M2 L1 and L2 Acquisition Flashcards
overgeneralize
to apply common linguistic rules where they do not apply, e.g. goed for went, or other irregular verbs.
code switching
alternating from one language to another.
Good idea to research the native language
because errors in L2 can be recognized from the structure of L1. You can point out the error better if you know the source.
Krashen’s Theory of Language Acquisition
(1) Acquisition Learning hypothesis: There are two systems one can use to “learn” L2, the learning system and the acquisition system. Learning is conscious learning and acquisition is learning through natural environment. Krashen favors the latter.
(2) Monitoring hypothesis: There comes a stage at which one “monitors” his use of L2. At this stage one can polish L2 and correct occasional deviations.
(3) Natural order hypothesis: the acquisition of grammatical structures follows a predictable “natural order.”
(4) Input hypothesis: Krashen’s explanation of how L2 acquisition takes place. Addresses “acquisition”, not “learning”.
(5) : Active filter hypothesis: the learner’s emotional state and can act as a filter that impedes or blocks input necessary to acquisition. Learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition.
Preproduction Stage
Last 10 hours to six months. Have up to 500 receptive words (understand, not comfortable using), understand new words that are comprehensible… Involves period of silence, may respond to pointing, picture, acting, nodding, yes/no answers. Don’t force to speak until ready.
Early Production Stage:
Last additional 6 months after first stage. May developed 1,000 receptive/active words (understand and use). Speaks in one or two word phrases, comprehends new material with yes/no, who/what/where questions.
Speech Emergence Stage:
Last up to an additional year. Usually developed about 3,000 words, use short phrases and simple sentences. Use dialogue, ask simple questions, answer simple questions. May use longer sentences, some grammatical errors.
Intermediate (Fluency) Language Proficiency Stage
May take another year after speech emergence. Typically developed about 6,000 words, begin complex statements, state opinions, share thoughts, speak longer periods.
Advanced (Fluency) Language Proficiency Stage:
Gain proficiency in second language 5-7 years. Developed specialized content area vocabulary, participate in grade-level classroom activities with some support. Speaks English comparable to same age native speakers.
Ask yourself
What types of questions might students from each stage reasonably be able to answer and using what vocabulary or technique would they answer?
Keep in mind blooms taxonomy
remember, understand, apply, analyze, evaluate, create.
Behaviorism
behaviors modified through classical conditioning (pairing stimuli) or operant conditioning (consequences of behavior).
Preproduction:
Ask questions that students can answer by pointing at pictures in the book (“Show me the wolf,” “Where is the house?”).
Early Production
Ask questions that students can answer with one or two words. (Did the brick house fall down?” “Who blew down the straw house?”)
Speech Emergence:
Ask “why” and “how” questions that students can answer with short sentences (“Explain why the third pig built his house out of bricks.” “What does the wolf want?”).
