s approximation **of the target language
• Own rules:
  
  • ​L1
  • L2
  • IL-specific

Question 6

Describe fossilisation

Answer 6

• Not all learners reach native-like proficiency
• A certain level is reached where the speaker is able to communicate effectively, but there still exist mistakes
• There is no motivation to fix these mistakes
• It is, however, possible, but it is very difficult

Question 7

Describe the developmental heirarchy of SLA

What is the influence of L1?

Give an example

Answer 7

• There are defined stages in language learning
• Learners of a given L2 will generally follow the same sequence, regardless of L1
• Depending on L1, learners may remain at certain stages longer
• Example:
  
  • ​’Negation’ in English
    
    • ​Stage 1: No have any sand
    • Stage 2: I don’t can sing
    • Stage 3: She don’t like rice
    • Stage 4: I didn’t went there
• The developmental stages are largely due to processing ability
  
  • ​First stages represent the least processing requirement etc.
• Stages can not be bypassed
  
  • Implications for language teaching in the classroom
  • Targeted instruction

Question 8

What things differ between L2 learners?

What is this due to?

Answer 8

• ​Level of ultimate achievement
• Due to:
  
  • ​Age of leaning
  • Aptitude
  • Personal aspects (motivation, intelligence)

Question 9

Describe the sensitive period

Answer 9

• Ultimate attainment in L2 learning depends on age of learning:
• **Before 6 yrs: **almost all learners reach NS-like levels
• 6-13: many learners reach NS-like levels
• After 13 yrs: normal distribution

Question 10

Describe the Abrahamsson & Hyltenstam research in 2009

Answer 10

1st stage:

• Recorded Swedish data from spanish speakers and played to native speakers
• Native speakers assess whether or not they think the speakers are native Swedish speakers

2nd stage:

• If they passed, there was a further battery of tests.
• Even among high proficiency learners, only 7% scored with a native range.

Implication:

• “If it walks like a duck and quacks like a duck, is it really a duck?”
• Could well be a chicken
• L2 speakers may be perceived as native speakers, but there are still fundamental differences in language ability

Question 11

What is thought to be the reason for the sensitive period?

Answer 11

• Lateralisation
  
  • ​Implicit learning:
    
    • ​Right hemisphere
    • This is how L1 is learnt
  • Explicit learning
    
    • ​Left hemisphere
    • This is how L2 is learnt
• Universal grammar
  
  • ​No longer accessible after puberty
• Input
  
  • ​Children receive CDS during FLA
  • Adult L2 learners do not receive this simplified language

Question 12

What does overall language attainment depend on?

Answer 12

• Environmental & educational factors
  
  • eg Henry Kissinger & Mathias Cormann
• Starting late does not automatically mean low attainment

Question 13

What factors drive SLA?

Answer 13

• Input is the most important factor
  
  • ​Comprehensible
    
    • ​Input that is at a level that is comprehensible to the learner
    • eg listening to complicated political programme too early on
  • Negotiation of meaning:
    
    • ​Adaption of the input to the learners level:
      
      • ​Rephrasing
      • Explaining etc.

Question 14

What are the paedagogical implications of what we know about SLA?

Answer 14

• Input
  
  • ​V. important
  • But only if comprehensible
• Interaction
  
  • ​With native speakers, or other students
    
    • ​They don’t teach each other their mistakes
• Focus on fluency
  
  • ​Rather than correctness

Question 15

Compare focus on fluency & correctness

Answer 15

• Focus should be on fluency
• However, correctness will not completely take care of itself
  
  • ​Need focus on this at some point
  • But preferably without reverting to grammar-translation method

Question 16

Discuss the definition of Bilingualism

Answer 16

• Hard to define
  
  • ​Only speaking
  • To what level?
  • In what domains?
    
    • ​Conversational vs. academic

Question 17

Is bilingualism common?

Answer 17

• Globally, yes
• In particular in Africa and SE Asia
• However, the individuals do not have the same level of proficiency in each language

Question 18

Outline the types of bilingualism

Answer 18

• Simultaneous bilingualism
  
  • ​Two language inputs at the same time,
  • Hard to say which is L1
  • There will, however, be a stronger language
    
    • ​Usually the language of the surrounding environment
• Consecutive bilingualism
  
  • ​ie SLA
  • More common

Question 19

Discuss various L2 learning approaches

Answer 19

• L2 teaching in primary school
  
  • ​Aims to capitalise on L1 learning
  • Doesn’t work
  • Need full immersion
• Immersion schools
  
  • ​Work better
  • Still, children do not reach NS-like levels