Stages of Second Lanugage Acquisition Flashcards
Stage 1
Pre-Production / Silent Period - The learner takes in new language, but does not speak it
Stage 2
Early Production: The learner produces limited words and simple sentences. The emphasis is still on listening and absorbing the new language
Stage 3
Speech Emergence: Speech becomes more frequent, and words and sentences are longer, but the learner still relies heavily on context clues and familiar topics
Stage 4
Intermediate fluency: The learner begins to communicate in more complex sentences to verbally express thoughts and feelings.
Stage 5
Advanced fluency: The learner accurately produces varied grammatical structures and vocabulary and speaks comparably to native-speaking peers.
Characterstics of Pre-production (0-6 months)
Takes in language but does not speak it
Responds by pointing, gesturing, nodding, or drawing
Meaningful prompts for preproduction
Show me
Circle the
where is
who has
Characteristics of early production (6 months to 1 yr)
learner produces limited words and simple sentences
1-2 word phrases are common
the emphasis still on listening and absorbing language
Meaningful prompts for Early production
yes/no questions
either or questions
Characteristics of emergence (1-3 yrs)
leaner speaks in simple sentences
reliance on context clues and familiar topics
grammar and pronunciation errors are common
Prompts for emergence
Why
how
explain
Characteristics of Intermediate fluency (3-5 yrs)
learner speaks in complex sentences
expression of thoughts and feelings
accuracy in grammar and pronunciation is increased
prompts for intermediate fluency
why do you think that
what would happen if
Characteristics of advanced fluency (5-7 years)
learner accurately produces varied grammatical sturctures and vocabulary
comparable to same-aged native peers
prompts for advanced fluency
retell
decide if
it is important to identify a student’s current level of second language acquisition in order to
determine what appropriate, effective linguistic supports would benefit the student
Critical hypothesis period
there is a period from early childhood to adolescence in which full native competence is possible when acquiring a language. Children learn languages better and more easily than adults.
As students learn the new language (L2)
features of the first language (L1) become present. This is often both beneficial and harmful
Interrelatedness
beneficial connections between two languages
High L1 cognitive development
leads to better L2 acquisition, especially L2 CALP
Skills from L1
transfer to L2
The more developed the learner’s first language,
the better the second one will also develop. If the student has a strong foundation in L1 skills, the learning of the next language will most likely be easier. Any skills that students know from L1 in reading, writing, mathematics, and other subject areas will serve them well in second language acquisistion.
Interference
negative impacts of L1 on L2
Biggest influences from L1 on L2
Word order errors/syntax.
For example, in Spanish, adjectives come after sounds in sentences, while they come
before nouns in English.
Pronunciation
Spanish uses consistent letter/sound correspondence, while English uses several
different pronunciations of the same letters or combination of letters
Learners use L1 knowledge to learn L2. This can be
helpful (interrelatedness) or harmful (interference)
Current theories of second language acquisition emphasize that
language and thought processes are developed in unison, utilizing whatever foundation the student brings from their first lanugage.
Differences between languages need to
be taught explicitly.
English vocabulary should be taught
in a meaningful context.
Children have and advantage of
sounding like a native speaker
older learners may have an accent but
this does not make them any less capable of learning
Older learners have the advantage of
applying shortcuts to their learning and drawing analogies to their first language, something that they would not have been able to do when they were younger and less informed.
